Professional Documents
Culture Documents
POLICIES
Applicability participation of traditionally underrepresented groups in the
University’s work force.
These policies apply to recruitment, admission, extracurricu-
lar activities, housing, facilities, access to course offerings, ADA Compliance and Reasonable Accommodation
counseling and testing, financial assistance, employment,
The University of New Mexico is committed to the recognition
health and insurance services, and athletic programs for
and the proactive pursuit of compliance with the Americans
students. These policies also apply to the recruitment, hir-
with Disabilities Act of 1990 (ADA). The University makes
ing, training and promotion of University employees (faculty,
reasonable accommodation to the religious observances/
staff, and students) and to all other terms and conditions of
national origin practices of a student, an employee or pro-
employment. The University strives to establish procedures,
spective employee, and to the known physical or mental
which assure equal treatment and access to all programs,
limitations of a qualified student, employee, applicant or
facilities and services.
program user with a disability, unless such accommodations
Anti-Harassment have the end result of fundamentally altering a program or
service or placing an undue hardship on the operation of the
It is the policy of the institution to prevent and eliminate forms University. Qualified students, employees or program users
of unlawful harassment in employment and educational set- with disabilities should contact the Office of Equal Opportunity
tings. The University prohibits harassment of employees by or Accessibility Resource Center for information regarding
supervisors or co-workers and harassment of students on accommodations in the employment and/or academic setting.
the basis of race, color, religion, national origin, physical or To comply with the ADA and the Rehabilitation Act of 1973,
mental disability, age, sex, sexual orientation or gender iden- UNM provides the information in this publication in alternative
tity, ancestry, medical condition, spousal affiliation or other formats. If you have a special need and require an auxiliary
protected status. The University makes special efforts to aide and/or service, contact Accessibility Resource Center
eliminate both overt and subtle forms of sexual harassment. at (505) 277-3506 or at Mesa Vista Hall 2021, Albuquerque,
New Mexico 87131-2101.
Equal Education Policy
The University of New Mexico is committed to providing Non-Discrimination
equal educational opportunity and forbids unlawful dis- If you believe you have been discriminated against and/or
crimination and/or harassment on the basis of race, color, harassed on the basis of your race, religion, color, national
religion, national origin, physical or mental disability, age, origin, physical or mental disability, age, sex, sexual orienta-
sex, sexual orientation or gender identity, ancestry, spousal tion or gender identity, ancestry, spousal affiliation, medical
affiliation, medical condition, or veteran status. Equal educa- condition, or veteran status you should contact the Director
tional opportunity includes: admission, recruitment, academic of Equal Opportunity, who serves as the Coordinator for the
endeavors, extracurricular programs and activities, housing, Americans with Disabilities Act of 1990 (prohibiting discrimi-
health and insurance services and athletics. In keeping with nation on the basis of disability) and Title IX of the Education
this policy of equal educational opportunity, the University is Amendments Act of 1972 (prohibiting discrimination on the
committed to creating and maintaining an atmosphere free basis of sex in federally funded programs). The Director can
from all forms of harassment. be reached at the Office of Equal Opportunity (OEO), 609
Buena Vista NE, University of New Mexico 87131, telephone
Equal Employment Opportunity number: (505) 277-5251. You can also access information on
University policy, state, and federal law and regulations the OEO web site: http://www.unm.edu/~oeounm/.
forbid unlawful discrimination on the basis of race, color,
religion, national origin, physical or mental disability, age, Applicable University of New Mexico Policies
sex, sexual orientation or gender identity, ancestry, spousal UNM policies regarding Equal Opportunity, Affirmative Action,
affiliation, medical condition, or veteran status in recruiting, discrimination, reasonable accommodations, sexual harass-
hiring, training, promoting and all other terms and conditions ment, and other related subjects listed above can be viewed
of employment. The University of New Mexico commits itself at the following web site: http://www.unm.edu/~ubppm/ or can
to a program of affirmative action to increase access by, and be reviewed at the Office of Equal Opportunity located at 609
Buena Vista NE, University of New Mexico 87131-0001.
TABLE OF CONTENTS
Academic Calendar................................................................6 Teacher Education..........................................................392
Administration.........................................................................8 School of Engineering..................................................403
General Information................................................................9 Chemical and Nuclear Engineering................................409
Admissions...........................................................................17 Civil Engineering.............................................................424
The Undergraduate Program...............................................29 Computer Science..........................................................433
Electrical and Computer Engineering.............................441
Undergraduate Academic Advisement.................................29
Manufacturing Engineering.............................................307
Student Services Information...............................................35 Mechanical Engineering.................................................453
The Graduate Program........................................................57 College of Fine Arts.........................................................463
Robert O. Anderson School of Management...................89 Art and Art History..........................................................467
School of Architecture and Planning.............................109 Cinematic Arts.................................................................485
Architecture..................................................................... 112 Music...............................................................................488
Community and Regional Planning................................121 Theatre & Dance............................................................509
Landscape Architecture..................................................128 School of Law...................................................................523
College of Arts and Sciences..........................................133 University of New Mexico
Africana Studies..............................................................138 Health Sciences Center................................................529
American Studies............................................................141 Clinical Science..............................................................530
Anthropology...................................................................146 Anesthesiology, Biochemistry and Molecular Biology,
Art...................................................................................158 Cell Biology and Physiology, Dermatology, Family and
Arts and Sciences...........................................................158 Community Medicine, Medicine, Molecular Genetics
Biochemistry...................................................................159 and Microbiology, Neurological Surgery, Neurology,
Biology............................................................................160 Neurosciences, Obstetrics and Gynecology, Orthopaedics
Chemistry and Chemical Biology....................................168 and Rehabilitation, Pathology, Pediatrics, Psychiatry,
Communication and Journalism.....................................172 Radiation Oncology, Radiology, Surgery
Earth and Planetary Sciences........................................179 Biomedical Sciences.......................................................531
Economics......................................................................187 Master of Public Health..................................................537
Economics-Philosophy...................................................191 Diagnostic and Therapeutic Sciences:
English............................................................................191 Dental Hygiene............................................................552
English-Philosophy.........................................................202 Emergency Medicine...................................................556
Family Studies................................................................202 Medical Laboratory Sciences......................................559
Foreign Languages and Literatures................................203 Occupational Therapy.................................................563
Geography......................................................................215 Physical Therapy.........................................................566
Health, Medicine and Human Values.............................219 Physician Assistant Studies........................................571
History.............................................................................222 Radiologic Sciences....................................................575
International Studies.......................................................236 College of Nursing...........................................................583
Latin American Studies...................................................241
College of Pharmacy........................................................599
Linguistics.......................................................................247
Mathematics and Statistics.............................................254 School of Public Administration..................................... 611
Medieval Studies............................................................266 University College............................................................613
Peace Studies.................................................................266 Bachelor of University Studies........................................616
Philosophy......................................................................268 Aging Studies..................................................................618
Physics and Astronomy..................................................272 Chicano Hispano Mexicano Studies...............................618
Political Science..............................................................280 Student Academic Choices.............................................619
Psychology.....................................................................285 Introductory Studies........................................................620
Religious Studies............................................................293 Native American Studies................................................621
Science, Technology and Society...................................297 University Honors...........................................................628
Sociology........................................................................297 Water Resources Program.............................................627
Spanish and Portuguese................................................304 Undergraduate Interdisciplinary Studies.......................631
Speech and Hearing Sciences....................................... 311 University Libraries.........................................................631
Sustainability Studies......................................................314 Interdisciplinary Film and Digital Media..........................631
Women Studies..............................................................316 Military Studies...............................................................633
College of Education........................................................321 Graduate Interdisciplinary Studies.................................639
Art Education..................................................................328 Nanoscience and Microsystems.....................................639
Counselor Education......................................................331 Optical Science and Engineering...................................643
Early Childhood Multicultural Education.........................334 Special Programs.............................................................627
Educational Leadership..................................................337 Division of Continuing Education and
Educational Linguistics...................................................342 Community Services.......................................................645
Educational Media/Library Science................................342 Extended University........................................................645
Educational Psychology..................................................343 Branch Campuses .........................................................646
Family Studies................................................................346 Evening and Weekend Degree Programs......................648
Health Education............................................................352 Key to Symbols Used in Course Descriptions...................653
Language, Literacy and Sociocultural Studies................. 356 Campus Map......................................................................654
Nutrition and Dietetics....................................................363
Index...................................................................................658
Organizational Learning and
Instructional Technology.................................................366
Professional Physical Education....................................371
Special Education...........................................................385
administration
THE REGENTS BRANCH DIRECTORS
OF THE UNIVERSITY Sylvia Andrews, Ph.D. . .............................Executive Director,
Gallup Campus
Carolyn J. Abeita............................................. Isleta Pueblo Alice Letteney, Ph.D. . . Executive Director, Valencia Campus
Donald L. Chalmers.................................................Santa Fe Catherine M. “Kate” O’Neill, Ed.D. ............Executive Director,
Emily “Cate” Wisdom......................................Albuquerque Taos Campus
J.E. “Gene” Gallegos..............................................Santa Fe Cedric Page, Ph.D. ...................................Executive Director,
Jack L. Fortner...................................................Farmington Los Alamos Campus
James H. Koch........................................................Santa Fe
Raymond G. Sanchez......................................Albuquerque
UNIVERSITY ADMINISTRATION
EX-OFFICIO MEMBERS Karen Abraham, Ed.D..................................Alumni Relations/
Executive Director, Alumni Association
The Honorable Bill Richardson Steven Beffort, B.A. . ....... Associate Vice President Business
Governor of New Mexico........................................... Santa Fe Development & Auxillary Enterprises
Randy Boeglin, M.A. ..................................Dean of Students/
Veronica Garcia
Director of Residence Life
Secretary of Public Education................................... Santa Fe
Ava Lovell, B.S., C.P.A. . ................................. Vice President
Viola Florez Business and Finance,
Secretary of Higher Education.................................. Santa Fe University Controller
Christine Chavez, C.P.A. . ..................................Internal Audit
Mark P. Chisholm, M.S. . ...................... Institutional Research
UNIVERSITY OFFICERS Jennifer Crabb, M.A. .....................................Career Services
Andrew Cullen, B.B.A., M.L.A. ........Associate Vice President
David J. Schmidly, Ph.D. .......................................President Institutional Planning
Carmen Alvarez Brown, M.S. ....................... Vice President Polly Anderson, B.A. ........General Manager/CEO, KNME-TV
Enrollment Management Wynn Goering, Ph.D. ..............Vice Provost Academic Affairs
Josephine De Leon, Ph.D. ............................ Vice President Theresa Ramos, M.A. .....................Interim Director, Office of
Equity and Inclusion Equal Opportunity
Jeronimo Dominguez, Ph.D. ............................Vice Provost Kathleen Guimond, B.A. ................................. Chief of Police
Extended University Richard Holder, Ph.D. ....... Deputy Provost, Academic Affairs
Julia E. Fulghum, Ph.D. ............... Vice President, Research Mary Kenney, M.A.P.A., M.A.C.R.P. ..........Associate Director,
David W. Harris, B.B.A. .................Executive Vice President Health Sciences Center Facility Planning
Administration Elizabeth G. Kerkmans, B.A. .......Assistant Controller/Bursar
Michael Kingan, M.P.A. ................................. Vice President Beverly Kloeppel, M.D. ........ Director, Student Health Center
Institutional Advancement Paul Krebs, M.A. ............................... Vice President Athletics
Gilbert Gonzales, Ph.D. .................Chief Information Officer Roger Lujan, A.I.A. ...................... Interim, University Architect
Elizabeth Miller, Ph.D. .............. Acting Director, Rio Rancho Brian Malone, M.B.A. ............................Student Financial Aid
Operations and Branch Stephen McKernan, M.A. ...................CEO, The University of
Academic Affairs New Mexico Hospital
Paul Roth, M.D. . ........................... Executive Vice President Susan McKinsey, B.A., M.A ...................... Director University
Health Sciences Communication
Helen Gonzales, M.B.A. ................................ Vice President & Marketing
Human Resources Walter Miller, Ed.D. .......... Associate Vice President, Student
Eliseo Torres, Ed.D. ............. Vice President, Student Affairs Development/Director, New Mexico Union
Suzanne Trager Ortega, Ph.D. ................ Provost/Executive Rosalie Otero, Ph.D. .................................. University Honors
Vice President Academic Affairs and Undergraduate Seminar Program
K. Lee Peifer, J.D. ...................... Interim, University Counsel
DEANS Curtis Porter, M.A. . .........................Associate Vice President
Planning, Budget & Analysis
Martha Bedard, M.L.S. ............................. University Libraries Marc Saavedra, B.A. ..............Director, Office of Government
Douglas M. Brown, M.B.A.. .......Dean of Robert O. Anderson Affairs
School of Management Kathleen F. Sena, B.S. ............................................. Registrar
Uday Desai, Ph.D. ............... School of Public Administration/ Melanie Sparks, B.A. ....... Director of Bookstores, Lobo Card
Director Tom Tkach, B.S. .................. Director, Popejoy, Public Events
Nancy Ridenour, Ph.D. .............................College of Nursing Vivian Valencia, B.B.A. . ............... Secretary of the University
Arup Maji, Ph.D. ..................... Interim, School of Engineering Mary Vosevich, B.S. .......Director, Physical Plant Department
Brenda J. Claiborne, Ph.D. ............................. College of Arts Cheryl Willman, M.D. ............Director, The University of New
and Sciences Mexico Cancer Research and
Finnie Coleman, Ph.D. ...............................University College Treatment Center
Richard Howell, Ph.D. ........................... College of Education Luther Wilson, B.A. .......................................University Press
James Linnell, Ph.D................................. College of Fine Arts
Rita Martinez Purson, Ph.D. .................................. Division of
Continuing Education
John A. Pieper, Pharm.D. . .................... College of Pharmacy
Paul B. Roth, M.D. .................................. School of Medicine/
Executive Vice President, Clinical Affairs
Roger L. Schluntz, M.A .... School of Architecture and Planning
Kevin Washburn, J.D. ......................................School of Law
Amy Wohlert, Ph.D. .........................Dean of Graduate Studies
GENERAL INFORMATION
INFORMATION
INFORMATION
GENERAL
GENERAL
VISION, MISSION, VALUES, AND nections, as important platforms for research that lead
to economic development and improved quality of life;
STRATEGIES from sources of sustainable energy to cures for disease;
from state-of the art digital and film technologies to nano-
technologies.
Mission
Health and Wellness Leadership
UNM’s statement of mission articulates our highest puposes
We are an unmatched health and wellness resource in
for existing:
New Mexico, ensuring access to all, providing state-of-
The mission of the University of New Mexico is to serve
the-art facilities and care, and engaging in research that
as New Mexico’s flagship institution of higher learning
leads to new ways to preserve wellness, as well as treat
through demonstrated and growing excellence in teach-
and cure disease.
ing, research, patient care, and community service.
International Engagement
UNM’s ongoing commitment to these cornerstones of pur-
We recognize and maximize the value of our location in
pose serves to:
the United States and the western hemisphere and are
• Educate and encourage students to develop the values, seen as a hub for international initiatives that touch all
habits of mind, knowledge, and skills that they need parts of the globe.
to be enlightened citizens, contribute to the state and
national economies, and lead satisfying lives. As a result of achieving this vision, UNM will become the
• Discover and disseminate new knowledge and creative first minority/majority university in the country to attain
endeavors that will enhance the overall well-being of membership in the prestigious Association of American
society. Universities (AAU).
• Deliver health care of the highest quality to all who
depend on us to keep them healthy or restore them to
wellness. Values
• Actively support social, cultural, and economic develop- UNM’s values describe the “evergreen” principles that guide
ment in our communities to enhance the quality of life our decisions, actions, and behaviors. These are essential
for all New Mexicans. and enduring tenets, not to be compromised for short-term
expediency. By stating these values publicly, we are openly
Vision committing to upholding them and to be held accountable
accordingly.
UNM’s vision describes the future state to which we, as an
institution, aspire. Our aim is for this to be a vision that is Excellence demonstrated by our people, programs, and
“alive,” serving to inform and align all of our goals, activities, outcomes, as well as by the quality of our decisions and
decisions, and resources, as well as inspiring and encourag- actions.
ing initiative, innovation, and collaboration.
Access with Support to Succeed that gives all who
The greatest opportunity for excellence at UNM is to desire the opportunity to take full advantage of the wealth
produce from the unique mix of New Mexico’s diverse of resources at UNM and to be fully included in the UNM
population the workforce, leaders, health care providers community.
and scholars that will contribute to the social and eco-
nomic vitality of our state, region and nation. Integrity that holds us accountable to our students, the com-
munity, and all who serve UNM’s mission, to manage our
We aspire to a future in which we are known for: resources wisely and keep our promises.
Strength through Diversity
Diversity that enlivens and strengthens our university, our
We lift up our cultural and ethnic diversity as the unique
community, and our society.
strategic advantage it is, providing the environment in
which our students learn with one another to generate Respectful Relationships that build trust, inspire collabora-
new knowledge that helps the world’s people leverage tion, and ensure the teamwork that is essential to UNM’s
and celebrate the value of difference. success.
Student Success through Collaboration Freedom of speech, inquiry, pursuit of ideas, and creative
We are seen as committed partners with those whose activity.
mission it is to educate New Mexico’s citizens, helping
to assure that each individual has the opportunity and Sustainability so that as we meet the needs of the present,
resources to develop the confidence and skills that open we are not compromising the well being of future genera-
the door to higher learning. tions.
Vital Academic Climate
We are known for our dynamic, interactive, and pas- Institution-Wide Strategies
sionate academic climate, punctuated by the virtue of
academic freedom that is a hallmark of all the world’s UNM’s institution-wide strategies describe a few critical com-
great universities. mitments and areas of focus that are necessary to achieving
our vision and fully activating the mission. Some of our strat-
Excellence through Relevance egies will build the infrastructure and culture necessary for
We are seen as the university of choice for the brightest sustainable success, while others will propel us ever closer
students, offering nationally-recognized programs at the to achieving our highest aspirations.
undergraduate, graduate, and professional levels that
will remain relevant throughout the 21st century and Connectivity to Purpose
beyond. Every member of the campus community will gain under-
standing of, connect with, and take accountability for
Research for a Better World his or her individual contributions to our mission, vision,
We utilize the geography of our southwestern landscape values, and strategies.
and culture, as well as our expansive international con-
A Conceptual Framework
Four Strands of Priority that Connect, Align, & Activate the University’s Mission, Vision, Values, and Strategies
Systemic Healthy
Excellence Communities
• Research • Urban/Rural Health Economic &
• Undergraduate/ • Education & Training Community
Student Graduate Education • Research, Outreach
• International Education & Intervention Development
Success • Diversity • Health Policy • Economic Revitalization
• Affordability • Community Capacity
• Access Building
• Graduation Rate • Sustainability
• Retention Rate Leadership
Vision
A future in which UNM is known for:
- Strength through Diversity
- Student Success through Collaboration
- Vital Academic Climate
- Excellence through Relevance Values
Cornerstones of
- Research for a Better World - Excellence
Mission Branch
Regents - Health and Wellness Leadership - Access with Support Campuses
Student Body - Teaching - International Engagement to Succeed
- Research Alumni
Faculty - Integrity Association
Staff - Patient Care - Diversity
- Community Service Foundation
Retirees Strategies to Achieve the Vision - Respectful Relationships
Athletics
Alumni - Freedom
- Connectivity to Purpose Hospitals & Clinics
Patients - Sustainability
- Intercultural Competency Parents’ Association
Legislature
- Synergistic Partnerships
Business Science & Technology
Community - Student-Centered Decision Making Corporation - UNM
- Campus Vitality
Schools
- Innovative Research-to-Application Platforms
- Mission- and Vision-aligned Investments
Intercultural Competency
Actively deepen and share our understanding of the
Accreditation
diverse cultures that come together at the University of UNM is institutionally accredited by the Higher Learning
New Mexico and the value they add to society. Commission of the North Central Association of Colleges
and Schools (http://www.ncahigherlearningcommission.org).
Synergistic Partnerships Other programmatic accreditations are listed below.
Identify, nurture, and strengthen partnerships with those
institutions and individuals in the community whose mis- Anderson Schools of Management: The Association to
sions are aligned with and complement our own, with Advance Collegiate Schools of Business International
the result of becoming stronger and more successful
School of Architecture and Planning: National Architectural
collectively than we could have become individually.
Accrediting Board, Planning Accreditation Board, and
Student Centered Decision-Making Landscape Architectural Accreditation Board
Every major decision made will begin with the question:
College of Arts and Sciences: American Council on
“How does this enhance the ability of our students to be
Education in Journalism and Mass Communication, American
successful?”
Psychological Association, and American Speech-Language-
Campus Vitality Hearing Association
Students, faculty, and staff will be encouraged, sup-
College of Education: National Council for Accreditation
ported, and rewarded for contributing to the energy and
of Teacher Education, New Mexico Public Education
vitality of our university community by enthusiastically
Department, University Council for Educational Administration,
engaging in the exploration and exchange of ideas.
Council for the Accreditation of Counseling and Related
Innovative Research-to-Application Platforms Education Programs, Commission on Accreditation for
Create and sustain the conditions under which the bright- Dietetics Education of the American Dietetic Association,
est and best innovative research will be conducted and National Council of Family Relations, Commission on Sport
applied for the benefit of New Mexico, the country, and Management Accreditation, Commission on Accreditation
the world. of Althletic Training Education, and American Society of
Exercise Physiologists
Mission- and Vision-Aligned Investments
All investments of time, energy, and resources will be School of Engineering: Engineering Accreditation
made with clear understanding and articulation of how Commission of the Accreditation Board for Engineering and
the investment serves the mission and contributes to Technology, American Council for Construction Education,
achieving the vision. and Computing Accreditation Commission of the Accreditation
Board for Technology and Engineering.
Education Programs, Council on Education for Public Health, university’s most distinctive buildings, including a new library
Accreditation Council for Occupational Therapy Education, in 1936 (Zimmerman Library), Scholes Hall (administration),
Commission on Accreditation in Physical Therapy Education,
INFORMATION
and the Anthropology Hall.
INFORMATION
National Accrediting Agency for Clinical Laboratory Sciences,
GENERAL
GENERAL
and Commission on Dental Accreditation Enrollment rose to nearly 2,600 under Zimmerman, but then
WWII intervened. Zimmerman died in 1944, the same year
College of Nursing (Health Sciences Center): Commission one of the most significant education bills ever addressed by
on Collegiate Nursing Education and American College of the U.S. Congress was passed. The G.I. Bill opened higher
Nurse-Midwives Division of Accreditation education to thousands of men and women who might never
have dreamed of pursuing further studies and the nation’s
College of Pharmacy (Health Sciences Center):
campuses were overwhelmed with returning veterans. In
Accreditation Council on Pharmaceutical Education
1947 the university granted its first doctoral degrees and both
School of Public Administration: National Association of the College of Business Administration and the School of Law
Schools of Public Affairs and Administration were established.
funding, while building on Gordon’s freshmen initiatives and music and solo performances; concerts by University of
seeking refinements in the legislative funding formula. New Mexico ensemble groups such as Jazz Bands and the
University of New Mexico Orchestra as well as student recit-
David Harris served as acting president (2006-07). als; and the Composer’s Symposium, a week of concerts and
lectures by regional, national and international composers.
David J. Schmidly was named UNM’s 20th president in
February 2007, with a start date of June 1, 2007. He quickly Rodey Theatre is a 410-seat state-of-the-art performance
enacted a vision based on four key areas of focus: Student facility for the Department of Theatre and Dance. Rodey
Success, Systemic Excellence, Healthy Communities, and Theatre’s flexible stage moves from proscenium to thrust
Economic and Community Development. stage presentations allowing the department to present an
exciting season of six theatre and dance performances rang-
Donald J. Burge ing from contemporary to classical styles, ballet to flamenco.
Center for Southwest Research
Theatre X is a 120-seat facility where more than 25 original
and contemporary plays and dance are presented in an inti-
The Environment mate setting. New and innovative works staged by faculty and
Albuquerque, situated on the banks of the historic Rio Grande, students are the focus in this theatre.
is the home of the main campus of the University of New
Mexico. The city is bordered on the east by the 10,000-foot The Center for the Arts complex also includes the University
Sandia Mountains and to the west by a high volcanic mesa. Art Museum, the Fine Arts Library, the Bainbridge Bunting
With a metro area population approaching 600,000 people, Memorial Slide Library, and facilities supporting programs
the city is the geographic and demographic center of the in Art Studio, Art History, Music, Music Education, Theatre,
state. Dance and Media Arts.
Popejoy Hall, located on the University of New Mexico Personal Computer Purchase Discounts. IT and the UNM
campus, serves as New Mexico’s premier performance Bookstore have teamed with Dell Computers to bring UNM
venue. With a capacity of more than 2,000 seats and state- students, faculty and staff significant discounts on personal
of-the-art equipment, Popejoy Hall attracts some of the best computer purchases and maintenance. Visit http://bookstore.
touring artists available and showcases them through the unm.edu to access the UNM Dell web page.
Ovation Series, a yearly package of 24 touring companies
representing Broadway musicals, dramas, dance, music UNM Directory. The UNM Directory is up-to-date and avail-
and cultural programming. In addition to the Ovation Series, able online at http://directory.unm.edu. It contains department,
Popejoy Hall also serves as the performance venue for location, status, and contact information for students, faculty,
the Ovation Schooltime Series—Hour-long performances of and staff. Students may request that the personal listing be
Ovation Series productions, with programs specifically for omitted from the directory at the Records and Registration
schoolchildren. The University of New Mexico music faculty Office in the Mesa Vista Hall North Student OneStop.
and students and important community organizations such
as the New Mexico Symphony Orchestra also perform on the IT Customer Support Services. Technical help for using
Popejoy stage yearly. Half-price season tickets are available UNM systems can be accessed by calling 277-5757 or
to students during the subscription drive as well as deeply by using the FastInfo and StudentInfo knowledge data-
discounted individual tickets to selected shows throughout bases at http://fastinfo.unm.edu or http://studentinfo.unm.
the year. edu. Answers to questions are available online from both
databases, by email, through the chat utility, or by telephone.
Keller Recital Hall, with its magnificent Holtkamp Organ and Information can also be found at http://it.unm.edu.
its marvelous recording capability, is the main performance
site of the Department of Music. With a seating capacity Computer Labs & Classrooms. IT supports free computer
of 300, Keller Hall hosts more than 150 concerts per year, labs (called pods) and classrooms for all students, faculty,
including student soloists and ensembles, chamber groups and staff at UNM. Pods contain Windows and Macintosh
and guest artists. Three annual music events mark the calen- computers, printers, a variety of software, and peripheral
dar: The Keller Hall Series, a distinguished series of chamber equipment such as scanners. Student consultants (SCONS)
staff the pods to assist customers. Pods are located in the Zimmerman Library is frequently cited as the best example
IT building, the SUB, Johnson Center, Dane Smith Hall, and of the Spanish-Pueblo revival architecture that characterizes
Building #2 (Engineering & Science). See http://it.unm.edu/ this campus. It was built in 1938 and has been remodeled
INFORMATION
INFORMATION
pods for hours and more information. Follow the Employment and expanded to keep up with the exponential growth of
GENERAL
GENERAL
tab on the UNM home page to find opportunities for students the University and the Library’s collections and services.
at IT.Computer Labs & Classrooms. Zimmerman is consistently voted the best place to study on
campus by students. With the new challenges brought by the
Free Software Downloads. IT offers free antivirus software digital age, the library embraces a new emphasis on provid-
to all UNM users. Visit http://it.unm.edu/download to down- ing collaborative areas.
load Symantec Endpoint Protection (SEP) onto your work
and home computers. The Center for Southwest Research, located in the West
Wing of Zimmerman Library, is a major resource for the
IT Security and Privacy. IT Security and Privacy. Students study of New Mexico, the Southwest and the American
can find resources on protection from identity theft, on intel- West. It is also a special handling facility for archives,
lectual property (copyright) and on best practices for securing manuscripts, historical photographs, architectural archives
their computers from IT Security and Quality Assurance by and rare books. The Center contains strong collections on
contacting IT Customer Support Services at 277-5757 or by New Mexico, Western America and Latin America, including
visiting http://it.unm.edu/security. more than 600 collections of personal papers, business,
organizational and ranch records, and oral histories of widely
IT Alerts and Network Upgrades. The IT Alerts page notifies known New Mexicans; the John Gaw Meem Archives of
the UNM community of any network upgrades and outages Southwestern Architecture; the John Donald Robb Archives
and is available 24 hours at http://it.unm.edu/alerts. The UNM of Southwestern Music; and pictorial collections containing
community is encouraged to check this page frequently. approximately 80,000 images relating to the Southwest and
Latin America. The Anderson Reading Room is a service
University Libraries point for all of the collections. The Center is designed to serve
scholars, students, and faculty conducting research on the
http://elibrary.unm.edu 500 years of multicultural history of the Southwest.
The University Libraries function as UNM’s primary informa-
tion provider, chief digital information broker and, often, as its
primary research-skills trainer. It serves the entire University Centennial Science and Engineering
community with quality materials and services and supports
users at all levels, from entering freshman to scholars work-
Library
ing on highly advanced research topics. The Centennial Science & Engineering Library (Centennial)
is located on two floors underground in the Electrical and
The University Libraries is comprised of four libraries includ- Computer Engineering building complex. The Centennial
ing three research programs and a research center which Library serves five departments in the School of Engineering,
provide an entrance into the world of scholarship and plus biological, environmental, and earth and planetary sci-
information: ences, physics and astronomy, mathematics, chemistry, psy-
• Centennial Science and Engineering Library chology, and a number of research institutes. The Centennial
• Fine Arts and Design Library Library maintains close relationships with three federal
• Parish Memorial Library research laboratories and their libraries and plays an impor-
• Zimmerman Library tant role in the technology, economic, and industrial devel-
opment of the city and state. Centennial is the state’s only
The library system obtains, disseminates and preserves official Patents and Trademarks library. The library houses
information in a wide variety of formats. Its holdings include the Map and Geographic Information Center (MAGIC) which
books (2.1 million), journals, serials, manuscripts, and digital includes maps, images, aerial photos and other cartographic
resources. We also provide patrons with access to special- and geographic resources. Individualized training sessions
ized equipment such as microform readers/printers, desk- and regularly scheduled classes on the use of electronic
top or laptop computers, copiers, and laser printers. The resources are offered.
Libraries’ electronic resources are available via the internet
by visiting http://elibrary.unm.edu/. Its special collections Centennial is also in the process of expanding its collab-
include rare books, manuscripts, photos, music, art, pictori- orative learning space through the creation of new areas
als, artifacts, and architectural plans. The Library strives to conducive to discussion, close to current scientific journal
offer students, faculty, staff, and other researchers complete information, reference assistance, and cyber-café services.
and easy access to all these materials and resources. Collaborative problem-solving in the sciences is a normal
workplace dynamic and this will provide students with that
University Libraries reference services provide research and experience.
information assistance via “Ask a Librarian” at (505) 277-
9100 or in person at each location. Workshops on electronic
information resources and course-related library instruction Fine Arts and Design Library
are provided.
The Fine Arts and Design Library is located on the top floor
Special services for students with disabilities are provided of the School of Architecture and Planning building, George
in cooperation with the office of Accessibility Services. They Pearl Hall. This library supports the teaching and research
include but are not limited to retrieval of books, a limited programs of the University in the fields of art and art history,
amount of free photocopying, assistance with online search- photography, music, dance, and architecture and landscape
ing, and special study areas. architecture. It provides an outstanding collection of more
than 220,000 items including books, periodicals, music
Study carrels are available for faculty and for graduate stu- scores, exhibition catalogs, videos, DVDs, and sound record-
dents enrolled for dissertation credit. Self-service photocopy ings in several formats. The Fine Arts and Design Library
machines are located throughout each building. provides full services including circulation and reserves,
reference, instruction, wireless Internet access, self-service
Zimmerman Library photocopying and scanning, an electronic classroom, mul-
timedia stations for listening and viewing, and collaborative
Zimmerman Library, located on the north side of Smith Plaza study rooms. The Library also features lounge seating and
in the center of the main campus, houses book, periodical, several reading areas with inspiring views of the city and
and microform collections in the Humanities, Social Sciences, mountains.
and Education. The Library is a Regional Depository for fed-
eral government publications as well as a depository for State
of New Mexico publications and is a gateway for access to
government information.
William J. Parish Memorial Library for collection of mammals in the world. The western research
collections of the National Biological Service (NBS) are also
Business and Economics integrated with those of the MSB. Housed in the Biology
Located on Las Lomas on the west side of the Anderson building, this museum is focused on research and teach-
Schools of Management, the Parish Library houses more ing and is not open to the public except by appointment.
than 165,000 books and periodicals and 170,000 microforms The MSB publishes two scholarly periodicals, “Occasional
in the fields of economics, business and management, the Papers” and “Special Publications.”
most comprehensive collection of its kind in New Mexico.
Parish Library supports the curriculum of the Anderson The University of New Mexico Art Museum, one of
Schools of Management and the Department of Economics, America’s leading collegiate art museums, is located in the
as well as research by members of other University depart- Center for the Arts complex on the main campus of UNM.
ments and residents of the community. Group study rooms The museum is host to a permanent collection of over 30,000
and comfortable, quiet study spaces are available throughout fine art objects with strength in works on paper numbering
the library. Services include bibliographic instruction; refer- over 10,000 photographs, ca. 1840 to the present, counting
ence services; wireless access to the Internet; twenty PC the Beaumont Newhall collection among this holding. Over
workstations; and self-service photocopiers for paper and 14,000 fine art prints, including the Tamarind Lithography
microform. Parish Library is open 24/5 during Fall and Spring archive, are represented in a history of graphic arts whereby
semesters. every technique and major art movement in this medium,
from the 13th century to the present period. Other areas
of the collection include Hispanic art from Europe and the
Museums Americas, including a rare Taller de Grafica Popular (TGP)
collection of political posters and prints, American 19th art
Museums, like classrooms, are an important part of the
and 20th century modernism, Los Angeles and Bay Area art
teaching-learning process, and the University of New Mexico
since 1950, and European art from the 15th – 20th centuries.
has on its campus museums housing significant anthropo-
Admission to the Museum and all public programs is FREE.
logical, art, biological and geological collections.
Regular hours are: Tuesday through Friday 10 a.m. - 4 p.m.,
The Geology Museum, located on the first floor of Northrop Saturday and Sunday 1-4PM. For more information call
Hall and maintained by the Department of Earth and Planetary (505) 277-4001 or visit the museum’s website at http://unm.
Sciences, features exhibits of minerals, rocks, fossils and edu/~artmuse.
gemstones from New Mexico and around the World. Two
exhibits focus on world-renowned geologic features in New
Mexico, the Jemez caldera and Harding pegmatite deposit;
The University of New Mexico
others include a dinosaur bone and minerals used in every- Student Union Building
day life, and a separate room contains fluorescent minerals
The University of New Mexico Student Union (http://sub.
that glow in the dark. The museum is open to the public M–F
unm.edu) maintains the highest standard in student support,
7:30 a.m. – 12:00 noon and 1:00–4:30 p.m. Visitors may
services and programming in order to promote a strong sense
also make arrangements to visit the UNM Harding Pegmatite
of community. At the Student Union Building (SUB), UNM
Mine, located near Dixon, Taos County, NM.
students, faculty, staff, alumni and guests can congregate
In addition to art museums on campus, the University of New and socialize in an environment that promotes an apprecia-
Mexico maintains in Taos the Harwood Foundation which tion for diversity.
serves as a museum, library and community center. The
The SUB is a convenient place for students, faculty and staff
foundation has an excellent collection of paintings by artists
to study, hang out and grab a bite to eat. One of the biggest
who have lived and worked in New Mexico.
conveniences offered by the SUB is that it is centrally located
The Institute of Meteoritics is a division of the Department on campus to accommodate UNM community needs and
of Earth and Planetary Sciences and maintains on display extracurricular activities.
in the Meteorite Museum a large collection of meteorites,
SUB Programs and Services
including the world’s largest stone meteorite, recovered in
The SUB is home to more than 60 student organizations
Nebraska in 1948. This museum is open to the public.
housed in offices found on the Plaza Level. A space alloca-
The Jonson Gallery of the University of New Mexico Art tion process assigns offices and storage space to selected
Museum will be closed until September 2010, at which student organizations. ASUNM, GPSA, and Student Activities
time it will re-open as the Raymond Jonson Gallery in its offices are also located in the SUB.
new location on the lower level of the UNM Art Museum,
The SUB has wireless networking inside and outside of the
Center for the Arts. A program of the UNM Art Museum,
building and in the Lobo Computer Lab, making the SUB a
the Jonson Gallery cares for the artworks and archives of
very computer-friendly environment. Additionally, data ports
modernist painter Raymond Jonson, and features exhibitions
are conveniently installed throughout the entire building. The
of Jonson’s works along with those of other New Mexico
e-mail station, located on the Plaza Level, allows student
modernists and contemporary artists. The gallery will be open
convenient access to e-mail.
to the public during regular museum hours, Tuesday through
Friday 10 a.m. - 4 p.m., and Saturday and Sunday 1-4 p.m.. In addition to being a technologically advanced computing
For more information, contact the gallery’s curator, Robert center, the SUB offers arts and crafts through the ASUNM
Ware, at 505.277.8927 or visit the gallery’s website at www. Southwest Film Center and ASUNM Craft Studio. For fun,
unm.edu/~jonsong. cUeNM is located on the SUB’s Plaza Level, offering 8
pool tables. A cycling room is located on the Plaza Level
The Maxwell Museum of Anthropology, located at the
for convenient access to exercise equipment and programs.
southern end of the Anthropology Building, houses both
Also located on the SUB’s Plaza Level are a barbershop and
permanent and temporary exhibits exploring cultures around
salon, four ATMs, a self-service copy machine, a full-service
the world, with a special emphasis on the cultural heritage of
New Mexico Educator’s Federal Credit Union, a United
the Southwest. The Maxwell Museum is open to the public,
States Postal Service Kiosk, Transportation Information
as well as to students and faculty members, 9:00 a.m. to 4:00
Center Kiosk, and a Convenience Store.
p.m., Tuesday through Saturday.
The SUB is home to a broad range of entertaining, educa-
The Museum of Southwestern Biology (MSB) contains
tional, and thought-provoking programs from Live @ Lunch
collections of plants and animals of national and international
concerts in the atrium and the midweek movie series, to the
significance. An integral part of the University of New Mexico
annual College Bowl competition. Holidays are always spe-
Department of Biology, the MSB also maintains a division
cial at the SUB. The Pumpkin-Carving Contest, Roadrunner
devoted to frozen materials that houses the largest such
Food Bank Food Drive, Giving Tree, and Lobo Day celebra-
tion convey the good spirits of each season. These events Chemical and Nuclear Engineering Departments. CHTM is
engage the University community and encourage everyone a nationally respected center of excellence for research and
to feel at home on campus. education in opto-electronics, microelectronics, optics and
INFORMATION
INFORMATION
material science; encouraging and strengthening interactions
GENERAL
GENERAL
Dining Options and the flow of technology between the University, govern-
The SUB, partnered with Chartwell’s, offers many different ment laboratories and private industry; and promoting and
food options for the UNM community. Dining options include assisting economic development within New Mexico.
specialty restaurants featuring a soup, hot/cold sandwich
shop, Italian eatery, sushi bar, Mexican restaurant and coffee The Center for Micro-Engineered Materials (CMEM) is
shop. The SUB is home to nationally recognized restaurants a research organization involving the University of New
such as Sonic and Chick-fil-a. On-the-go items include fresh Mexico, New Mexico Institute of Mining and Technology, the
pastries, gourmet coffee and hot made-to-order sandwiches. Los Alamos and Sandia National Laboratories and supporting
There’s something for every craving at the SUB. industrial members. It carries out basic and applied research
on ceramics problems of industrial significance. Participating
Event Planning graduate departments at the University of New Mexico
The SUB serves the University as the perfect place for include Chemical and Nuclear Engineering, Mechanical
meetings, conferences and special events. Equipped with 20 Engineering, Civil Engineering, Physics and Astronomy,
meeting rooms, a grand ballroom, audio-visual equipment, Chemistry and Earth and Planetary Sciences.
satellite conferencing capability and special setups, the SUB
can accommodate students, faculty, staff and outside guests. The Design Planning and Assistance Center (DPAC) is a
Event services are available for chartered student organiza- research unit within the School of Architecture and Planning.
tions free of charge if there are no admission fees for the This center is a community service organization, which pro-
event, and discounted prices are available for UNM depart- vides environmental research and planning, and architectural
ments. The Student Union website (http://sub.unm.edu) leads design assistance to less privileged groups and individuals
visitors to clear information about available resources, as well in New Mexico. Students perform this work for which they
as, an e-mail link to responsive staff for help in setting up obtain studio credit.
academic and social events.
The Division of Government Research (DGR) supplies
Catering is available upon request. The Student Union’s data analysis services under contract to clients which are
catering partner, Chartwell’s, meets the challenge of provid- generally state government agencies. In this work, DGR
ing high-quality food for personal and institutional special uses statistical software and geographic information sys-
events, while including a reasonably priced menu for student tems (GISs) to manage, analyze and present a wide variety
organizations meeting in the SUB. Our culinary and catering of data. DGR has extensive experience in the analysis of
staff is comprised of trained professionals with combined transportation-related data and the analysis of health care
expertise in a multitude of food service venues. Diverse data. A GIS is often used to enhance the analysis of data or
menus are available; however, customized menus can also to display the results of the analysis in geographic context.
be created. Computer applications are developed on several types of
computers as required to meet the clients’ needs.
Contact Information
SUB Administration Office: 277-2331 Earth Data Analysis Center (EDAC), a NASA-affiliated
SUB Welcome Desk: 277-5626 applied research center, specializes in remote sensing for
SUB Event Planning: 277-5498 natural resource applications. EDAC performs image pro-
University Catering: 277-5498 cessing, air photo and satellite image search and retrieval,
Web Site: http://sub.unm.edu and training and pilot projects for clients in government,
university and private industry sectors. It also publishes
an international quarterly review of remote sensing of the
Research Centers and Institutes environment.
The Bureau of Business and Economic Research (BBER),
primarily gathers, analyzes, and interprets data concerning The Center for Advanced Research Computing
the economic life of the state. Results of bureau-conducted (CARC) supports interdisciplinary, faculty-led,
studies made by the Bureau are presented to the public computing-based research throughout the University of
through their Information Center, the Data Bank, Bureau New Mexico. The center also serves as the administrative
publications, the press, radio and television. The Bureau unit for the Computational Science and Engineering (CSE)
operates an econometric model of the state’s economy, certificate. The center’s primary mission is to provide high
FOR-UNM, to forecast future trends. It also operates a U.S. end computational, storage, and networking facilities in an
Census Analysis Center. environment that fosters interdisciplinary collaboration and
supports novel applications of computing across the breadth
The Center for Advanced Studies is a research organiza- of academic disciplines. In addition to a variety of indi-
tion pursuing studies in theoretical quantum optics, laser vidual researchers, there are currently four resident research
physics, ultra sensitive laser interferometric techniques, groups housed in the center: the CREATE (Center for Rapid
statistical mechanics, theory of measurement and other areas Environmental Assessment and Terrain Evaluation) team
of modern physics. It sponsors many visiting scientists and from the College of Arts and Sciences, a digital photography
lecturers and has a close working relationship with the Max group from the College of Fine Arts, a visualization team from
Planck Institute for Quantum Optics in Germany. the School of Engineering, and a data analysis group from
the School of Medicine.
The Center for Biomedical Engineering (CBME) is dedi-
cated to the creation of materials, devices and knowledge The Institute for Applied Research Services (IARS) was
for the advancement of health care and biomedicine. It is an established in 1968 to analyze current problems and to
interdisciplinary center that coordinates research activities in give expert assistance to community leaders, government
biomedical engineering at UNM. CBME is a focal point for officials, business and industrial executives, minority and dis-
future educational activities in biomedical engineering, and advantaged groups and private organizations. The Institute is
serves as a portal for biotech interactions between UNM a major part of the University’s commitment to aid and pro-
and National Laboratories, industry partnerships and other mote the social and economic development of New Mexico,
educational institutions within New Mexico and outside of the Southwest and the nation. The Institute functions through
New Mexico. a series of operating agencies which provide distinct, but
interrelated, kinds of services.
The Center for High Technology Materials (CHTM) is an
interdisciplinary research organization which sponsors and The Institute for Astrophysics is organized to coordi-
encourages research efforts in the Electrical and Computer nate research, professional and educational activities in
Engineering, Physics and Astronomy, Chemistry and Astrophysics along the Rio Grande corridor. It sponsors
symposia and colloquia for professional continuing educa- TARC also offers a section of the classroom teaching
tion. It has acquired sophisticated computers for research as skills course designed for international teaching assistants
well as graduate and undergraduate education and operates (ITARC). This section covers many of the same topics as
the Capilla Peak Observatory on a year-round basis while the TARC course (teaching and lecturing skills, grading and
coordinating its activities with the VLA, Sac Peak and the evaluation, etc.) and also addresses issues of culture in the
National Laboratories. classroom and the adjustment of new international graduate
students. The course is designed to help international TAs be
The Institute for Environmental Education is co-sponsored successful in teaching American undergraduate students, as
by the School of Architecture and Planning. It combines well as to improve their teaching skills in general.
academic teaching and research, as well as teacher-training,
on environmental qualities with special emphasis on school Enrollment in the TARC classroom teaching course is limited
environments as they relate to human behavior. It promotes to 20 students. Enrollment is for one graduate credit. The
public awareness in these areas. Students have an opportu- course is offered as Communication and Journalism 583.
nity to participate in its activities and can obtain credit.
During the Fall and Spring semesters, the Teaching Assistant
The Institute for Space and Nuclear Power Studies Resource Center offers one-session workshops on selected
(ISNPS) is an academically-based, self-supported research topics. These workshops have included such topics as
and development organization with focuses on space sci- gender issues in the classroom, nonverbal messages in
ence and advanced technology research, development and classrooms, diversity in college classrooms, critical thinking,
commercialization, and on providing education and research motivational strategies and teaching technologies.
opportunities for students, faculty and the community. The
mission of the Institute is to perform basic and applied TARC also provides consulting service to any UNM teaching
research, develop partnership with industry, enable technol- assistant.
ogy application and commercial development, provide techni-
cal and professional training, organize and conduct technical The Teaching Assistant Resource Center is an Office of
forums and promote and sponsor educational outreach activi- Graduate Studies program. For more information about the
ties in higher education and K–12. ISNPS laboratory facili- Teaching Assistant Resource Center, contact TARC, 277-
ties include a Heat Transfer and Heat Pipe Laboratory, a 3344, tarc@unm.edu. The TARC office is located in the
Thermionics Laboratory, Laser Application Laboratory and a Communications and Journalism Building Room 210.
Research and Technology Laboratory.
The Latin American and Iberian Institute (LAII) promotes Welcome Center
research, teaching and outreach on Latin American and The University of New Mexico Welcome Center, attached
Iberian topics in a variety of disciplines. It provides adminis- to the Cornell Parking Garage adjacent to Johnson Center
trative support for the interdisciplinary Latin American Studies and the Center for the Arts, invites all campus visitors and
program of the College of Arts and Sciences and seeks and prospective and current students to stop by for information,
distributes financial support for scholarly initiatives involving directions and assistance. The Center houses a library of
Latin America and Iberia. LAII administers the University of current brochures, maps, continuing education catalogs
New Mexico study abroad programs in Latin America and and information on athletic events, tickets and schedules.
Iberia, including semester exchanges as well as short-term Information on performing arts events, museum and gallery
intensive language programs. It provides a full range of out- exhibits and other special events happening on campus may
reach services, including support for K–12 teachers through also be found.
the Center for Latin American Resources and Outreach
(CLARO) as well as the online Resources for Teaching About Stop by the Welcome Center and let us assist you with your
the Americas (RetaNet) community of learning; an online University needs! Phone: (505) 277-1989, FAX: (505) 277‑8978,
news service (Latin America Data Base) that publishes e-mail: visitor@unm.edu, http://www.unm.edu/~welcome/.
three weekly bulletins on Latin American politics and eco-
nomic events (NotiSur, NotiCen and SourceMex); the Ibero-
American Science and Technology Education Consortium UNM Parent Association
(ISTEC); and the Brazilian Studies Association (BRASA). The Parent Association’s mission is to promote student
success and academic excellence, engage parents in the
The Southwest Hispanic Research Institute (SHRI) is
university’s mission and goals, empower parents to play a
an interdisciplinary research center for Southwest Hispanic
supportive role in student education, and provide a forum for
Studies. It conducts projects in-house as well as in collabora-
networking. As a parent or family member of a UNM student,
tion with departmental faculty on-campus and with similar
it is important for you to feel connected with the institution
research units at other universities in the region.
and other parents or family members who are having simi-
lar experiences. The Association provides opportunities to
Teaching Assistant Resource Center parents such as the annual Family Weekend and Parent
Day at the Pit for families to connect with their students and
The Teaching Assistant Resource Center (TARC) provides the University. The Association’s free monthly newsletter
support to the University’s teaching assistants. The Center provides useful information to parents of important programs,
offers a classroom teaching course that addresses such events, activities and opportunities for them and their student.
topics as the roles and responsibilities of TAs, learning styles Membership to the association is free and open to all parents
and class preparation, enthusiastic teaching and lecturing of currently enrolled students and alumni. For more informa-
skills, leading class discussions, conflict styles and manage- tion, visit http://parentassociation.unm.edu/.
ment, giving feedback and evaluation.
ADMISSIONS
Admission transcript verifying high school graduation. If you do not
graduate or do not submit the final transcript prior to the
The University of New Mexico admits all eligible applicants specified date, the University will disenroll you from any
from New Mexico, other states and foreign countries. Because pre-registered classes.
of the great diversity of the University of New Mexico’s stu-
dents, special application and admission procedures have
been created to meet the needs of the different populations When to Apply
the University of New Mexico serves—recent high school
We strongly encourage students to apply as early as possible.
graduates, transfer students, non-degree students, returning
For priority consideration apply by the following dates: Fall
and non-traditional students, and international students.
Semester–June 15; Spring Semester–November 15; Summer
Admission procedures and requirements vary in each of the Session–June 1. Students are accepted for admission to
ADMISSIONS
ADMISSIONS
four categories listed below. (Any applicant under the age of most undergraduate colleges of the University for the fall,
16 must be reviewed by a special admissions committee.) spring and summer sessions. If you do not register for the
session requested on your application and wish to postpone
1. Beginning Freshmen (no previous college work). enrollment to a subsequent semester, you must notify the
2. Transfer Students (last attended another institution). Office of Admissions. Applications and fees are applicable for
3. Readmit students (students who stopped attending for four consecutive sessions only. If you do not take advantage
three or more sessions). of admission and enroll within that period, a new application
4. Non-Degree Students (presently not seeking a and fee are required. A number of colleges and specialized
degree). programs with limited enrollments have different deadlines
and requirements. Applicants for these programs should see
For all categories, the University requires full academic the appropriate sections of this catalog for specific deadlines
disclosure on the application forms. Any student found guilty and requirements.
of non-disclosure or misrepresentation on an application is
subject to disciplinary action, including possible dismissal
from the University. College Entrance Examinations
Transcripts and test scores submitted to the University of New ACT results (UNM Code 2650) or SAT results (UNM Code
Mexico for admission become the property of the University 4845) must be filed by freshmen applicants, including trans-
and will not be sent elsewhere or returned to the student. fers with fewer than 26 semester hours of transferable credit.
The University recommends that the ACT or SAT be taken on
All applicants must include information about prior criminal a summer testing date following the junior year in high school.
history as part of the application process. A committee then It is the student’s responsibility to arrange for scores to be
reviews the information. The committee takes numerous sent to the Office of Admissions directly from the ACT or SAT
factors into consideration prior to making a decision. All appli- Testing Center. Scores on transcripts or student copies do not
cants are afforded due process and admissions decisions are satisfy this requirement.
made on a case-by-case basis.
* To meet the composition requirement, any English combined percentile rank of the three SAT II scores and ACT
course taken during the junior or senior year of high or SAT composite scores.
school in which 50% or more of the curriculum empha-
sized correct and clear composition will be accepted.
Speech courses will not satisfy the composition require- Admission by Examination
ment; however, up to two semesters of speech will be
accepted in the remaining requisite English courses. Applicants (minimum age 16) who have not graduated from
While considered good augmentation to classic, lib- high school may be considered for admission on the basis
eral arts English, courses such as drama, journalism of the high school level General Educational Development
and yearbook will not be counted toward the four unit (GED) tests. Students must also present ACT or SAT scores
English requirement. and must meet the following formula for admission.
c. An ACT composite score of 23 or an SAT total score reate degree students. (See sections on individual associate
of 1060 and a minimum grade point average of 2.25 degree programs and Admission Requirements.)
on a 4.0 scale.
• A student planning to enroll in English 101 must have
a minimum score of 19 on the English portion of the The University of New Mexico
ACT or 450 on the verbal portion of the SAT.
• A student planning to enroll in any math course num-
Branch Students
bered above MATH 120 must have a minimum score Because the University of New Mexico Branch associate
of 22 on the Math portion of the ACT or 510 on the degree programs are not held to the Albuquerque Campus
quantitative portion of the SAT. admission requirements, students wishing to transfer to the
5. A student planning to enroll in English 101 must have a Albuquerque Campus must submit applications with all nec-
minimum score of 19 on the English portion of the ACT essary credentials and must meet the Albuquerque Campus
or 450 on the verbal portion of the SAT. admission requirements.
6. A student planning to enroll in any math course num-
bered above MATH 120 must have a minimum score
of 22 on the Math portion of the ACT or 510 on the Transferring Students
ADMISSIONS
ADMISSIONS
quantitative portion of the SAT.
to report this immediately to the Office of Admissions, In general, students under disciplinary suspension are not
are subject to disciplinary action, including possible admitted to the University of New Mexico. However, because
dismissal from the University. the reasons for disciplinary suspension vary among institu-
tions, a student may be suspended from one school for
infractions that would not be actionable at another. Therefore,
When to Apply the University of New Mexico reviews such cases individually
and, when justified, makes exceptions and allows the student
We strongly encourage students to apply as early as pos- to be considered for admission.
sible. For priority consideration apply by the following dates:
Fall Semester—June 15; Spring Semester—November 15;
Summer Session—May 1. Students are accepted for admis- Transfer of Credits
sion to most undergraduate colleges of the University for the
fall, spring and summer sessions. If you do not register for the The University of New Mexico evaluates without prejudice
session requested on your application and wish to postpone courses from post-secondary institutions that are region-
enrollment to a subsequent semester, you must notify the ally accredited or are candidates for regional accreditation.
Office of Admissions. Applications are applicable for four Transfer students will receive full credit for course work com-
consecutive sessions only. If you do not take advantage of pleted with a minimum grade of “C-,” provided the classes
admission and enroll within that period, a new application are similar or equivalent to courses offered at the University.
and fee are required. A number of colleges and specialized (Transferable courses with grades of “D” from New Mexico
programs with limited enrollment have different deadlines. state institutions are accepted.)
Applicants for such programs should see the appropriate sec-
tions of this catalog for specific deadlines and requirements. The University of New Mexico does not accept technical/
vocational, remedial, personal development or dogmatic
religion courses. Credit is not awarded for work or life experi-
Admission Requirements ence, cooperative education or for courses from out-of-state
in which the grade received was lower than “C-.”
The minimum requirement for admission as a transfer student
to the University of New Mexico is a grade point average of Transferable credits from an accredited junior college will be
“C” (2.00) in all transferable college work attempted. However, accepted up to a maximum determined by the University of
most degree granting colleges of the University require a New Mexico college in which the student enrolls. Only in rare
higher average for the acceptance of transfer students (see instances will junior college courses be considered above
the appropriate sections of this catalog for specific require- sophomore level.
ments).
Grades earned in courses taken at other institutions are not
For determining admission, all repeated courses will be included in calculation of the University of New Mexico grade
computed in the transfer grade point average. The University point average. This grade point average will reflect only
of New Mexico operates on a semester credit calendar. classes taken at the University of New Mexico.
Therefore, classes from quarter system institutions will be
recalculated to semester hours (one quarter hour equals
.66 semester hour). Transfer Among New Mexico Higher
Applicants with fewer than 26 transferable hours are consid-
Education Institutions
ered transferring freshmen and must therefore submit high To facilitate transfer of students and course credits among
school credentials and meet freshmen admission require- New Mexico’s colleges and universities, the state’s public
ments (see Beginning Freshmen above). institutions of higher education are required to accept in
transfer courses taken within approved modules of lower-
Transfer Student Advisement division course work and apply them toward degree require-
ments. Several transfer guides have been developed through
Transfer Advisors are available to make the transition to UNM collaboration of New Mexico’s public postsecondary institu-
for transfer students as easy as possible. Some of the ways tions, consistent with requirements of state law (21-1B,
include: initiating the transfer course evaluation process; NMSA 1978). Students enrolling for first-year or second-year
helping students to interpret the transfer course evaluations study at a New Mexico institution and wishing to prepare for
through general academic advisement; and helping students possible transfer into a degree program at another institution
navigate their way through UNM. The Transfer Advisors may are advised to take these courses during their freshman and
be reached either by email at transadv@unm.edu or by call- sophomore years.
ing (505) 277-2900.
Student Responsibility
University College New Mexico’s colleges and universities have collaborated
Admissible students with fewer than 26 semester hours or to produce guides to assist students who plan to transfer
undecided about their major will ordinarily enroll in University before completing a program of study. Course modules are
College. See the University College Advisement Center sec- designed to help students select courses carefully so that
tion of the catalog. they may transfer with little or no loss of credit. However,
planning for effective transfer with maximum efficiency is
Students with more than 26 semester hours, with an area of ultimately the student’s responsibility. Responsible trans-
interest or a definite major in mind should refer to the appro- fer planning includes early and regular consultation with
priate college or program section of the catalog. the intended degree-granting institution to assure that all
pre-transfer course work will meet the requirements of the
desired degree.
Previous Suspension
A student under academic suspension from another college Transferable Lower-Division
or university may not enter the University of New Mexico dur- General Education Common Core
ing the term of suspension. In cases of unspecified suspen-
sion periods, the University of New Mexico’s suspension term For students enrolled at any public institution in New Mexico,
will apply. Upon termination of the suspension, the student is the following courses are guaranteed to transfer to any other
eligible to request special consideration for admission to the New Mexico public college or university and apply toward
University of New Mexico. associate and baccalaureate degree program requirements.
Students should consult advisors at their current institu-
tion regarding which specific courses fit these categories. throughout the state that share substantially equivalent
Students preparing for careers in engineering, health sci- content. Courses bearing this designation are part of a state-
ences or other profession-related fields are advised that wide equivalency table that cross-references the institutional
some of this course work may not transfer toward general course and number with the universal “common course
education requirements but in most cases will apply toward number” creating an easy one-to-one match.
elective requirements.
Students may find the New Mexico Common Course
Area I: Communications 9 semester hours Number listed in crosswalks, degree outlines, transfer
(a) College-Level English Composition 3–4 hrs. guides, and in course descriptions in college catalogs and
(b) College-Level Writing websites. Simply put, the common course number connects
(a second course building on the above) 3 hrs. equivalent courses at multiple institutions ensuring students
(c) Oral Communication 3 hrs. that the course will transfer to the receiving institution,
and meet degree requirements as if it were taken on that
Area II: Mathematics and Statistics 3 semester hours campus.
(a) College Algebra 3 hrs.
(b) Calculus 3 hrs. The New Mexico Common Course Number has an alpha pre-
ADMISSIONS
ADMISSIONS
(c) Other College-Level Mathematics & Statistics 3 hrs. fix that identifies readily to the subject area. The four digits in
the number represent the specific course in that subject area
Area III: Laboratory Science 8 semester hours with each digit having significance as demonstrated below:
(a) General Biology w/lab 4–8 hrs.
(b) General Chemistry w/lab 4–8 hrs.
(c) General Physics w/lab 4–8 hrs.
(d) Geology/Earth Science w/lab 4–8 hrs.
(e) Astronomy w/lab 4–8 hrs.
Area V: Humanities and Fine Arts 6–9 semester hours Lower-Division 64-hour Transfer Modules
(a) Introductory History Survey 3 hrs.
(b) Introductory Philosophy 3 hrs. Students who have selected a field of study but have not yet
(c) Introductory Course in History, Theory or selected the college or university where they wish to earn
Aesthetics of the Arts or Literature 3 hrs. their baccalaureate degree are advised to take courses dur-
ing their freshman and sophomore years outlined in one of
Totals to be selected 35 semester hours
the Lower-Division 64-hour Transfer Modules. For students
enrolled at any public institution in New Mexico, these courses
Transferring Courses to Fulfill the New are guaranteed to transfer to any New Mexico university
and apply toward bachelor’s degree program requirements.
Mexico General Education Common Core Students should consult advisors at their current institutions
regarding which specific classes fit these categories. Lower-
During the 2005 New Mexico Legislative session, Senate Bill
division transfer modules presently exist for:
161, consistent with requirements of state law (Chapter 224
of the Laws of New Mexico, 1995, as amended) was signed Copies of these Transfer Modules may be obtained from the
into law to further enhance and facilitate the articulation of University of New Mexico Admissions Office.
general education courses among New Mexico’s colleges • Business (see Management)
and universities. In accordance with policies established by • Teacher Education–Early Childhood Education (See
the New Mexico Higher Education Department, designated Education)
general education core courses successfully completed at
any regionally accredited public institution of higher education Modules for additional areas of study are being developed.
in New Mexico are guaranteed to transfer to any New Mexico • Pre-Engineering
public institution. Students who have decided on a major • Teacher Education
and/or an institution at which to complete their studies should • Biological Sciences
consult with an academic advisor at that particular institu- • Social/Behavioral Sciences
tion to determine the most appropriate course selections. • Physical Sciences
Students enrolling for the first-year study at a New Mexico
college or university and considering possible transfer into
a certificate and/or degree program at another institution are
Inter-Institutional Transfer Guides
encouraged to take the courses approved for transfer during and Catalogs
their freshman and sophomore years of study.
Students who have selected a field of study and/or the institu-
The core matrix of approved courses guaranteed to transfer tion where they wish to graduate are advised to consult the
and meet general education requirements at any New Mexico transfer guide or catalog for that institution for more current
college or university can be found on the New Mexico Higher and detailed advice to guide their course selection. Formal
Education Department website at http://hed.state.nm.us. published transfer guides between the University of New
Follow the “Colleges and Universities” link to the drop down Mexico and Central New Mexico Community College, Clovis
menu and select “Transferring Credits”, then select “Core Community College, Diné College, Eastern New Mexico
Matrix”. Courses are listed by institution, whether university or University–Roswell, Luna Community College, Mesalands
community college, under each of the five general education Community College, New Mexico Junior College, New
areas. Students may also be able to access this list by going Mexico Military Institute, New Mexico State University–
directly to http://www.hed.state.nm.us/colleges/matrix.asp. Alamogordo, Carlsbad and Grants, Northern New Mexico
College, San Juan College, Santa Fe Community College
The course prefix and number that appear in parenthesis next and Southwestern Indian Polytechnic Institute are available
to many of the institutions’ internal course prefixes and num- in the University of New Mexico Admissions Office and on the
bers is the New Mexico Common Course Number. This is Web at http://www.unm.edu.
a four-alpha/four-numeric set of uniform course designations
that serve as a single reference point for courses taught
Complaint Procedure for sent from the College Board directly to the University of
New Mexico Office of Admissions. Placement and credit is
Transfer Students awarded by department for scores as follows:
All New Mexico public post-secondary institutions are required Advanced Credit
to establish policies and practices for receiving and resolving Placement Equivalent Granted
complaints from students or from other complainants regard- Exam Score UNM course (sem. hrs.)
ing the transfer of course work from other public institutions
Art
in the state. A copy of the University of New Mexico’s com-
Art Hi 3, 4 ARTH 101 3
plaint policy may be obtained from the Admissions Office or
5 ARTH 201 & 202 6
from the New Mexico Higher Education Department, 2048
Art St 3, 4, 5 Dept. Review** —
Galisteo, Santa Fe, NM 87505-2100, (505) 476-8400 (http://
www.hed.state.nm.us). Biology
Biol 3 BIOL 123 & 124L 4
Evaluation of Credit
4
5
BIOL 201 & 201L
BIOL 201 & 201L & 4 Elective
4
8
Transfer courses are evaluated in the Office of Undergraduate
Admissions to determine acceptable transfer credit on a Chemistry
course-by-couse basis for college-level credit earned at Chem 3 CHEM 121 & 123L
institutions who are fully accredited by any of the six U.S. CHEM 122 & 124L 8
regional associations. Lower level couse equivalencies are 4, 5 CHEM 131L & 132L 9
determined by the Office of Admissions based on course
content, as described in the catalogs of those institutions Computer Science
and in consultation with appropriate academic units at UNM. CSA 5 CS 151L Sub. to Dept. Review** 3
Upper level course equivalencies are determined by the C S AB 4, 5 CS 151L 3
appropriate academic units. The student must contact an 5 CS 251L Sub. Dept. Review** 3
academic advisor in the college of their desired major in order
Economics
to determine how the transferred courses will be applied to a
Macro Econ 4, 5 ECON 105 3
degree program.
Micro Econ 4, 5 ECON 106 3
English
Alternative Credit Options Engl Lang –or–
The University of New Mexico grants college credit for certain Engl Lit 3, 4 ENGL 101 3
outside training, courses and examinations. In all cases, stu- Engl Lang –or–
dents must be enrolled in undergraduate degree status. The Engl Lit 5 ENGL 101 & 102 6
guidelines for each of these programs are as follows: Engl Lang –and–
Engl Lit 5 ENGL 101 & 102 & 150 9
Languages
Training Credit Chinese Lang 3
4, 5
CHIN 101, 102
CHIN 101, 102, 201, 202
6
12
Credit for noncollegiate training programs is granted based French Lang 3 FREN 101, 102 6
on recommendations of the American Council of Education’s 4 FREN 101, 102, 201, 9
“National Guide to Educational Credit for Training Programs” 5 FREN 101, 102, 201, 202 12
and institutional policies. Official records must be supplied French Lit 3 FREN 201, 202 6
to the University of New Mexico Office of Admissions by the 4 FREN 201, 202, 301 9
appropriate source. 5 FREN 201, 202, 301, 302 12
German
Lang 3 GRMN 101, 102 6
Military Credit 4 GRMN 101, 102, 201 9
5 GRMN 101, 102, 201, 202 12
Credit for military service is granted based on recommenda-
Italian Lang 3 ITAL 275 6
tions of the American Council of Education’s “Guide to the
4, 5 ITAL 275, 276 12
Evaluation of Educational Experiences in the Armed Service”
Japanese
and institutional policies. No credit is granted for Military
Lang 3 JAPN 101, 102 6
Occupational Specialty (MOS).
4, 5 JAPN 101, 102, 201, 202 12
Latin 3 LATN 101, 102 6
College Board
4
5
LATN 101, 102, 201
LATN 101, 102, 201, 202
9
12
Advanced Placement Program Span Lang 3 SPAN 101, 102 6
4, 5 SPAN 101, 102, 201, 202 12
Span Lit 4 SPAN 302 3
CEEB Advanced Placement Program 5 SPAN 301, 302 6
Students who took advanced placement courses in high
school and earned a score of three or higher on the exam
may be eligible for college credit. Score reports must be
ADMISSIONS
ADMISSIONS
Growth and
Political Science
Develop 520 63 PSY 220 3
Amer Gov 3, 4, 5 POLS 200 3
Princ of Mgt 500 54 MGMT 113 3
Compar Gov 3, 4, 5 POLS 220 3
Princ of Acct 500 54 MGMT 202 3
Psychology Princ of Mkt 500 50 MGMT 222 3
Psych 3, 4, 5 PSY 105 3 Coll Alg 560 59 MATH 121 3
Trig 610 65 MATH 123 2
** College Board retains student exams for only six months. Calculus 510 70 MATH 162 4
French
Language 400 48 FREN 101 3
College Level Examination Program French
Language 450 52 FREN 101,102 6
The University participates in the College Level Examination
Program (CLEP) administered by the College Board. The CLEP
University of New Mexico grants credit to newly admitted Subject Scores Equivalent
and regularly enrolled (in undergraduate degree status) Exam Paper CBT UNM Course Sem. Hrs.
students who achieve passing scores on the CLEP exams German
listed below, as approved by the appropriate University of Language 390 63 GRMN 101,102 6
New Mexico academic departments. For all of these CLEP Spanish
Examinations, the total semester hours to be accepted Language 390 45 SPAN 101 3
towards a student’s degree is at the discretion of the pertinent Spanish
degree-granting college. Therefore, students should contact Language 440 50 SPAN 101,102 6
their college advisors for specific information. No credit is Spanish
granted for Subject Exams not listed. Students should be Language 540 57 SPAN 101,102, 201, 202 12
aware the CLEP Examinations are intended for people with Introductory Soc 520 59 SOC 101 3
clear strengths in an area. IMPORTANT: There is a 6-month Introductory
waiting period before repeating a test. Psych 550 56 PSY 105 3
CLEP Computer Based Testing (CBT) CLEP Subject and General Examinations
As of July 2001, the College Board is introducing Computer Students wishing to take one or more CLEP examinations
Based Testing for the CLEP and has adjusted the scoring. may obtain registration forms at the University of New Mexico
The scores that follow will list the minimums for both the Testing Division, Woodward Hall, (505) 277-5345.
paper (taken prior to July 2001) and CBT testing formats.
In some cases, the University of New Mexico requires original
transcripts of test results sent from CLEP, Box 1821, Princeton,
CLEP General Examinations NJ 08543. Non-specific credit for these examinations appear-
ing on transcripts from other colleges will not suffice.
The University grants credit for qualifying scores on the CLEP
General Exams provided the student takes the exam before
earning 26 semester hours of acceptable college credit.
General credit hours are allowed as follows:
International Baccalaureate
CLEP The University of New Mexico grants credit based on mini-
General Scores UNM Sem. Year mum scores on the IB exams. Contact the Admissions Office
Exam Paper CBT Course Hrs. Taken for details.
Engl Comp 500 — Gen Credit 6 Prior to 1978
Engl Comp 610 — Gen Credit 6 1978 to 1985
Engl Comp 500 50 Gen Credit 6 1986 to present
Concurrent College Enrollments
Engl Comp 500 50 ENGL 101 3 Prior to enrolling concurrently in residence or by extension
with essay Gen Credit 3 or correspondence in another collegiate institution, students
(given only in January, April and October) should verify with the Office of Admissions and their college
Social Sci advisors to ensure acceptance of the transfer credits.
and Hist 500 50 Gen Credit 6
Natural Sci 500 50 Gen Credit 6
Humanities 500 50 Gen Credit 6 Readmitted Students
College
Math 570 57 Gen Credit 6
How to Apply
A University of New Mexico degree-seeking student who
stops attending for three or more sessions, including sum-
mer, must file an application for readmission. You may also
apply at http://www.unm.edu.
1. Complete and return an application and $15 fee for
readmission.
2. If you attended another institution while away from the Students who have attempted 72 or more semester
University of New Mexico or have taken college level hours may not be admitted as new students. They must
correspondence or extension courses, request that each be admitted to a degree-granting college or to one of
college you have attended send an official transcript the following categories listed below, as appropriate.
directly to the Office of Admissions. A summary on one Students enrolled at the University of New Mexico who
transcript of work at several colleges is not sufficient. If have earned more than 64 semester hours or attempted
you are applying for the next academic semester at the more than 72 semester hours may not remain in this
University of New Mexico while still enrolled at another category. They are strongly encouraged to transfer to
institution, the official transcript must include a listing a degree-granting college. If they do not yet meet the
of courses in progress, as well as all completed work. entrance requirements for a degree-granting college,
Applications will not be processed until all the required they may apply to enter Category 2.
items are on file with the Office of Admissions.
NOTE: a) Earned hours are defined here as all
3. Readmissible students with fewer than 26 semester
semester hours of college level credit recognized by
hours or undecided about their major will ordinarily
the University of New Mexico, whether earned at the
enroll in University College. Students with more than
University of New Mexico or at any other institution of
26 semester hours, with an area of interest or a definite
higher learning and including hours such as pass/fail
major in mind should refer to the appropriate college or
(CR/NC) courses, CLEP, AP and accepted military
program section of the catalog.
credits. b) Attempted hours include all hours of credit
4. Students who have been suspended or dismissed as the
attempted at this or any other institution of higher
result of disciplinary problems shall not be readmitted to
learning, including incompletes, repetitions and intro-
the University without a required interview with the Dean
ductory studies courses as well as all “earned hours.”
of Students Office. The University reserves the right to
refuse any student readmission on the basis of his or her Some degree granting colleges may admit selected
student history, either academic or disciplinary. students who meet their eligibility criteria into “prema-
jor” status in the college (see appropriate sections of
this catalog).
When to Apply
2. Students in Transition: The “Qualifying Category.”
We strongly encourage students to reapply as early as This provides students who have too many hours
possible. Deadlines for readmission vary according to your (64 earned or 72 attempted) to qualify for the “New
previous academic status or the college you wish to enter. Student” category with the opportunity to take the nec-
Contact the Office of Admissions for specific dates. If you do essary steps to transform their academic careers (e.g.,
not register for the session requested on your application and to transfer between institutions; to change academic
wish to postpone enrollment to a subsequent semester, you programs). This category is available only for the circum-
must notify the Office of Admissions. Applications are appli- stances noted below. It will not be used, for example, for
cable for four consecutive sessions only. If you do not take students changing majors within a college or for students
advantage of admission and enroll within that period, a new transferring between colleges who already meet the
application and fee are required. qualifications of the accepting unit. Students may remain
in this category only for the number of hours necessary
to qualify for entry into their colleges. Students may take
Undergraduate Students a maximum of 30 hours in this category.
a. Advanced Transfer Students. Admissible transfer
Admissions Categories students with more than 64 earned or 72 attempted
hours and who lack the requirements to enter the
Undergraduate students admitted to the University who are
college of their choice will be admitted into this
new students or who have not yet met the requirements for
category.
entry into a degree-granting college are under the supervi-
b. Students Preparing to Enter Special Programs.
sion of University College. These students are admitted into
These students must be advised by the Program
one of three categories and are placed in the appropriate
they wish to enter and their academic management
category by the Office of Admissions. The General Academic
will be governed by regulations appropriate to each
Regulations of the University regarding matters such as
special degree-granting program.
hours and minimum grade point average apply in all cases.
c. “Dismissed” Students seeking a new College.
Students may be enrolled in a category only once and may
Some students, who are still in good standing under
not reenter a category once they have left it and enrolled in
the General Academic Regulations of the University,
some other category or a college. Students seeking second
fall below the minimum requirements for good stand-
baccalaureate degrees will enter directly to the chosen col-
ing in their current college and are “dismissed” from
lege or non-degree status.
that college. If they are eligible for admission to
1. New Students. Students who have completed fewer another college, they should seek admission imme-
than 26 semester hours of acceptable college credit diately. If they are not already eligible for admission
are required to enroll in this category (there are excep- to a second college of their choice, this category
tions in the case of some students and some colleges, allows them the opportunity to qualify for that col-
see below). Admissible students with more than 26 lege. Dismissed students admitted to this category
but fewer than 64 semester hours of acceptable credit must pursue a new major.
may be required to enroll in this category until they
meet the special requirements for transfer to one of 3. Academic Renewal Candidates. This category accom-
the University of New Mexico’s degree-granting col- modates students returning to baccalaureate education
leges (see appropriate sections of this catalog for these at the University of New Mexico after an absence of five
requirements). or more years, who have not yet completed a Bachelor’s
degree. Academic Renewal candidates will be governed
This category is intended to serve only freshmen and
by the Academic Renewal Policy (see appropriate sec-
sophomore students for the initial semesters of their
tion of this catalog for details). Students may stay in
college careers. Courses numbered 101 and above
this category until the requirements are completed and
are open to freshmen and courses numbered in the
academic renewal is processed. Students may take a
200’s are normally available only for sophomores.
maximum of 36 hours in this category.
Permission to take 300 and 400 level courses is granted
only in exceptional cases, such as a student coming NOTE: Students admitted into Categories 2 and 3
to the University with a knowledge of his or her native must meet with a University Advisement Center advi-
language that exceeds the work offered in the first two sor prior to registration.
years of study in that language.
Non-Degree Credit Program found to be ineligible for academic or other reasons to return
to the last institution attended and fail to report this immedi-
The Non-Degree credit program allows students to earn ately to the Office of Admissions, will be subject to disciplinary
academic credit without being admitted into a degree granting action, including possible dismissal from the University.
unit. This program accommodates non-traditional students
who wish to begin taking academic courses at the University
of New Mexico without taking college entrance exams; Facts about Non-Degree Status
those who missed the degree status deadline; and those
1. $10.00 application fee is required.
who wish to take academic courses to prepare for graduate
2. No transcripts of previous high school or college work
studies, career changes, or for professional and/or personal
are required for admission.
development. Non-Degree status is recommended for visiting
NOTE: A transcript may be required to determine
students from other institutions.
fulfillment of prerequisite course work.
3. There is a 30 credit hour limit in Non-Degree status if
How to Apply you do not have a baccalaureate degree. There is no
limit for students with a baccalaureate degree.
Complete and return a non-degree admission application and
ADMISSIONS
ADMISSIONS
4. Credits earned in Non-Degree are recorded on a
a $10.00 fee to: University of New Mexico permanent record. Credits
Office of Admissions may be applied to an undergraduate plan of study, if the
PO Box 4895 courses meet specific degree requirements.
Albuquerque, NM 87196-4895 5. If you are planning to take education courses, you must
contact the College of Education at (505) 277-3190
When to Apply concerning requirements.
6. Non-degree students applying for undergraduate
Students are encouraged to submit their applications as early degree status must follow admission procedures and
as possible. The application deadlines are: Fall semester provide all items required of transfer students (see
- August 15; Spring semester - January 10; Summer session Transferring Students).
- June 1. If you do not register for the session requested on
your application and wish to postpone enrollment to a sub-
sequent semester, you must notify the Office of Admissions. Requirements for International Non-
Applications are applicable for four consecutive sessions
only. If you do not take advantage of admission by enrolling
Degree Applicants
within that period, a new application and fee are required. 1. Non-Degree application and $10 application fee.
2. Immigration documents that will not expire prior to the
end of the semester of admission.
Admission Requirements 3. If English is not your first language, or if English is not
You must be 21 years of age or older or if you are under 21: the official language spoken in your country, you must
take one of the following English exams:
a. Your high school graduating class must have been out • IELTS (http://www.ielts.org) - minimum scores are 6.5
of school for at least one full year; for undergraduates and 7 for graduates;
–or– • TOEFL (http://www.toefl.org) - minimum scores are
520 (paper-based) or 190 (computer-based) for
b. If you earned your diploma by the GED exam, your undergraduates and 550 (paper-based) or 213 (com-
graduating class must have been out of high school at puter-based for graduates;
least one year. • Cambridge CPE or CAE (http://www.cambridge-efl.org)
NOTES: - minimum score is C.
1. Students in Non-Degree status are not eligible to
receive financial aid. Contact the Student Financial Deadlines:
Aid Office at (505) 277-8900 for details. Deadlines vary from semester-to-semester. Contact the
2. Veterans planning to attend the University under International Admissions Office for additional information:
one of the public laws governing veterans’ educa- Phone: (505) 277-5829
tional benefits and who are seeking admission to Fax: (505) 277-6686
Non-Degree are required to have special approval E-mail: goglobal@unm.edu
form the Veterans Affairs Office (505) 277-3514.
The following students are not eligible for Non-Degree Academic Standards
status:
Students in Non-Degree are subject to all University regula-
1. A student who is under disciplinary or academic sus- tions governing registration, attendance, academic standing
pension from the University of New Mexico or any other and satisfactory completion of prerequisite courses. The
collegiate institution. Albuquerque Campus governs academic standing and main-
2. A student who has exhausted his or her eligibility in tains college records for all Non-Degree students, including
University College and is not academically eligible to those at branch campuses and Extended University sites.
enter a degree-granting college at the University of New
Mexico.
3. A student who has not completed a degree and was Non-Degree Status Limitations
previously enrolled in degree status in an undergradu-
ate college at the University of New Mexico. Students without a baccalaureate degree may earn no more
4. A student from another country who is in the United than 30 credit hours at UNM in non-degree status. No under-
States on a student visa. graduate college of the University will accept in a degree
5. A student who has been refused admission to degree program more than 30 UNM hours while the student is in
status. non-degree status nor, is a college obligated to accept any
6. A student planning to receive student financial aid. hours earned in non-degree status that do not fulfill college
degree requirements. If degree status is not attained prior
Applicants for Non-Degree status are required to certify that to earning 30 semester hours, the student will be allowed to
they are not under suspension from any college or university. register in courses in non-degree status as an auditor only,
Students found guilty of nondisclosure or misrepresentation receiving no credit.
in filling out the admission application form, or who after
admission or enrollment at the University of New Mexico are
Test scores must be sent directly to the University a credential evaluation service that is a member of the
from either IELTS (http://www.ielts.org); TOEFL (http:// National Association of Credential Evaluation Services
www.toefl.org); or Cambridge CPE or CAE (http://www. (www.naces.org).
cambridge-efl.org).
4. Academic Records; If the credential evaluation report confirms that the
In order to facilitate the admission decision, the applicant does have the equivalent of a US bachelor’s
University of New Mexico strongly recommends that degree, the applicant will be considered for graduate
students initially submit academic records to any mem- study.
ber of the National Credential Evaluation Services
(http://www.naces.org). Students must still submit offi- If the report states that the applicant may be con-
cial transcripts to the University, but the English transla- sidered for graduate study but does not confirm the
tions will not be required. equivalent degree, the applicant may petition the Dean
of Graduate Studies for consideration of equivalency.
Students who do not utilize a credential evaluation ser- The petition must include the support of the graduate
vice must have official grade reports (transcripts) and unit and College Graduate Committee, along with a
diplomas or certificates from each institution attended complete application packet, a copy of the credential
sent to the University of New Mexico. Students must
ADMISSIONS
ADMISSIONS
evaluation report, and an explanation of the suitability
submit original or officially certified copies. Notarized, of the applicant’s undergraduate preparation. This
faxed copies or photocopies of these documents are documentation must be submitted to the International
not acceptable. All documents must be submitted in Admissions Office.
both the original language accompanied by an official
certified English translation. Certified copies must con- If the Dean approves the petition, the graduate unit may
tain the original signature(s), stamp(s) or seal(s) of the proceed with an offer of admission. A student admitted
issuing institution’s designated official. Students who under this policy will be classified as a regular graduate
have no prior college or university credit must submit student with the same rights and responsibilities as any
evidence of graduation from an acceptable secondary other student in graduate status.
school and must be eligible for admission to a recog-
nized university in their home countries. Transcripts 2. Academic Preparation
and test scores submitted to The University of A minimum grade point average of 3.0 (on a U.S. 4.0
New Mexico for admission become the property scale) or comparable grade point average in upper-
of the University and will not be sent elsewhere or division (junior and senior level) work and in any
returned to the student. graduate work already completed.
Note: A student who wants any information concerning A satisfactory score on the Graduate Record
the applicant file released to any third party must sub- Examination (GRE) or the Graduate Management
mit a letter of authorization directly to the International Admission Test (GMAT) as required by the major aca-
Admissions Office. This release must include the demic department or college.
student’s name and signature. Adequate subject preparation for proposed gradu-
ate major. Meeting minimum requirements does not
Submit all documents to: guarantee admission since some graduate programs
Office of Admissions have higher standards and may have limited space.
International Admissions Therefore, it is very important that students contact the
1 University of New Mexico departments to which they wish to be admitted.
MSC11 6305
Albuquerque, NM 87131-0001 3. Demonstrated proficiency in English
If English is not the official language spoken in a
NOTE: I-20 Statement student’s country, the student must submit results
The Immigration Form I-20 is valid up to the first day of class of either the International English Language Testing
for the semester or summer session to which a student is System (IELTS) - minimum score 7; the Test of English
admitted. Students that are not able to attend must imme- as a Foreign Language (TOEFL) - minimum score 550
diately return the I-20 form to the International Admissions paper-based, 213 computer-based, or 79-80 internet-
Office. based; the University of Cambridge Examinations
Certificate of Proficiency in English (CPE) or Certificate
of Advanced English (CAE) - minimum score C.
International Undergraduate Individual departments may require higher scores.
Readmitted Students International students whose native language is not
English and are seeking graduate teaching assistant-
A University of New Mexico degree-seeking student who ships may also be required to submit acceptable scores
stops attending for consecutive sessions must file an on the Test of Spoken English (TSE). Applicants who
application for readmission. You may also apply on the Web have received a bachelor’s or graduate degree from
at http://www.unm.edu. an accredited institution in the United States, English-
speaking Canada, the United Kingdom, South Africa,
If you have attended another institution since your last atten- Australia or New Zealand are exempt from submitting
dance at the University, you must also submit new, official TOEFL scores. Contact the International Admissions
transcripts. Office for additional information.
through the University of New Mexico. Students who Individual departments may require additional creden-
demonstrate that they have equivalent health insurance tials and/or letters of recommendation. Students must
policies may be granted waivers. contact the department of intended field of study for
specific information and submit all required documents
to the International Admissions Office and department
When to Apply of interest before the earlier deadline.
Application Deadlines NOTE: I-20 Statement
Fall Semester May 1 The Immigration Form I-20 is valid up to the first day of class
Spring Semester October 1 for the semester or summer session to which a student is
Summer Session March 1 admitted. Students that are not able to attend must imme-
diately return the I-20 form to the International Admissions
Note: Most departments have earlier deadlines. It is
Office.
important that students consult with individual depart-
ments and meet their specific deadline requirements. NOTE: A student who wants any information con-
cerning the applicant file released to any third party
Applications and all supporting credentials must be submitted must submit a letter of authorization directly to the
by these dates. Only complete applications will be reviewed International Admissions Office. This release must
for admission. include the student’s name and signature.
UNDERGRADUATE
reserves the right to make changes in the curricula and program. Approval of substitutions or exceptions is handled on
degree requirements as deemed necessary, with the changes a department and college basis.
being applicable to currently enrolled students.
PROGRAM
The basic Core Curriculum requires approximately 37 hours
of courses in seven areas of study.
Readmission–Catalog Requirements 1. Writing and Speaking (9 hours): English 101 and 102
plus an additional course chosen from English 219, 220;
Students who interrupt their degree program and are not Communication and Journalism 130; Philosophy 156.
enrolled for three or more consecutive semesters (including Students with ACT English scores of 29 and higher
Summer), must comply with catalog requirements in effect or SAT Critical Reading scores of 650 or higher have
at the time of re-enrollment. satisfied the University Writing Requirement and should
enroll for courses of their choice in the Writing and
Speaking Core. Students with ACT English scores of
Responsibility for Requirements 26, 27, 28 or SAT Critical Reading scores of 610 or
higher may enroll directly in English 102 and, upon
Students are responsible for knowing the rules and regula- passing, meet the University Writing Requirement.
tions concerning graduation requirements and for registering Students with ACT English scores of 25 or lower
in the courses necessary to meet them. Advisement at the or SAT Critical Reading scores below 610 should
specific department/program level as well as the college level enroll in English 101. Students who have taken an
is strongly recommended to assure timely graduation. Advanced Placement examination in English Language
or Literature should refer to “Advanced Placement” for
Students who take more than 10 years to graduate from the
placement and credit information.
date of their original admission, must conform to the catalog
2. Mathematics: One course chosen from MATH 121,
in effect in the semester in which they intend to graduate.
129, 150, 162, 163, 180, 181, 215, Stat 145.
3. Physical and Natural Sciences: Two courses, one
Core Curriculum of which must include a laboratory, chosen from
Anthropology 150 and 151L, 121L (lab required), 160
The University adopted a revised Core Curriculum as of and 161L; Astronomy 101 and 101L; Biology 110 and
Fall 2003 which all undergraduate students must complete 112L, 123 and 124L; Chemistry 111L (lab required), 121
as part of their baccalaureate program. The Core consists and 123L or 131L (lab required), 122L and 124L or 132L
of several groups of courses designed to enhance each (lab required); Earth and Planetary Sciences 101 and
student’s academic capabilities. Its goal is to give all students 105L, 201L (lab required); Environmental Science 101
at the University a grounding in the broad knowledge and and 102L; Geography 101 and 105L; Natural Sciences
intellectual values obtained in a liberal arts education and to 261L (lab required), 262L (lab required), 263L (lab
assure that graduates have a shared academic experience. required); Physics 102 and 102L, 105, 151 and 151L,
The required courses encourage intellectual development in 152 and 152L, 160 and 160L, 161 and 161L.
seven areas of study: writing and communication, social and 4. Social and Behavioral Sciences (minimum 6 hours):
behavioral sciences, mathematical reasoning, scientific meth- Two courses chosen from American Studies 182,
ods in the physical and natural sciences, the humanities, the 185; Anthropology 101, 130; Community and Regional
fine arts, and languages. The Core consists of lower-division Planning 181; Economics 105, 106; Engineering-F 200;
courses which develop these skills and abilities, and students Geography 102; Linguistics 101 (AOA Anthropology
are strongly encouraged to complete the Core early in their 110); Political Science 110, 200, 220, 240; Psychology
college careers. Individual student substitutions should be 105; Sociology 101.
minimal and are discouraged. Except where noted (see 5. Humanities (6 hours): Two courses chosen from
“Alternative Credit Options” in the Undergraduate Admissions American Studies 186; Classics 107, 204, 205;
section of the Catalog), students may apply AP or CLEP Comparative Literature and Cultural Studies 222, 224;
credit to the Core requirements. English 150, 292, 293; Foreign Languages (MLNG)
101; History 101L, 102L, 161, 162; Honors Legacy
Departments and colleges may restrict student choices Seminars at the 100- and 200-level; Philosophy 101,
within the Core to meet departmental and college degree 201, 202; Religious Studies 107, 263, 264.
requirements. A grade of C (not C-) is required in all 6. Foreign Language (non-English language; minimum 3
hours): One course chosen from any of the lower-divi-
sion non-English language offerings of the Departments oversight. University Advisement Center is responsible for
of Linguistics (including Sign Language), Spanish and their advisement until they are admitted to their intended
Portuguese, Foreign Languages and Literatures, and degree-granting college or until they are no longer eligible
foreign languages in other departments and programs. to enroll in one of the admissions categories supervised by
7. Fine Arts (minimum of 3 hours): One course chosen this office.
from Architecture 121; Art History 101, 201, 202; Dance
105; Fine Arts 284; Media Arts 210; Music 139, 142; Students who have earned 26 credit hours and have not
Theatre 122. Students may elect to take one 3-hour met the requirements to transfer into their degree-granting
studio course offered by the Departments of Art and Art colleges are required to meet with a pre-major advisor at
History, Music, Theatre and Dance, and Media Arts to University Advisement Center.
fulfill this requirement.
Admission to Degree-Granting
University Advisement Center Colleges from University College
The minimum requirements for transfer from University
Vanessa Harris, M.P.A., Interim Director of Advising College to any other University of New Mexico degree-
University Advisement and Enrichment Center, Suite 105 granting college or school are:
MSC06 3680 1. Twenty-six hours of earned credit acceptable to that
1 University of New Mexico college.
Albuquerque, NM 87131-0001 2. A grade point average of at least 2.00 on all hours
Phone: (505) 277-2361 attempted; or a grade point average of at least 2.00 on
Fax: (505-277-3173 all hours attempted in the previous two semesters of
E-mail:uca@unm.edu enrollment, provided that if fewer than 26 hours were
http://advisement.unm.edu/ attempted in the previous two semesters, a grade point
http://facebook.unm.edu/ucac average of at least 2.00 shall be required on all work
attempted in as many previous consecutive semesters
The mission of the University Advisement Center is to give
as are necessary to bring the student’s hours attempted
guidance to students in a nurturing, diverse, respectful, and
to at least 30. (See definition of grade point average in
supportive environment and to assist students in making a
this catalog.)
successful transition to degree-granting colleges and appro-
priate majors, while developing the foundations for lifelong NOTE: Most colleges and schools have admission
learning. University Advisement Center will accomplish its requirements beyond the minimum noted above. In
mission by: many instances a grade point average much higher
• Collaborating with Student Affairs Programs, the Division than a 2.00 minimum is required. In addition, most of
of Equity and Inclusion, and Colleges to provide the most them also have specific course requirements before
accurate information to students; students are admitted to their program. For informa-
• Engage students in a shared intellectual experience tion on admission requirements of a particular degree-
based on active learning and listening; granting college or school, students should refer to the
• Provide students with an exposure to and an under- admission regulations set forth in the section of this
standing of a wide variety of disciplinary, cross-disciplin- catalog devoted to that college or school.
ary, and interdisciplinary perspectives; and
Students should apply for transfer to a degree-granting
• Promote University-wide undergraduate research oppor-
program as soon as they meet the admission requirements
tunities to continue students’ academic growth.
for the college or school of their choice. Transfer is not
automatic. Students must initiate the transfer process at the
Admission Requirements and college or school of their intended major. If the student is
admitted to the college, the transfer will take place at the end
Academic Regulations of the semester (or summer session) during which the stu-
All undergraduate, non-degree undergraduate and non- dent files for transfer and is accepted by the degree-granting
degree graduate students who are admitted to the University unit. If a student does not meet the requirements by the end
but have not yet met the requirements to enter their desired of the semester in which the transfer application is filed, the
degree-granting college are admitted to University College transfer application becomes invalid and the student must
(UC), and advised by the University Advisement Center later reapply for transfer.
(UAC). UAC is responsible for regulating and administering
the University Academic policies and procedures. UAC works
collaboration with advisement centers to assist students in
Second Chance Program
(see University College section of this catalog.)
the formulation of their academic directions, goals, and plans.
All students in University College are required to meet with a
UAC academic advisor every semester prior to registration.
2. A minimum of 128 semester hours of earned credit is evaluated by the new degree college in accordance with the
required. hours and requirements completed toward the new degree.
3. Complete the University Core Curriculum. Residence credit requirements for the second degree will be
4. Residence credit requirement: A minimum of 30 semes- determined on the same basis as those for the first degree.
ter hours of credit, exclusive of extension and corre-
spondence (independent study) credit, must be earned
at the University of New Mexico. Of these 30 semester Associate Degrees
hours in residence, 15 semester hours must be earned
after the candidate has accumulated 92 hours of earned Candidates for associate degrees offered by any of the
semester hour credit; these 15 hours, however, do not University of New Mexico’s colleges or branches must meet
necessarily have to be the last hours of a degree pro- the following minimum degree requirements and are subject
gram. A student may fulfill all or part of this residence to the following University limitations:
requirement by attending summer session. 1. A minimum of 60 acceptable semester hours must be
5. The student must have a minimum cumulative grade earned. Technical-vocational work (up to the limit speci-
point average of 2.0. fied below) may be included in these 60 hours, upon
6. The student must demonstrate a minimum competence approval of the appropriate degree-granting program.
in English writing by passing ENGL 102 with a “C” or 2. A minimum of 15 semester hours must be earned in
better or attaining a suitable score on an authorized residence at the University of New Mexico, exclusive
proficiency test prior to graduation. Students exempt of extension and correspondence credits. The remain-
from taking ENGL 101 and students who receive a der may be acceptable transfer credits earned at fully
grade of B- or higher in ENGL 101 or its equivalent at accredited institutions of higher learning and/or at region-
another institution, may choose to satisfy the minimum ally accredited technical-vocational institutions (see also
competence in English writing requirement through the Transferring Students for transfer credit regulations).
Writing Proficiency Portfolio program administered in 3. Of the 60 hours minimum, no more than 9 semester
the English Department. hours may be earned by extension or correspondence.
7. A maximum of 24 semester hours of pass/fail (CR/ 4. The student must have a cumulative grade point aver-
NC) grading option courses may be applied toward a age of at least 2.00.
UNDERGRADUATE
bachelor’s degree. 5. Introductory Studies 100 courses may not be used to
8. A maximum of 40 semester hours of extension and cor- satisfy any of the above requirements.
respondence (independent study) credit may be applied
PROGRAM
toward a bachelor degree and no more than 30 of these
hours may be correspondence credit. Certificates
9. The student must contact his/her college office prior to
their last semester in order to initiate and complete the Candidates for certificates offered by any of the University
graduation process. of New Mexico’s colleges or branches must meet the follow-
10. Major and minor residence requirements: at least one- ing minimum requirements and are subject to the following
half of the minimum number of credit hours required for University limitations:
major study and one-fourth of the minimum for minor 1. A minimum of 30 acceptable semester hours must
study must be class or laboratory work earned in resi- be earned. Technical-vocational work (up to the limit
dence at the University of New Mexico. A senior transfer specified below) may be included in these 30 hours
student may satisfy this requirement, with the approval upon approval of the certificate-granting program.
of the major department, with at least one-fourth of the 2. A minimum of 15 semester hours must be earned in
total minimum hours required for the major. Most col- residence at the University of New Mexico.
leges will not accept Introductory Studies courses or 3. Of the 30 hours minimum, no more that 6 semester
technical courses to satisfy any of these requirements. hours may be earned by extension or correspondence.
11. A student is not permitted to graduate if unresolved 4. The student must have a cumulative grade point aver-
incomplete (I) grades or not reported (NR) grades are age of at least 2.00.
on the student’s academic record. It is the student’s
responsibility to resolve any and all incomplete or not
reported grades by the published ending of the semes- Second Associate Degree/
ter in which graduation occurs. Second Certificate
12. Once a student has completed academic requirements
for a degree (certificate, associate, baccalaureate, mas- A second certificate or a second associate degree will not be
ter’s, Ph.D.) and has received the diploma and appropri- granted until a student has earned a minimum of 15 semes-
ate notations on the official transcript, no modification of ter hours above the requirements for the first certificate or
the student’s academic record leading to that degree will degree and fulfilled all requirements for the second certificate
be made by the University of New Mexico. or degree including residence requirements.
Additional degree requirements for a specific bachelor’s degree
will be found in the appropriate college section of this catalog. Commencement
Commencement exercises are held twice per year, at the end
Second Undergraduate Degree of the fall and spring semesters. Students whose require-
ments were completed and degrees confirmed in the preced-
The student seeking a second baccalaureate degree must ing summer, fall, or spring semesters are invited to attend.
apply for and meet admission criteria for that degree. To
obtain a second bachelor’s degree the student must success- While commencement attendance is optional, all students
fully complete a minimum of 30 additional hours beyond the must declare their intent to graduate within their spe-
requirements for the first degree and must meet all degree cific departments. Check with your academic advisor to
requirements of the second degree, including residence determine the deadline and the process for your department.
requirements. This deadline may be up to one year before your intended
graduation semester.
The degree of Bachelor of University Studies may not be
used as a second undergraduate degree. Completion of a During your graduation semester, log-on to http://graduation.
second major under a Bachelor of Arts or Bachelor of Science unm.edu to sign up to receive your diploma and to attend
program is recorded on the student’s permanent record but university-wide commencement and/or departmental con-
as a second major. A second degree is not awarded. vocation ceremonies. Other useful graduation-related infor-
mation can be found here, including purchasing your caps,
A student who has completed a baccalaureate degree and gowns, and graduation announcements.
who is seeking a second undergraduate degree will be
Baccalaureate Honors
Baccalaureate students graduating from the University of
Other Programs
New Mexico who have a minimum scholastic index of 3.50,
and who have earned a minimum of 60 hours in residence,
are awarded Baccalaureate Honors. Designations of cum Extension and Independent Study
laude (3.50-3.74), magna cum laude (3.75-3.89), and summa
cum laude (3.90-4.33) are awarded to graduates who meet The University of New Mexico allows credit for correspon-
the above criteria. Honors designations will be printed on the dence and extension courses at the University of New Mexico
diploma and recorded on the permanent record, after comple- or through other fully accredited colleges and universities
tion of all degree requirements has been confirmed. Note: If toward degree requirements.
a student is completing requirements toward baccalaure-
ate honors during their final undergraduate semester, Credit for extension and correspondence courses completed
information will not be available for the commencement at institutions not accredited by regional accrediting asso-
program. Baccalaureate honors are automatically awarded. ciations is not accepted for transfer, although a student who
It is not necessary for students to apply for this category of has completed such correspondence or extension work in a
honors. Students pursuing a second baccalaureate degree course comparable to one at the University of New Mexico
are ineligible to graduate with baccalaureate honors. may establish credit here by special examination (see
Examinations).
adopted by the legislatures of all 13 member states and has Requirements for WUE Enrollment
been administered by the Western Interstate Commission for Interested students must be admitted to UNM prior to apply-
Higher Education. ing for the WUE subsidy.
New Mexico participates in 7 of the 15 disciplines offered First-time freshmen must have a cumulative high school GPA
through WICHE Professional Student Exchange. Certified of 3.0 or higher (on a 4.0 scale) and an ACT composite score
New Mexico residents are eligible for funding support at of at least 21 or the SAT equivalent (1000). Transfer students
WICHE-participating institutions in the fields of dentistry, must have a cumulative GPA of 3.0 or higher (on a 4.0 scale)
veterinary medicine, optometry, osteopathy, podiatry, gradu- on 30 transfer hours.
ate library studies and public health. In addition, New Mexico
receives WICHE students from the other compacting states All UNM Programs are open to WUE students. Access to
in the fields of medicine, physical therapy, law, pharmacy, the WUE Program is selective; enrollment is limited to 30
and architecture. students per academic year.
How to Apply
Western Regional Graduate Programs For consideration, students must contact the WUE Coordinator
at (505) 277-3361 to begin the WUE admissions process, or
The University of New Mexico is one of 35 graduate-level visit the WUE website at http://www.unm.edu/~wue.
institutions in the West cooperating in a regional effort to
make certain that graduate programs of limited availability are
accessible to graduate students of the 15 participating states. International Student Exchange/
Qualified students from all 14 states may enroll in these
programs at resident tuition rates. The Western Regional
Study Abroad
Graduate Programs at this institution are American Studies The Study Abroad Division administers international
(M.A., Ph.D.); Art History – Art of the Americas, Art of the exchange programs whereby University of New Mexico
Modern World (M.A., Ph.D.); Educational Linguistics (Ph.D.); students exchange places for a semester or academic year
Latin American Studies (M.A., Ph.D.); Optical Science & with international students from some 75 universities in 30
Engineering (MS, Ph.D.); Art Studio focusing on Printmaking
UNDERGRADUATE
countries. The study abroad advisor works closely with the
(M.F.A.); Water Resources (M.W.R.). Latin American and Iberian Institute to promote extensive
study abroad opportunities in Spain and Latin America. OIPS
PROGRAM
Additional information about the Western Regional Graduate provides support and assistance for summer session and
Programs may be obtained by contacting the participating other short-term courses taught by University of New Mexico
units or by contacting the Western Interstate Commission on faculty at overseas sites. The program also maintains an
Higher Education: http://www.wiche.edu. extensive resource center and online resources for students
and faculty who are seeking other opportunities for interna-
* Participating states include: AK, AZ, CA, CO, HI, ID, MT,
tional study, research, internships or volunteer programs.
ND, NM, NV, OR, SD, UT, WA, WY.
Additionally, the study abroad advisor offers information and
Western Interstate Commission on Higher Education (WICHE) support for students in seeking grants, scholarships and other
Western Regional Graduate Program financial aid sources to help pay for international experi-
Post Office Box 9752 ences. The office serves as the advising center for student
Boulder, CO 80301-9752 and faculty Fulbright programs, grants from the National
(303) 541-0200 Security Education Program, the Gilman Scholarship and
other special programs.
Western Undergraduate Exchange The study abroad program also provides an extensive orien-
tation program, information resources and advising both for
(WUE) outgoing University of New Mexico and incoming exchange
students, emphasizing health and safety issues, cultural
WUE is the Western Undergraduate Exchange, a program adjustment, academic success, and immigration and visa
of the Western Interstate Commission for Higher Education requirements. The advising staff works to assure that every
(WICHE). Through WUE, students in western states may student has a safe, productive and stimulating international
enroll in many two-year and four-year college programs at a and intercultural experience.
reduced tuition level: 150 percent of the institution’s regular
resident tuition. WUE tuition is considerably less than non- The Office of International Programs and Studies is located
resident tuition. in Mesa Vista Hall, Room 2111, (505) 277-4032. For more
information, please visit us at http://www.unm.edu/oips.
STUDENT
STUDENT SERVICES
Under the Family Educational Rights and Privacy Act of and certain educational personnel which are in the
1974 (FERPA), students have the right to inspect and sole possession of the maker and are not revealed to
INFORMATION
INFORMATION
review most education records maintained about them by any other individual (except a substitute who performs
the University of New Mexico, and, in many cases, decide on a temporary basis the duties of the person who
if a third person can obtain information from them. Nine made the record).
categories of information, however, are public (or directory 6.2. Records of the University Police. These records are
maintained and created by the University Police
SERVICES
information) unless a student asks that some or all of that
information be withheld. It is the policy of the University Department for the purpose of law enforcement. Their
to comply fully and fairly with the provisions of the Act, disclosure is subject to rules and regulations of the
Federal Regulations and this policy. University Police, consistent with applicable law.
2. Limitations on Access to Student Records 6.3. Records relating to individuals who are employed
No one inside or outside the University shall have access by the University which are made and maintained in
to, nor will the contents of students’ education records the normal course of business, relate exclusively to
be disclosed without the written consent of the students individuals in their capacity as employees and are not
except as provided by the Act and Regulations. Exceptions available for use for any other purpose. However, it
in the Act and Regulations include but are not limited to should be noted that records of individuals in atten-
the following: personnel within the institution determined dance at the University who are employed as a result
by the institution to have a legitimate educational inter- of their status as students are education records and
est, officials of other institutions in which students seek to as such may be inspected by the student.
enroll or are enrolled, persons or organizations providing 6.4. Records which contain only information about a
student financial aid, accrediting agencies carrying out their person after that person is no longer a student at the
accreditation function, persons in compliance with judicial institution, e.g., information gathered on the accom-
orders and persons in an emergency when necessary to plishments of alumni.
protect the health or safety of students or other persons. 7. Review Policies and Procedures
3. Students’ Right of Access to Review Their Records Requests to inspect and review records must be made, in
A student has the right to inspect and review all education writing, to the office that keeps the records. Although it is
records about him or her except: (1) personal notes (avail- the University’s policy that requests to inspect records be
able only to writer or substitute) of University staff and honored as promptly as possible, the offices have up to 45
faculty, (2) certain student employment records, (3) coun- days to honor such requests.
seling records used solely for treatment, (4) certain records It is the policy of the University to provide the student upon
of the University Police, (5) parents’ financial records, (6) request with photocopies of her or his records where that
confidential letters and statements of recommendation will help the student in inspection and review of the records
placed in the records before January 1, 1975, and (7) unless: (1) the record to be copied is an examination, in
confidential letters and statements of recommendation for which case permission of the faculty member is necessary,
admission, employment, or honorary recognition placed in or (2) where a student’s record is being withheld because
the records after January 1, 1975, which students have of an outstanding financial obligation to the University.
waived the right to inspect and review. Fees for photocopies of materials in the records are the
same as University offices charge for photocopies of other
materials. At its option, an office may furnish copies at no
charge, or take the materials to a copy/duplicating center
on campus, where the current rate for cash work will be address is Records & Registration, MSC11 6325, 1
charged. University of New Mexico, Albuquerque, NM 87131-0001.
8. Release Policies and Procedures, University Employees The fax number is (505) 277-6809. The following infor-
and Agents mation is needed to process the request by fax or mail:
The University will not disclose personally identifiable student name, social security number and signature.
information from a student’s education record without 11. Requests for Disclosure
the student’s written consent, except when it is permit- University offices will maintain a record of disclosures and
ted by the Act and Regulations. As permitted by the Act requests for disclosure of personally identifiable informa-
and Regulations, information will be disclosed without the tion from a student’s record except when the request
student’s consent to University officials with a legitimate for disclosure is directory information, pursuant to the
educational interest. These officials or their agents, and student’s consent, or is to a school official described in this
their interests, include: policy. It is the policy of the University to permit the student
8.1. Any University employee who needs the information to to inspect this record of disclosures and requests for
fulfill job responsibilities. disclosure pertaining to his or her records. All disclosures
8.2. University collection agents only for the purposes of (except for disclosures to the student or disclosures of
collecting debts owed to the University. directory information) shall be made on the condition that
8.3. Legal counsel advising or representing the University. the information shall not be further disclosed without the
8.4. National Collegiate Athletic Association and the student’s consent.
Mountain West Athletic Conference only for the 12. Right to Challenge Information in Student Records
purposes of conforming to eligibility rules for athletic It is the policy of the University that a student may chal-
competition. lenge any information in his or her education records
8.5. Contractors, such as data processing, only for the which he or she believes to be inaccurate, misleading or in
purposes of performing work under contract for the violation of privacy. This right does not extend to reviewing
University. grades unless the grade assigned by a professor was inac-
8.6. Honorary societies, and other chartered student orga- curately recorded in the records. A student may also insert
nizations, only for determining membership eligibility/ a statement in the records explaining any such material
requirements, when the societies and/or organizations from his or her point of view. If a student wishes to chal-
do not unlawfully discriminate on the basis of race, lenge information in the file, he or she must make a written
color, religion, national origin, physical or mental dis- request for a hearing to the dean, director, or chairperson
ability, age, sex, sexual preference, ancestry, or medi- of the office which maintains the record. In most cases, the
cal condition. decision of the dean, director or chairperson will be final.
8.7. University researchers, including students doing However, a student may appeal in writing to the Associate
research under supervision of a faculty member, if Provost or the Vice President for Health Sciences or their
there are safeguards to protect the security of person- designee, as the case may be, who will review the decision
ally identifiable data and if it will not be possible to only if a significant question of policy or compliance with the
ascertain the identity of any student in any dissemina- law appears to be raised by the case.
tion of the data or research results. 13. Waiver of Rights Not Required
8.8. Officials of cooperating universities in which the stu- It is the policy of the University that students not be
dent is enrolled. required to waive their rights under the Act before receiving
9. Release to Alleged Victims of Crimes of Violence University services or benefits.
The results of any disciplinary proceeding conducted by the 14. Assistance with Problems or Questions about
University in response to allegations of a crime of violence Compliance
allegedly committed by a student, shall be disclosed upon If a student has questions about the provisions of the Act,
request to the alleged victim(s) of such crime of violence. he or she may contact the Office of the Registrar.
10. Directory or Public Information Categories If a student believes that the University has not complied
The University, in accord with the Act, has designated with the Act, he or she should direct comments concerning
categories of information about students as “directory this to the Office of the Registrar.
information” which is public unless a student asks to have If a student believes that the University has not complied
all of it withheld. These categories are: with the Act, written complaints may be filed with the Family
• Name Educational Rights and Privacy Act Office (FERPA), U.S.
• Address (school and permanent) Department of Education, 400 Maryland Avenue, SW.,
• Telephone listing Washington, D.C. 20202-4605, telephone (202) 732-1807.
• Electronic Mail Address The Registrar shall either resolve the issue, or shall refer it
• Date of birth to the appropriate University body for resolution.
• Major field of study (including current classification, Copies of and information about the Rights and Privacy
year, credit load and number of academic credits earned Act are available in the Records and Registration Office,
toward degree) Student Support and Services Center.
• Dates of attendance (matriculation and withdrawal
dates)
• Degrees and awards received (type of degree and date Disclosure of Institutional
granted)
• Most recent previous educational agency or institution
(General Student Body) Graduation/
attended. Participation in officially recognized activities Completion and
and sports, and weight and height of members of athletic
teams.
Transfer-out Rates
A student wishing to keep confidential the “directory infor- The University of New Mexico provides the following informa-
mation” listed above must file a written request with the tion regarding our institution’s graduation/completion rates.
Office of the Registrar. This request may be submitted in The information is provided in compliance with the Higher
person, by mail or fax. Once a confidential privacy flag Education Act of 1965, as amended. The rates reflect the
has been place on a student’s record the directory/public graduation/completion status of students who enrolled during
information will not be released to individuals, compa- the 2002–2003 school year and for whom 150% of the normal
nies or third party entities outside the University of New time-to-completion has elapsed.
Mexico. The confidential privacy flag will not automatically
be removed upon graduation from the University of New During the Fall Semester of 2002, 2,760 first-time, full-time,
Mexico. If you have requested a confidential privacy flag, certificate or degree-seeking undergraduates entered UNM.
your name will not appear in the University of New Mexico After 6 years (as of August 31, 2008), 44% of these stu-
Commencement Program. dents had graduated from our institution or completed their
The removal of the confidential privacy flag may be programs.
requested in person and in writing by fax or mail. The
Questions related to this report should be directed to the missing identification card from the University of
Office of the Registrar, Student Success and Support Center, New Mexico’s card database. Once that occurs, the
(505) 277-8466. old Lobo Card can never be reactivated.
c. Students should check with the card office to see if
While reviewing this information, bear in mind: a lost card has been turned in.
• The graduation/completion rate is based on six years d. Stolen cards should be reported to the appropriate
of attendance that equates to 150% of our longest pro- law enforcement agency. A copy of the police report
gram. must be provided to the Lobo Card office to obtain
• We have elected not to report our transfer-out rate a replacement identification card at no charge.
because our university’s mission does not include Anyone filing a false police report will be subject to
providing substantial preparation for students to enroll disciplinary and/or criminal charges.
in other institutions. e. LOBOCA$H purchasing activity can be suspended
immediately, 24 hours a day, seven days a week,
via the lobocash.unm.edu Web site. LOBOCA$H
Demographic Information Updates activity can be suspended via telephone only
Monday–Friday, 8:00 a.m. – 4:45 p.m., by calling
(505) 277-9970.
Change of Address/Phone 6. Fraudulent use of a Lobo Card is cause for card privi-
Current students who need to process a change of addess leges to be revoked. Unauthorized alteration, produc-
or phone number for their academic records may do so using tion, use, possession or reproduction of a Lobo Card
LoboWeb, Personal Information– Update My Information. is prohibited, may constitute theft, and can result in
prosecution (30-14-2 NMSA 1978). In addition, such
action could result in referral to the Dean of Students
Change of Name Office for disciplinary proceedings and/or appropriate
authorities for legal action.
Students who need to process a name change for their
academic records must bring appropriate documentation to
the Records and Registration Office. The appropriate docu- Residency
mentation includes proper photo identification (valid driver’s
license, passport or other state or federal issued identifica-
tion) and the social security card showing the new name. No Summary of Regulations for
other type of documentation will be accepted. New Mexico Residency for
Tuition Purposes
Lobo Card and LOBOCA$H
A student who enters and remains in this State principally
A non-transferable photo identification card is issued to to obtain an education is presumed to continue to reside
each student at the University of New Mexico. The ID card, outside this state, and such presumption continues in effect
also known as the Lobo Card, allows students to check out until rebutted by clear and convincing evidence of bona fide
materials from UNM libraries; access recreational services, residence. A student determined to be financially dependent
STUDENT
STUDENT SERVICES
the Student Health Center, athletic events, and campus on an out-of-state parent or guardian also assumes the
meal plans. residency of that parent or guardian. The “burden of proof”
INFORMATION
INFORMATION
is on the student. The student must secure and file the resi-
The Lobo Card can also be used to access the student dency petition with the appropriate documents of evidence in
LOBOCA$H account. LOBOCA$H is a prepaid spending the manner described herein. All documents submitted for
account with a balance that declines each time it is used this purpose are kept confidential. Residency petitions are
(by swiping your Lobo Card) to make purchases at the
SERVICES
accepted until the second Friday of each Fall and Spring
food venues of the SUB, UNM vending machines, campus semester (and Summer term for Nursing students) in the
convenience stores, residence hall laundry facilities, La Mesa Vista Hall North One-Stop or at the Student Support
Posada, UNM Bookstores, and select copying machines. Visit and Services Center.
http://lobocash.unm.edu for additional information.
To become a legal resident for tuition purposes of the State of
The Lobo Card Office is located in the Student Union New Mexico, the student must meet four basic requirements.
Building. The phone number is (505) 277-9970 and the Web Each person must individually meet the requirements.
site is http://lobocard.unm.edu. The following policies are in
effect for the Lobo Card: The 12-Month Consecutive Presence Requirement
1. The Lobo Card is the property of the University of New A student must physically reside in the state for 12 consecu-
Mexico. tive months immediately preceding the term for which the
2. The card is valid upon admission to the University; it is student submits a petition.
issued once, and is active upon a student’s enrollment
for the current semester. The Lobo Card remains valid The Financial Independence Requirement
for the duration of a student’s college career and it acti- A student who is financially dependent on parents or legal
vates and deactivates according to enrollment status. guardians who are not residents of New Mexico cannot be
Lobo Card has no expiration date. You may obtain your approved for residency. At the time the student petitions for
ID at the Lobo Card office. Proper photo identification residency (if under 23 years of age), a copy of the parents’
(driver’s license, passport, other state/federal-issued or guardians’ 1040 or 1040A U.S. income tax form for the
identification, etc.) is required. previous year must be submitted with the petition. If shown to
3. Lobo Cards are issued with the name of the student be a dependent on that tax form, the student is not eligible to
as recorded in the University’s Student Information establish residency apart from the parents or guardians.
System.
The Written Declaration of Intent Requirement
4. Updating name or other student identifying information
The student must sign a written declaration of intent to relin-
requires the change be reported to the Records and
quish residency in another state and to establish it in New
Registration Office prior to Lobo Card re-issuance.
Mexico (included in residency petition).
5. Lost or stolen Lobo Cards must be reported as soon as
possible to the Lobo Card Office. The Overt Acts Requirement
a. A non-refundable, non-waiveable fee will be collected Overt acts are required to evidence support of the written
for replacement of damaged or lost cards. declaration of intent to establish permanent residency in
b. Payment of a replacement fee constitutes author- New Mexico. Any act considered inconsistent with being a
ity for the de-activation and deletion of the New Mexico resident, such as having a driver’s license from
another state, will cause the request for resident classification hours and have met all prerequisites of the college they wish
to be denied. Documentation of two of the following must be to enter, they may transfer to one of the degree-granting
submitted with the residency petition: programs of the University.
1. If the applicant is financially dependent, a copy of the
parents’ or guardians’ previous year income tax form Academic advisement is also required for all freshman and
showing the applicant as a dependent and the parents’ new undergraduate transfer students with 26 or fewer trans-
address as New Mexico; ferable hours prior to registration. The School of Engineering,
2. A New Mexico high school transcript issued in the past University College and the College of Education require
year confirming attendance at a New Mexico public or advisement every semester prior to registration. All studetns
private high school within the past 12 months; who are admitted to or who transfer into University Studeis
3. A transcript from an online high school showing a New (Bachelor of University Studies Program) are required to
Mexico address confirming attendance within the past receive academic advisement their first enrolled semester.
12 months;
Advisement centers are located in each of the degree-
4. A New Mexico driver’s license or ID card with an original
granting colleges. Students enrolled at the University are
date of issue or a renewal date issued prior to the first
urged to regularly take advantage of all available academic
day of the term or semester;
advisement services.
5. Proof of payment of New Mexico state income tax for
the previous year;
6. Evidence of employment within the state of New
Mexico;
College Advisement Centers
(Associate, Baccalaureate, Majors and Concentrations.)
7. New Mexico vehicle registration;
8. Voter registration in New Mexico; Anderson Schools of Management
9. Proof of residential property ownership in New Mexico; Office: Advisement Center, First Floor, East Wing
10. A rental agreement within New Mexico; (505) 277-3888
11. Utility bills showing the applicant name and a New
Mexico address; Accounting, Entrepreneurial Studies, Financial Management,
12. Other evidence which would reasonably support the General Management, Interdisciplinary Film and Digital
individual’s intent to establish and maintain New Mexico Media, International Management, Management Information
residency. Systems, Marketing Management, Human Resources
Management, Production and Operations Management,
Any act considered inconsistent with being a New Travel and Tourism Management, Public Administration
Mexico resident will cause the request for resident clas-
sification to be denied. As such, other relevant factors may School of Architecture and Planning
be considered in addition to the items listed above. Office: Pearl Hall 114
(505) 277-2903
NOTES:
1. Any act considered inconsistent with being a New Architecture, Environmental Design, Community and Regional
Mexico resident, such as voting, securing and/or main- Planning, Landscape Architecture
taining a driver’s license and automobile registration in
another state, etc., will cause the petition to be denied. College of Arts & Sciences
2. A person who has moved to New Mexico and has Office: University Advisement and Enrichment Center
obtained permanent full-time employment (sufficient Rm. 135
documentation is required) and his/her spouse and (505) 277-4621
dependent children shall not be required to complete the Students currently enrolled at A&S in one of the follow-
12-month durational requirement. However, all other ing departments please seek advisement with the A&S
requirements must be satisfied. Advisement Center and/or their department of major.
3. Active duty military members stationed in New Mexico, Prospective students that lack requirements for admission
their spouses and dependents are eligible for waivers should go to University Advisement Center or their intended
of non-resident tuition. Members of the National Guard, major department.
their spouses and dependents are also eligible for waiv-
ers of non-resident tuition. A form must be submitted to Africana Studies; American Studies; Anthropology; Art; Asian
the Office of the Registrar by the second Friday of the Studies; Astrophysics; Biochemistry; Biology; Chemistry;
term to obtain these waivers. Classical Studies; Communication; Comparative Literature;
Criminology; Earth & Planetary Sciences; Economics;
According to the University of New Mexico’s tuition policy:
Economics-Philosophy; English; English-Philosophy;
Students enrolling for 6 hours or fewer during a regular Environmental Science; European Studies; Family Studies;
semester are charged resident tuition rates regardless of French; Geography; German; Health, Medicine, and
residency classification. Human Values; History; International Studies; Journalism;
Languages; Latin American Studies; Linguistics; Mass
Students enrolling for the summer session are charged Communication; Mathematics; Philosophy; Physics Political
resident tuition rates regardless of residency classifica- Science; Portuguese; Psychology; Religious Studies;
tion (except those in the College of Nursing). Russian; Russian Studies; Signed Language Interpreting;
The residency petition and a brochure that explains all Sociology; Spanish; Speech and Hearing Sciences; Statistics;
requirements for establishing New Mexico residency for Women Studies.
tuition purposes and all special status waivers are avail-
able from the Office of the Registrar, Student Support and College of Education
Services Center. For more information visit http://registrar. Office: Hokona Hall 134
unm.edu. (505) 277-3190
Art Education, Athletic Training, Bilingual Education
(Secondary), Human Development and Family Relations,
Academic Advisement Communication Arts Education (Secondary), Early Childhood
Multicultural Education, Elementary Education (including
All undergraduate students (including new freshman) who are Teaching Field Endorsement), Exercise Science, Family
admitted to the University but have not yet met the require- Studies, Health Education, Languages (German, French,
ments to enter a degree-granting college are monitored by Spanish–Secondary), Mathematics Education (Secondary),
University Advisement Center. This office is responsible for Nutrition/Dietetics, Physical Education (K–12), Science
applying the academic regulations of the University and Education (Earth Science, Life Science, Physical Science–
providing academic advisement for these students. When Secondary), Social Studies Education (Secondary), Special
they have satisfactorily completed a minimum of 26 semester
Education, Teaching English as a Second Language section of the current online Schedule of Classes at
(Secondary), Technology and Training. http://schedule.unm.edu/.
School of Engineering
Office: EC E 133 Course Load Guidelines
(505) 277-4354
Chemical Engineering, Civil Engineering, Computer
Engineering, Computer Science, Construction Engineering,
Undergraduates/Non-Degree
Construction Management, Electrical Engineering, 1. Fall/Spring Semesters
Manufacturing Engineering and Robotics Option, Mechanical a. Full-time: 12 or more credit hours.
Engineering, Nuclear Engineering, Pre-Major Program b. Half-time: 6–11 credit hours.
c. Less than half-time: 5 or fewer credit hours.
College of Fine Arts
Office: CA 1103 2. Summer Session
(505) 277-4817 a. Full-time: 6 or more credit hours.
b. College of Nursing full-time: 12 or more credit hours.
Art History, Art Studio, Dance, Design for Performance,
c. Half-time: 3-5 credit hours.
Interdisciplinary Film and Digital Media, Media Arts, Music,
d. College of Nursing half-time: 6-11 credit hours.
Music Education, Theatre
e. Less than half-time: 1or 2 credit hours.
College of Nursing f. College of Nursing less than half-time: 5 or fewer credit
Office: NRPH 152 hours.
(505) 272-4223
Nursing Graduate Students
College of Pharmacy 1. Fall/Spring Semesters
Office: NRPH 188 a. Full-time: 9 or more credit hours.
(505) 272-0583 6 credit hours and an assistantship.
b. Half-time: 5–8 credit hours.
Pharmacy
c. Less than half-time: 4 or fewer credit hours.
University Advisement 2. Summer Session
Office: University Advisement and Enrichment Center a. Full-time: 6 or more credit hours 3 credit hours and an
Suite 105 assistantship.
(505) 277-2631 b. College of Nursing full-time: 9 or more credit hours 6
Bachelor of University Studies, Comprehensive Academic credit hours and an assistantship.
Advisement, Exploratory/Undecided Students, Introductory c. Half-time: 3-5 credit hours.
Studies Courses, Freshman Academic Choices, Sophomore d. College of Nursing half-time 5-8 credit hours.
Seminars in Career Awareness, Research Service Learning e. Less than half-time: 1 or 2 credit hours.
Program (open to all undergraduates), Non-degree f. College of Nursing less than half-time: 4 or fewer credit
STUDENT
STUDENT SERVICES
hours.
Diagnostic and Therapeutic Sciences Students withdrawing after the grade required deadline will
INFORMATION
INFORMATION
Dental Hygiene (B.S.), Novitski Hall 204 (505) 272- be subject to grades of WP (withdrawal passing) or WF
4513; Emergency Medicine, 2700 Yale SE, Suite (withdrawal failing). The grade WF is included in the total
100 (505) 272-5757; Medical Laboratory Sciences, course load. WP is not included in the total course load.
HSSB 217 (505) 272-5434; Nuclear Medicine Imaging, Surge Courses taken in Audit status are also not included in total
SERVICES
Suite 251 (505) 272-1402; Occupational Therapy, HSSB 215 course load.
(505) 272-1753; Physical Therapy, HSSB 204 (505) 272-
5755; Physician Assistant Program, HSSP 217 (505) 272-
5254; Radiography Program, HSSB 217 (505) 272-5254
Enrollment Limit
Students may not take more than 18 hours during a semes-
Medical School (Admissions)
ter and 9 hours during the summer session, except with
Office: BMSB 106
approval from the student’s academic advisor. Summer
(505) 272-4766
enrollment limit for College of Nursing students is 18 hours.
Students in non-degree status who have not earned at least
Schedule of Classes a baccalaureate-level degree must contact the University
Advisement Center at (505) 277-2631 to discuss enrollment
The Schedule of Classes is an official online publication of limitations and options.
the Office of the Registrar. The publication includes course
offerings, dates, times, class locations and procedures for Addition of Correspondence or Extension Courses to
registration and other important information. The schedule Program. A resident student may enroll for correspondence
can be accessed online at http://schedule.unm.edu/. and extension courses only when the addition of such courses
does not cause their course load to be over the maximum.
without the other course. Registration for co-requisite courses Withdrawal from a Course. After the third week a student
must be done at the same time. may withdraw from a course until the end of the 12th week
of the semester and is subject to grades of WP or WF to be
determined by the instructor at the time of the withdrawal.
Additional Restrictions The WF is calculated as a failing grade in the student’s grade
point average. After the 12th week, course withdrawals are
Colleges and Departments may further restrict access to their
only accepted with approval from the dean or director of the
courses based on Campus, Classification, College, Degree,
student’s college. No withdrawals are accepted after the last
Level, Major, Program and/or Special permission require-
day of instruction of the semester, prior to final exam week.
ments. Overrides for these errors may be obtained from the
Department offering the course or from the instructor (in most NOTE: Faculty are not responsible for dropping
cases). For more information, see FastInfo answer #4060 at students who do not attend. It is the student’s
http://student.unm.edu. responsibility to check the accuracy of their
course schedule.
Change in Grading Option. Changes in grading option
Enrollment Certification (including audit, pass-fail (CR/NC) option, letter grade or
Enrollment Certifications are requested by individuals, institu- graduate credit option) in any course may be made through
tions or organizations for information related to a student’s the fourth week of the semester.
past or current enrollment. Information requested normally Students are responsible for ensuring they are registered in
takes the form of validation of confirmed degrees, dates of any course for the proper grading option.
attendance or whether a student is enrolled full- or part-time.
Completion of Courses. Students are responsible for
completion of all courses in which they are enrolled at the
The National Student Clearinghouse is the University. Changes in enrollment, drops or withdrawals must
University of New Mexico’s authorized agent for be officially processed. A student who does not follow proper
providing enrollment and degree verifications. If an course or University withdrawal procedures may be given a
employer or background screening firm requests failing grade and is responsible for tuition changes associated
this information, refer them to the National with the course.
Student Clearinghouse at (703) 742-4200 or
http://www.studentclearinghouse.org.
Grade Options
c. Courses that are part of the student’s minor (see using LoboWeb http://my.unm.edu. At the beginning
specific college and departmental requirements). of the thirteenth week, a student who is withdrawing
d. Correspondence courses. from all courses must have approval from the Dean
e. Courses the student is repeating after first taking the of Students Office. Students may contact the Dean of
course under the regular grading system. Students Office, (505) 277-3361, TDD (505) 277-6053,
e-mail doso@unm.edu for advisement on withdrawal
Some schools, scholarship committees and honorary societ- from all courses.
ies do not accept this grading system and convert grades • Summer Session and Short Courses. Deadlines for
of “Credit” to C and “No Credit” to F when computing grade processing withdrawals for summer and short courses
point averages, or may otherwise penalize students who use vary according to the length of the course. Consult the
this option. online Schedule of Classes at http://schedule.unm.edu
NOTE: Students may not be penalized by a depart- for specific dates.
ment if, when selecting or changing a major field, they • Students who withdraw during the first three weeks
have taken a course in their major on a pass/fail (CR/ (regular full semester) of classes do not receive a grade
NC) option basis. notation on their academic records. The notation on a
student’s record is “Withdrew” followed by the date.
• University withdrawals initiated after the third-week
Pass/Fail (CR/NC) Option for (regular full semester) of classes are subject to grades
of WP or WF. The WF is calculated as a failing grade
Graduate Students in the student’s grade point average. All withdrawal
No more than 6 credit hours of course work in which a grade grades are assigned by the instructor upon completion
of C (2.0), C+ (2.33) or CR (grading option selected by stu- of the University withdrawal process. The notation on
dent) was earned may be credited toward a graduate degree. a student’s record is “Withdrew” followed by the date,
Courses offered only on a CR/NC basis and required by the along with the course name and grade assigned.
graduate program are excluded from this limitation. • Students leaving the University during a semester with-
out withdrawing according to this regulation are subject
A graduate student has the option of enrolling in courses on a to faculty assigned grades.
Pass/Fail (CR/NC) basis. However, if a graduate student with • Students are responsible for all outstanding finan-
undergraduate deficiencies is required by the major depart- cial obligations when withdrawing. See the “Tuition
ment to take a lower-division course, the pass/fail (CR/NC) Refund Deadlines” section for more information.
option is not available to the student.
STUDENT
STUDENT SERVICES
undergraduate credit in such courses. Students must obtain obligations after completing 12 weeks of instruction receives
advance approval from the course instructor and their college full credit for each enrolled course provided the instructor cer-
INFORMATION
INFORMATION
academic advisor. tifies a grade of C or better for the course at the date of formal
To enroll in a graduate-level course for graduate credit, an withdrawal. If the instructor certifies a grade of less than C,
undergraduate must first meet the following requirements: the students receives a grade of WP. The student must opt for
1. Be within 10 hours of earning the baccalaureate either a tuition refund or for a grade assignment after the 12th
SERVICES
degree; week. A final semester senior who has satisfactorily com-
2. Have an overall cumulative grade point average of at pleted at least half of the work for enrolled courses, provided
least 3.0; and these would complete degree requirements, may be certified
3. Enroll in no more than 9 hours of graduate credit during for graduation by the faculty of their college. Visit http://dos.
that semester (6 credits during summer session). unm.edu for a “Request For Military Withdrawal” Form in
order to initiate the Military Withdrawal process.
When these requirements are met, the student must complete
a Graduate Credit Authorization card, signed by the instruc-
tor, their college advisement office and the Office of Graduate Transcripts
Studies and submit it to the Records and Registration Office.
The courses taken apply toward an advanced degree after Class Hours and Credit Hours
completion of the baccalaureate. The same course cannot be A class hour consists of 50 minutes. One class hour per
counted for both graduate and undergraduate credit. week of recitation or lecture throughout a semester earns a
maximum of 1 credit hour.
NOTE: Undergraduates may not enroll in graduate
“problems” courses for undergraduate credit.
Course Numbering System
For Non-Degree Students
Courses offered at the University are numbered from 001
No special action needs to be taken by non-degree students through 999:
who wish to enroll in courses numbered 500 or higher, as • 001 to 100 courses may or may not carry credit but are
these courses automatically carry graduate credit. To receive not applicable to a baccalaureate degree.
graduate credit for an approved 300 or 400 level course, a • 101 to 199 courses, lower-division, normally are open to
non-degree student must obtain signatures from the course freshmen.
instructor and the Office of Graduate Studies on a Graduate • 200 to 299 courses, lower-division, normally are open to
Credit Authorization card available at the Office of Graduate sophomores.
Studies. Non-degree, graduate-level course work may be • 300 to 499 courses, upper-division, normally are open
transferred into a graduate degree program on a limited to juniors, seniors and graduates.
basis. • 500 to 999, graduate and professional, normally are
open only to students enrolled in the graduate degree
programs, the School of Law, College of Pharmacy, or
Withdrawal from the University the Doctor of Medicine program.
• Students can withdraw from all courses through the end NOTE: Undergraduate or non-degree students without
of the twelfth week if no holds exist on their account by a degree may not enroll in any graduate problems for
undergraduate credit. Official transcripts are printed on security paper which will
indicate “Copy” when faxed.
• Technical, vocational or special courses are appli-
cable for baccalaureate credit only upon petition to and
approval from the University of New Mexico degree
granting unit.
Other Exclusions
Freshmen may in some instances qualify for courses num- • E-mail and telephone requests cannot be honored.
bered in the 200s. Courses numbered 300 and above are not • Another person may not request or pick-up a student's
open to lower-division students (freshmen and sophomores) transcripts without specific written authorization from that
except in rare instances, and then only with the approval student.
of the college dean. When appropriate, students may be • The University of New Mexico will not provide copies of
disenrolled from courses numbered 200 and above. See test scores or transcripts of academic work from other
the individual college sections of this catalog for specific institutions. You must contact the original institution for that
regulations. information.
Grading
Official Transcripts
The fee for each official transcript requested is $5.00. Grade Notification
Official transcripts may be held for financial reasons and Semester grades are available via LoboWeb http://my.unm.
will not be released until the student’s outstanding financial edu. Grades are posted nightly as they are entered by the
obligations to the University have been paid or until satisfac- instructor. Final semester GPA calculations, Dean's List deter-
tory payment arrangements have been made. All financial minations and probation/suspension decisions are processed
arrangements are handled in the Bursar’s Office. one week after the last official day of the semester.
You may come to Mesa Vista North One-Stop or the Student
Success and Support Center to request and/or pick up your
transcript. Official transcripts take 3-5 working days to com-
Grades
plete. Proper photo identification (driver’s license, Lobo Card, The University of New Mexico utilizes a fractionated grading
passport or other state or federal issued identification) is system. Following are the allowable grades and associated
required when ordering and picking up transcripts in person. grade points:
A+ 4.33
Unofficial Transcripts A 4.00
A- 3.67
Current students may access their unofficial transcripts on B+ 3.33
LoboWeb, http://my.unm.edu. B 3.00
B- 2.67
Unofficial transcripts are free with a maximum of three copies C+ 2.33
per request. C 2.00
C- 1.67
You may come to Mesa Vista North One-Stop or the Student D+ 1.33
Success and Support Center to request and/or pick up your D 1.00
unofficial transcript. If you have work prior to Summer 1983 D- 0.67
then your request will take 3-5 working days to complete. F 0.00
Proper photo identification (driver’s license, Lobo Card, pass- CR Credit. Gives credit for the course, but is not com-
port or other state or federal issued identification) is required puted in the grade point average. CR is the equiva-
when ordering and picking up transcripts in person. lent of at least a grade of C. At the graduate level
CR is used to report completion of a master’s thesis
or doctoral dissertation. (See the following pages for
Transcript Requests specific information concerning pass/fail [CR/NC]
option grading.)
Both current and former students may request transcripts NC No Credit. Not computed in the grade point aver-
online at http://registrar.unm.edu/trans.htm age. At the graduate level NC is also used to report
unsatisfactory completion of master’s thesis or doc-
You may mail requests to:
toral dissertation. Certain workshops and courses
Office of the Registrar
may be offered under CR and NC as defined
ATTN: Transcript Request
above.
MSC11 6325
PR Progress. Used to indicate that a thesis or disserta-
1 University of New Mexico
tion is in progress, but not complete. In the semester
Albuquerque, NM 87131-0001
when the thesis or dissertation is completed, CR or
Fax: 505-277-6809
NC is reported.
I Incomplete. Given only when circumstances beyond
Mailed requests must include the following information: the student’s control have prevented completion of
the work of a course within the official dates of a ses-
• Student signature sion. (See the policy on Removal of Incomplete.)
• Date of request AUDIT Recorded for completion of enrollment in an audited
• Current/previous name(s) course. No credit is earned for an audit grade
• Social Security Number/UNM ID option.
• Date of birth WP Withdrawal Passing. Course withdrawals after the
• Dates of attendance grade required deadline are subject to the grade of
• Current address WP, if passing the course at the time of withdrawal.
• Daytime telephone number WF Withdrawal Failing. Course withdrawals after the
• Address to which the transcript is to be sent grade required deadline are subject to the grade of
• For Official Transcripts only: check or money order WF, if failing the course at the time of withdrawal.
The grade of WF is calculated as a failing grade in
Both official and unofficial transcripts may be faxed to recip- the student’s grade point average.
ients. The University of New Mexico is not responsible for WNC Withdrawal No Credit. Not computed in the grade
whether or not the recipient will accept the faxed copy. point average. WNC indicates an official withdrawal
in a pass/fail (CR/NC) enrollment option or course Incomplete grades received must be resolved no later
approved for pass/fail (CR/NC) grading. than one year (twelve months) from the published end
W Withdrawal. Used for approved administrative with- day of the semester in which the grade was assigned.
drawals only at the end of a semester. Examples of Incomplete grades not resolved within the time frame stated
administrative withdrawals include: determination in this policy are automatically converted to an F (failure)
by the instructor that the student never attended grade.
the class, processing errors, catastrophic illness of
the student or other reasons beyond the student’s Students who resolve Incompletes in the semester of gradua-
control. tion must have the process completed (including the reporting
RS Reinstatement. Not computed in the grade point of the grade to the Records and Registration Office, by the
average; no credit is earned. An RS grade is used deadline. Students are responsible for informing instructors
for approved retroactive enrollment in a 599 or a 699 that they are graduating and the grade(s) must be reported
course when the student did not complete any work by the appropriate deadline. Failure to complete the process
on the thesis or dissertation. as described could result in the postponement of graduation
NOTE: Graduate students may not be assigned C-, until the following semester.
D+, D or D- grades.
The instructor of record reports the final grade for the course
Grade Point Average. An undergraduate student’s grade in which the Incomplete was assigned to the Records and
point average is calculated by dividing the total number of Registration Office. Graduate students see the section on
quality grade points earned at the University of New Mexico Graduate Programs related to this policy.
by the total number of hours attempted, and truncated by
two decimals. These hours must be attempted in courses Extension of Incomplete
with letter grades and the courses must be numbered 100
or above. Courses for undergraduate students given a grade A student may apply for an extension of the time allowed to
of W, WP, WNC, CR, NC, PR or I are excluded in the grade complete the course work required to remove the “I” grade.
point average calculation. For graduate students, the Office The request for extension may be obtained in the Records
of Graduate Studies, internally for their record keeping pro- and Registration Office. A student who re-enrolls in residence,
cesses, calculates a grade of “I” as a 2.0 until replaced by may be granted a one-semester extension. If an extension is
another letter grade. granted, it is the student’s responsibility to ensure the “I”
grade is removed by the date indicated. Graduate students
Beginning Fall 2006 the academic transcript reflects a level are required to obtain the additional signature of the Dean of
GPA. The courses a student takes becomes a part of the Graduate Studies. The request form must be submitted no
level to which the student has been admitted. If a student is later than the last day of the term.
in an associate degree program the level will be associate
degree, and all the courses taken in that level are reflected in
the associate GPA. Courses that are not remedial or techni- Repetition of a Course
cal are also calculated into the undergraduate GPA. If the
student is in a bachelor’s degree program, the courses taken A student may repeat any course but only receives credit
in that status are calculated in the undergraduate GPA. The once unless otherwise noted in this catalog. ALL ATTEMPTS
various levels are Associate, Undergraduate, Graduate, Non- and ALL GRADES are computed in the student’s grade point
STUDENT
STUDENT SERVICES
Degree Undergraduate and Non-Degree Graduate. Each average. A grade replacement policy is available for repeated
INFORMATION
level has a GPA.
INFORMATION
course work as described below.
SERVICES
correspondence or other off-pattern courses may prevent The course repeat policy was revised by the Faculty Senate
awarding of Dean’s List if grades are not submitted prior to to include a grade replacement option effective Spring
end of term processing. Dean's List indication on a student's semester 1991. Under this policy, only undergraduate stu-
academic record is noted when GPA calculations are deter- dents may repeat a course for a higher grade and have the
mined one week after the official last day of the semester. lower grade removed from the grade point average. This
NOTE: This is a general University of New Mexico revision is an option for students who meet the criteria out-
grade point calculation. Schools and colleges within lined below. Repeated courses for students who do not meet
the University may compute the grade point average the criteria, or who choose not to make use of the option,
differently. automatically fall under the existing policy as described under
“Repetition of a Course.”
Grades earned in courses taken at other institutions
are not included in calculation of the University of New The following outlines the procedure for the implementa-
Mexico grade point average. The grade point average tion of this course repeat (grade replacement) option. NO
will reflect only courses taken at the University of New EXCEPTIONS WILL BE MADE TO THIS POLICY.
Mexico. 1. The Grade Replacement policy is effective as of Spring
semester 1991 and affects only the University of New
Mexico course work* from Spring 1991 forward. This
Incomplete (I) Grade means that the first attempt in a course cannot have
been prior to Spring semester 1991. The policy is not
According to academic policy, incomplete grades must be retroactive to any semester prior to Spring 1991.
completed before a student is eligible to graduate from the * A student who fails a course at the University of New
University of New Mexico. Mexico and repeats the same course with a grade
of C or better at another college or university may
The grade of “I” is given only when circumstances beyond the
have the credit accepted for transfer, but the grade
student’s control have prevented completion of the course-
received at the University of New Mexico will con-
work within the official dates of a semester/session.
tinue to be computed in the grade point average.
Students should not re-enroll or re-register (for credit) in a 2. Students in undergraduate status are eligible to use this
course in which an incomplete has been received in order to policy, and only course work that applies to an under-
resolve the “I” (incomplete) grade. If an instructor requires the graduate degree is considered for a grade replace-
student to repeat the class in order to resolve the Incomplete, ment.
the student must register for the course on an audit basis. 3. A repeated course must result in an improved grade
in order to replace the other grade (e.g., a D cannot
replace a D). The higher grade removes the lower
grade from the grade point average and earned credit 5. The petition (along with instructor comments) is for-
hours. Grades of CR, NC, PR, WP and W are not warded to the Grade Petition Subcommittee of the
replaceable grades since they do not affect the grade Faculty Senate Admission and Records Committee for
point average. review and decision. If the petition is approved, appro-
4. The process is not automatic. Students must initiate priate modifications are made to the student record.
the process by completing a form in the Records and 6. The student is notified in writing of the outcome of the
Registration Office, indicating which course is to be petition. The decision of the subcommittee is final.
replaced. The course numbers and titles must be 7. The student is responsible for tuition and fees
identical, except where equivalencies or a change incurred.
has been noted in the University of New Mexico
Catalog. Substitute courses are not acceptable. Academic Renewal Policy
Forms are accepted after the second attempt in the
course has been completed. Academic Renewal applies to students seeking undergradu-
5. A grade replacement may be applied only to 12 hours ate degrees who have been readmitted to the University of
of repeated course work. Only one grade replacement New Mexico after an absence of five years or more. The
is allowed for each course, regardless of the number of procedure allows a currently enrolled student to request
times the course has been repeated. an academic record review for the purpose of reevaluating
6. Once a grade replacement has been approved, the previously-earned University of New Mexico credits and
process cannot be reversed or changed. recalculating the student’s grade point average from the point
7. No grade may be replaced after a degree has been of readmission.
awarded.
8. All grades remain on the record. An “E” appears The student may obtain a petition from Records and
on the transcript next to the course that has been Registration, Mesa Vista North One-Stop, or Student Support
replaced. and Services Center. If all criteria are satisfied, the petition
9. Students registering for a late starting Fall course cannot will be approved and the academic record appropriately
use the Grade Replacement Policy to replace a grade noted.
within that same Fall Semester.
NO EXCEPTIONS ARE MADE TO THIS POLICY.
NOTE: This policy applies only to courses taken and
repeated at the University of New Mexico.
Graduate students wishing to replace grades must
Academic Renewal Guidelines
follow the Graduate Grade Replacement Policy in the NOTE: Non-degree, second undergraduate degree,
Graduate Program section of this Catalog. graduate students, or students who hold an Associate’s
degree from The University of New Mexico are not eli-
Change of Grade gible for Academic Renewal.
The instructor of a course is responsible for any grade 1. Academic Renewal may be applied only once and is not
reported. Once a grade has been reported to the Records reversible.
and Registration Office, the instructor may change it by sub- 2. An absence of five or more years must have elapsed
mitting an Instructor Initiated Grade Change and Incomplete between readmission and the last date of enrollment at
Removal form to the Records and Registration Office. Only the University of New Mexico.
the instructor who issued the original grade (instructor of 3. The student must be currently enrolled in an undergrad-
record) may submit a change. The grade change must be uate degree program. Additionally, college entrance
approved by the college dean or departmental chairperson requirements such as minimum hours and grade point
if submitted 30 days after end of semester. Any change average must still be met after Academic Renewal has
in grade must be reported within 12 months after the been applied.
original grade was issued and prior to graduation. Grade 4. After readmission to the University of New Mexico,
changes may be referred to the Admissions and Registration at least 12 earned credit hours, but no more than 36
Committee of the Faculty Senate for approval. earned credit hours, must be completed in good stand-
ing (2.00 GPA or better) before Academic Renewal can
be applied.
Grade Petition Procedure
NOTE: If the degree-granting unit has placed the
1. A student seeking retroactive withdrawal, enrollment, student on probationary status, it is not automatically
or a grade option change; or further academic record changed by Academic Renewal.
changes involving exceptions to the rules governing
5. All graduation requirements must be satisfied after
registration and academic records, may submit petitions
Academic Renewal, i.e., minimum earned credit, resi-
to Records and Registration in the Mesa Vista North
dence credit requirement, cumulative grade point aver-
One-Stop or the Student Success and Support Center.
age, etc.
This petition process does not cover disputes
involving academic judgement (Refer to the UNM NOTE: Credit earned prior to Academic Renewal does
Pathfinder, “Student Grievance Procedure,” Article count toward the residence credit requirements.
2, Academic Disputes). 6. All courses taken prior to Academic Renewal remain
2. The petition must state the nature of the request, unaltered on the record. An appropriate notation is
specify the semester involved, the course and section added to the record to indicate Academic Renewal.
number, the student’s name, identification number, Courses with a grade of C or CR or better taken prior
mailing address and telephone number. It must include to Academic Renewal are carried forward as earned
documentation of extenuating circumstances, such as credits. Application of these credits towards a degree is
medical, family or employment needs. The petition must determined by the degree-granting unit.
be typed and signed. 7. Courses with a grade of C- or below taken prior to
3. A student may only petition grades up to one year after Academic Renewal are noted and do not count as
an instructor and dean grade change form can be uti- earned credits or as satisfying any graduation require-
lized to change a grade. (Effective as of April 2005 as ments.
approved by Faculty Senate Operations Committee.) 8. Academic Renewal, when applied, is effective as of
This means no grade change can be petitioned after the date of the readmission following the five-year
two years in which the course(s) was/were taken. absence.
4. Upon receipt of student’s petition, the instructor(s) 9. The cumulative grade point average after academic
involved is contacted for a statement concerning the renewal is calculated on the basis of courses taken
request. since the readmission following the five-year absence.
Per Credit
$229.40 $251.70 $569.15 $400.10 $695.20 $778.80 $800.30 $1275.15 $954.60 $1528.65
Hour
Full
STUDENT
STUDENT SERVICES
$2752.80 $2995.40 $6804.80 $4776.20 $8317.40 $9345.60 $9578.60 $15276.80 $11430.20 $18318.80
Time
INFORMATION
INFORMATION
Charges per
credit hour $229.40 $251.70 $569.15 $400.10 $695.20 $778.80 $800.30 $1275.15 $954.60 $1528.65
above 18 hours
SERVICES
(1) Non-resident students enrolled for 6 hours or fewer pay the resident rate. If enrolled for 7 hours or more, non-resident
students pay the indicated non-resident tuition for ALL credit hours taken.
(2) Undergrad and Non-degree undergrad rates for students with no baccalaureate degree.
(3) Grad, Grad-ASM, Law, Pharm D, Dissertation, and Med students pay a $25 GPSA fee per semester.
(4) Grad and Non-degree grad rates for students with baccalaureate or higher degree.
(5) All full-time Physical Therapy D students are charged additional flat tuition fee of $1795.00.
(6) Add $45 per credit hour for graduate level Architecture, Planning and Landscape Architecture courses.
(7) Add $75 per credit hour for graduate level Anderson School of Management courses.
(8) Add $25 per credit hour for graduate level Public Administration courses.
(9) All students enrolled in HSC programs will be charged a $130 Library fee and a $1.00 HSC Student Council Fee
(10) Add $204 per credit hour for College of Nursing Graduate (Masters) courses.
(11) Add $300 per credit hour for College of Nursing Graduate (Doctorate) courses.
(12) Add $156 per credit hour for College of Nursing Undergraduate courses.
Dissertation Students
Tuition for resident students: $594.00
Non-resident students: $594.00 for 6 hours or less. Each hour above 6 hours: $594.00 plus $800.30 per credit hour.
Medical Students
Tuition for resident students: $16,169.65 per year (includes $50 GPSA fee)
Tuition for non-resident students: $46,347.30 per year (includes $50 GPSA fee)
Mandatory Curriculum fee: $2700.00
Medical Student Disability Insurance fee: $103.08.
Mandatory Needlestick Insurance fee: $60.00.
Mandatory Microscope fee (First-year students, Fall only) for 2010–2011: $100.00.
Student Group Health and Accident Insurance
Group health and accident insurance is available only to students attending the University of New Mexico and carrying 6 or
more semester hours. Participation is optional, except for international students who are required to have this coverage for both
themselves and their dependents. Check with Student Health Center insurance coordinator for current rates, and to complete
an application and make payment.
Special Course Fees
See each semester’s Schedule of Classes at http://schedule.unm.edu. Special Course Fees and GPSA Fee are refunded using
the same refund schedule as tuition and fees. See Tuition Refund Deadlines.
STUDENT
STUDENT SERVICES
that class is closed, the student must follow the procedures
a. Residual ACT Testing $25.00 outlined in the current semester’s Schedule of Classes in
b. Miller Analogies $35.00
INFORMATION
INFORMATION
order to re-register in that class.
c. Graduate School Foreign Language Test $10.00
4. Deposits: Refer to the current online Schedule of Classes at http://
a. Chemistry Laboratory Breakage schedule.unm.edu/ for additional information.
SERVICES
Deposit Card $40.00/course
b. Housing (Residence Halls/
Student Family Housing) $100.00/$200.00
Methods of Payment
5. Equipment or University Property Damage: Payments must be received by 5:00 p.m. on the published
Tuition provides for a nominal amount of breakage in deadline date.
laboratory or other courses. Excessive breakage is charged
separately to the student responsible for it. Payment in Person
The Cashier Department is located in the University
6. Student Association Fees: Advisement and Enrichment Center. Hours of operation are
a. Associated Student Fee 8:00 a.m. to 5:00 p.m., closing from 12-1 for lunch, Monday
Assessment of this fee is a voluntary action of the through Friday. Every second and last Wednesday closed
student body through its organization, The Associated from 8:00 a.m. to 8:30 a.m. for staff meeting.
Students of the University of New Mexico (ASUNM).
The University collects the fee as an accommoda- Payment by Mail
tion to ASUNM. Fee amount is determined by vote of Make check or money order payable to the University of
the ASUNM members and is subject to change. It is New Mexico.
included in the tuition paid by all undergraduate stu-
dents. More information about the allocation of funds Mailing Address
received from the fee may be obtained in the Pathfinder, UNM Bursar’s Office
as well as from ASUNM. Copies of the ASUNM bud- MSC06 3660
get may be examined in the Office of the Dean of 1 University of New Mexico
Students. Albuquerque, New Mexico 87131-0001
b. Graduate and Professional Student Association
Fee. Physical Address
Graduate students are assessed a fee determined by The University of New Mexico
vote of the members of the Graduate and Professional Bursar’s Office
Student Association (GPSA) and set forth in their consti- University Advisement and Enrichment Center, Room 170
tution. The University collects the fee. More information Albuquerque, New Mexico 87131-3036
about the allocation of GPSA funds may be obtained in
Drop Box
the Pathfinder, as well as from the GPSA office.
Located at the Cashier Department (building closes at 5:00
p.m.). No cash please.
Payment over LoboWeb • Tuition Remission does NOT cover course fees or late
Credit card and ACH payments (routing and checking or registration fees.
savings account numbers required) made over LoboWeb • Employees registering on or after the first day of the
must be received on or before 11:59 p.m. on the published semester are subject to the $30.00 nonrefundable late
deadline date. registration fee.
Payment by Telephone Tuition Refund Deadlines
Payments may be made by telephone at (505) 277-5363
(option 2), using a credit card, during Cashier Department All tuition refunds are based on date of withdrawal or official
hours of operation. drop. To receive a refund of tuition, students must complete
LoboWeb/Phone drop procedures for their classes.
Payment by Financial Aid
• Students should check LoboWeb/Phone to obtain Sixteen-week courses:
their Enrollment Cancellation Balance and awarded Withdrawal or drop in hours:
financial aid. Prior to first day of class and through
• Students must visit the Student Financial Aid Office if Friday of third week of classes . . . . . . . . . . . . . . . . . . 100%
delays in financial aid applications delay financial aid After third Friday of classes . . . . . . . . . . . . . . . . . . . . . . . 0%
awards. If financial aid awards are insufficient to cover
Enrollment Cancellation Balance, students must pay Eight-week and Twelve-Week Courses:
the balance or set-up payment plan by the deadline to Withdrawal or drop in hours:
avoid Enrollment Cancellation. Prior to first day of class and through
• Work-study financial aid awards are not considered in Friday of second week of classes . . . . . . . . . . . . . . . . 100%
arrangement of payment. After second Friday of classes . . . . . . . . . . . . . . . . . . . . . 0%
• Paperwork for Graduate, Teaching, and Research
Assistants receiving tuition waivers must be received Courses Less than Eight Weeks and Greater than Five
in the Student Financial Aid Office by the published Days in Duration or Courses Beginning on Dates Other
Enrollment Cancellation deadline. To expedite this than the Beginning of the Semester or the First or Second
paperwork, students should visit the Office of Graduate Eight-weeks of the Semester (except Correspondence
Studies. Courses):
STUDENT
STUDENT SERVICES
classes are not included toward financial aid enrollment accounts or checks are mailed to students. Students no lon-
requirements. Award amounts are generally prorated accord- ger pick up refund checks from the Cashier Department.
INFORMATION
INFORMATION
ing to enrollment status.
SERVICES
and state or federal laws. classification prior to the end of the second week of the
semester. A student not classified as a New Mexico resident
Questions should be directed to the Student Financial Aid is charged as a non-resident. Refer to the Residency section
Office. in this catalog.
and Redondo Village Apartments). Although these facilities Rental Rates. A copy of the current rates and payment
are open to freshmen, they must choose a meal plan. Meal schedule can be found at http://housing.unm.edu. Rates
plans are optional to upperclassmen residing in apartment are subject to adjustment, with appropriate notice, reflecting
style facilities during the fall and spring semesters. During the changes in operating costs. A $50 non-refundable application
summer session, housing facilities utilized and required meal fee is required prior to move in.
plan options vary from those for fall and spring semesters.
For example, a mandatory meals and/or points package is Reservation Procedure. Because the number of apartments
required of all Summer session residents. Details on all these is limited, applicants may be placed on a waiting list if no
options are contained on the housing website: http://housing. apartment is available. Information concerning the reservation
unm.edu. Residence halls primarily house undergraduate procedure, rental rates and applications may be obtained by
students. In selecting a hall assignment, graduate students contacting Housing via e-mail at sfhouse@unm.edu or by
may wish to consider the Graduate/Senior Class Status writing to: Student Family Housing Office, the University of
Option in the apartment-style facility. New Mexico, 961 Buena Vista SE, Albuquerque, NM 87106,
Telephone (505) 277-4265, FAX (505) 277-4128. You may
Housing Policy. Students may live either on or off campus. also visit the Family Housing link on the Web site http://hous-
Students electing to live on campus are required to sign a ing.unm.edu.
housing contract obligating them for one academic year.
A portion of the residence hall capacity is reserved for return- Student Financial Aid
ing students. The remaining space is assigned to students
new to the University in the order of receipt of housing The following information explains the application process
application and contract, $50 non-refundable application fee, and answers questions about financial aid at the University
and $200 prepayment. Living quarters in residence halls are of New Mexico. To maximize your opportunity for funding,
available to students with a minimum course load of 6 semes- your application must be received by March 1. You must also
ter hours during the fall and spring semesters. All continuing respond to any request for additional information in a timely
residents are required to enroll for the summer. All summer fashion. Pell Grants and Federal Stafford Loans remain avail-
student residents are required to enroll for at least 1 semester able to eligible students who submit applications after the
hour. All freshmen residents are required to take a meal plan. March 1 priority date.
Freshman and sophomore residents assigned in traditional
(non-apartment style) residence halls are required to take a The Free Application for Federal Student Aid (FAFSA) is
meal plan. Upperclassmen assigned to apartment facilities used to apply for all types of federal and state need-based
are not required to have a meal plan. aid. Students can apply for financial aid on the Web or by
completing the paper application. We encourage students to
Special Needs. Students with special needs should com- apply on the Web. The address is: http://www.fafsa.ed.gov.
municate their requirements on the application materials, and The University of New Mexico’s Federal School Code is
register with UNM Accessibility Services. 002663. All prospective students must be admitted to the
University of New Mexico to receive an offer of financial aid.
Room and Board Fees. A copy of the current rates and
payment schedule can be found at http://housing.unm.edu. The costs of attending the University of New Mexico include:
All housing payments are paid through the UNM Bursar’s 1) tuition and fees; 2) room and board; 3) books and supplies;
office. A deferred payment plan is available. Rates include 4) transportation; 5) personal expenses; and 6) child care
utilities and cable TV, plus high-speed Internet connection in costs, if applicable.
each student’s room. Except for limited facilities, the rates do
not include room between semesters nor are meals provided To be considered for financial aid, students must apply
during official recesses listed in the academic calendar. The every year.
rates are subject to adjustment, with appropriate notice,
For additional information regarding costs and financial aid
reflecting changes in operating costs.
at the University of New Mexico, access our Web page at:
Reservation Procedure. Students are encouraged to http://finaid.unm.edu.
apply early. Historically, demand for residence hall space
exceeds capacity during the fall semester. Application
for housing is a separate process from the admis-
Satisfactory Academic Progress
sion application to the University. Housing applica- Students must meet a minimum standard of academic perfor-
tions may be completed online at http://housing.unm.edu, mance in their course work and progression toward a degree.
or by writing to: Residence Life and Student Housing All students’ academic progress is monitored at least annually
MSC02 1530, the University of New Mexico, Albuquerque, to determine continued eligibility for assistance. Students in
NM 87131-0001, FAX (505) 277-4712, telephone (505) Certificate programs are monitored each semester. There are
277-2606. You may also visit the Web site http://housing. three major components to the University of New Mexico’s
unm.edu or e-mail questions to reshalls@unm.edu. Satisfactory Academic Progress Policy:
1. Grade point average: Students are required to maintain
Student Family and Graduate a grade point average consistent with graduation require-
ments for their major as follows:
Housing • While completing the first 30 credit hours as an under-
Facilities. The University operates 200 student family apart- graduate, a student must attain a minimum 1.7 GPA.
ments constructed just south of the main campus. One, two • Students with more than 30 credit hours must sustain a
and three unfurnished bedroom units are available. minimum 2.0 GPA.
• Graduate students must sustain a minimum 3.0 GPA.
Housing Policy. To be eligible for student family housing,
• Law, Medical and Doctor of Pharmacy students must
one spouse must be a student of the University of New
sustain a minimum 2.0 GPA.
Mexico pursuing a degree and taking at least 6 semester
hours. Single students with legal dependents also are eligible 2. Completion rate: Students must successfully complete at
for student family housing. Domestic partners may also apply least 67% of the total credit hours they attempt. Classes in
if they submit certification from the University of New Mexico which grades of A, B, C, D or CR are earned are consid-
Dean of Students Office that they meet the qualifying criteria. ered completed. Repeated courses were already counted
Apartment residents may remain in Student Family Housing as completed, and are not counted twice. All attempted
during the summer without enrolling, if they plan to enroll for credit hours from any college (including non-degree hours)
the fall semester. All students must complete the summer are counted whether or not financial aid was received.
extension form. Limited number of one bedroom aprtments This calculation includes all hours in which a student is
are available to graduate students. registered at the time of withdrawal. Remedial classes
and English as a Second Language (ESL) classes are Grad PLUS Loans Graduate/ Cost of education
also counted as attempted credit hours. Courses taken for Professional minus financial
AUDIT are not counted in the student’s total course load for aid awarded
purposes of financial aid eligibility. For graduate students,
100- and 200-level classes count as hours attempted, but Loan for Service Nursing, Medicine,
not hours earned, because they do not count toward the Pharmacy and Allied $12,000
completion of a graduate degree. Heath students only
STUDENT
STUDENT SERVICES
and advanced placement courses; and students with a
Competitiveness Grant Sophomore $ 1,300 minimum sixth semester grade point average of 3.90 or
INFORMATION
INFORMATION
higher.
National Smart Junior $ 4,000
Grant Senior $ 4,000 Regents’ Scholars are admitted to the University of New
TEACH $ 4,000 Mexico University Honors Program and will receive spe-
cialized advisement and course registration privileges.
SERVICES
Federal Supplemental Regents’ Scholars represent the University at various
Ed. Opportunity Grant Maximum $ 1,000 community and University functions.
State Student Incentive Maximum To continue the scholarship a student must maintain a
Grant $ 2,500 3.2 GPA on 30 credit hours as a freshmen and a 3.5
State College Affordability Maximum GPA in each additional semester (Requirements subject
Grant $ 1,000 to change).
UNM Grant Maximum $ 2,500
UNM Bridge to • Presidential Scholars
Success Scholarship $ 1,000 A most prestigious scholarship at the University of
New Mexico, this scholarship is offered to New Mexico
NM Lottery Success Tuition amount Tuition amount residents with a minimum sixth semester grade point
Scholarship Does not include fees average of 3.75, an ACT composite score of 25 or higher
and proven academic and citizenship skills as demon-
Federal/State College strated in the classroom and in positions of leadership.
Work-study Undergraduate $ 5,000 The scholarship is awarded for up to eight semesters
Graduate $ 6,000 provided the student demonstrates academic progress
by completing at least 30 semester hours per academic
Federal Perkins Loan Maximum $ 2,000 year with a grade point average of 3.0 (“B”) or better
(Requirements subject to change).
Federal Stafford Loan
(Subsidized) Freshman $ 3,500 • New Mexico Scholars Scholarship Program
Sophomore $ 4,500 The 1989 New Mexico Legislature approved a new
Junior/Senior $ 5,500 scholarship program intended to recognize well quali-
Graduate/Professional $ 8,500 fied New Mexico high school graduates and to help
these students meet the cost of attending college
Federal Stafford Loan in-state. A student is eligible for the award if he or she
(Unsubsidized) Freshman $ 7,500* meets the following criteria:
Sophomore $ 8,500* Eligibility
Junior/Senior $10,500* 1. Is a 2009 New Mexico high school graduate;
Graduate/Professional $20,500* 2. Has a family income of $30,000 or less, or $40,000
* Minus any subsidized amount borrowed if more than one in college.
3. Graduated in upper 5% of high school class or
PLUS Loans Dependent Cost of education
obtained composite score of 25 on the ACT or
Students minus financial
combined score of 1130 on the SAT, or greater,
aid awarded
respectively.
The Veterans Outreach Center is part of a broad network grams include information on the University of New Mexico
of New Mexico veteran services organizations as well as services and policies, academic advisement, registration
academic organizations within and without UNM. If a vet- and strategies for coping with college. Attendance at an ori-
eran or dependent has a problem that cannot be addressed entation program is required for all beginning freshmen and
within the Center, we can personally “handshake” her or transfer students. It is an ideal time to begin exploring your
him to the appropriate resource in our network. These new environment. The program is coordinated by the Dean
resources include the VA, the New Mexico Department of Students Office, located in the University Advisement and
of Veterans’ Services, the New Mexico Department of Enrichment Center, Room 280, (505) 277-3361, TDD 277-
Workforce Solutions, Disabled American Veterans, and many 6053, Web site http://dos.unm.edu.
more agencies, organizations, and individuals who work with
veterans. The VOC also works closely with the UNM Veteran
Certifying Office to help student veterans design their course Notification of Absences
of study and utilize their GI Bill or other educational benefits. Students are expected to attend all meetings of the classes
in which they are enrolled. Absences due to illness or excep-
tional circumstances should be reported by the student to
Veterans Certifying Office his/her instructor(s) and to the Dean of Students Office. If a
The University of New Mexico is approved for certification of student is unable to contact his/her instructor(s), the student
students eligible to receive educational assistance through the should leave a message at the instructor’s department. The
Veterans Administration. To apply for VA benefits or to initiate reporting of absences does not relieve the student of respon-
benefit payments, eligible students must contact the University sibility for missed assignments, exams, etc. The student is
of New Mexico Veterans Office each term of enrollment. The to take the initiative in arranging with his/her instructor(s)
Veterans Office is located in Mesa Vista North One-Stop. For to make up missed work, and it is expected that the faculty
additional information call (505) 277-3514, or write to MSC11 member will cooperate with the student to make reasonable
6325. arrangements in this regard.
Veteran students, past or present, can obtain verification of Verification (such as doctor’s note, hospital billing, military
VA benefits for Financial Aid through the Veterans Regional orders, death notices, etc.) of a student’s report of absence
Office, 500 Gold Street, 2nd Floor. For additional information are provided on request and in accordance with the following
call 800-827-1000. general procedures.
While the Dean of Students Office does not excuse
students from class, it is customary for the Dean of
Finding Out About Students Office to communicate with faculty about
student absences. The Dean of Students Office sends
The University of New Mexico the instructor(s) notices in the event of an extended
The Office of Admissions provides general undergraduate absence, inability to reach instructor(s) or department(s)
information about the University to prospective students. or emergency situation(s). Examples include sud-
This information includes admission requirements and pro- den death in the family, sudden hospitalization,
cedures, degree and course offerings, expenses, financial incapacitating illness or injury, immediate departure
aid, scholarships, registration, housing, and special services military orders, etc.
STUDENT
STUDENT SERVICES
and programs. Visit http://www.unm.edu/admissions for more
information. The Dean of Students Office will verify a student’s
INFORMATION
INFORMATION
reported absence to facilitate the instructor’s deter-
The Office of Admissions also provides opportunities for mination if make-up will be allowed. The reporting
individual students and their families to visit campus. Visits of absences does not supercede the instructor’s
include a campus tour, housing tour, and information ses- attendance policy as stated in the course syllabus or as
SERVICES
sions with a University representative. Morning and after- communicated by the instructor to a class.
noon sessions are available on Mondays, Wednesdays
and Fridays, as well as a morning session on the second The Dean of Students Office is located on the second floor
Saturday of each calendar month. Reservations should be of the University Advisement and Enrichment Center, Room
made at least two weeks in advance. Prospective students 280, (505) 277-3361, TDD 277-6053, Web site http://dos.
can schedule a visit and get more information online at http:// unm.edu. E-mail address is doso@unm.edu.
www.unm.edu/visitcampus. A group tour is available for
schools or programs bringing 10 or more visitors. Information
on the group tour program can be found at http://www.unm.
Student Activities Center
edu/visitcampus. Your life outside the classroom is as important as your edu-
cational experience. The Student Activities Center provides
Dean of Students Office many opportunities for involvement. Student Activities offers
information on more than 400 student organizations; orga-
The Dean of Students Office serves academic as well as nizes Welcome Back Days and the Recognition Reception;
extracurricular needs of University students. The office han- and advises Homecoming, student government, honor soci-
dles student withdrawals, student discipline, leadership pro- eties, and fraternities and sororities. Check the Student
grams, new student orientation, national student exchange, Activities Center web page at http://sac.unm.edu for more
and parents relations office. The Dean of Students Office information. Student Activities also publishes the Pathfinder,
encourages student participation in the University community, the Student Organization Handbook, and LeaderHints.
recognizes students, and supports student organizations.
Sponsored programs are designed to help students cope Stop by our office at the Student Union Building Room 1018
with any difficulties, academic or extracurricular, they may or call 277-4706.
encounter in the course of their college career. Staff are usu-
ally available for consultation on a walk-in basis. The office The Student Activities Center also offers the Off-Campus
is located on the second floor of the University Advisement Housing web page, which lists rentals of apartments, houses,
and Enrichment Center, Room 280, (505) 277-3361, TDD rooms and roommates wanted. The Off-Campus Housing list
277-6053, Web site: http://dos.unm.edu. is accessible at http://och.unm.edu.
Emergency Message Service may do so by visiting the Student Activities Center, Room
1018 in the Student Union Building. The categories of student
The Emergency Message Service is provided to reach organizations include:
students on campus. When an emergency arises, call (505) Academic & Departmental
277-7872. The staff will access the student’s schedule from Ethnic & Cultural
the data base file and determine if it is possible to reach Fraternities
the student in class. A staff member then takes a message Graduate
directly to the student’s classroom. The responsibility for Honorary
informing family, friends, schools and day care centers of Military
this service and its corresponding phone number rests with Political
the student. Religious
Residence Hall
Service
Student Conduct, Grievance Sororities
and Appeals Special Interest
Sport & Recreation
The Dean of Students Office administers the Student and
Visitor Codes of Conduct and has jurisdiction over behavioral Current student organization listings can be found at http://
disciplinary matters, academic dishonesty (when referred sac.unm.edu/.
by an instructor) and appeals from students, student court
or campus boards (where appeals are provided for in
their bylaws and/or the University of New Mexico policy). Graduate and Professional
Questions about these procedures should be directed to the
Dean of Students Office. The complete procedures are in the
Student Association (GPSA)
Student Handbook at http://pathfinder.unm.edu. The Graduate and Professional Student Association is the rep-
resentative governing body for all graduate and professional
students. GPSA represents the interests of graduate students
General University Publications through continuing contacts with the Office of Graduate
Studies, the University administration, Board of Regents and
and Services the state legislature. In addition, GPSA maintains an active net-
work with other graduate student organizations nationally. The
UNM Pathfinder: The Student primary goal of the association is to enhance graduate educa-
tional opportunities for all students at the University. Graduate
Handbook and professional students from Arts & Sciences, Architecture
and Planning, Anderson Schools of Management, Education,
The UNM Pathfinder is the most comprehensive handbook Engineering, Law, Medicine, Nursing, Public Administration
of student services at the University of New Mexico. The and Fine Arts participate in GPSA. Each department within
UNM Pathfinder gives general information, including office the individual schools and colleges selects its own council rep-
locations and telephone numbers, about academic support resentatives in the manner prescribed by the students within
and cultural programs, athletics and recreation, student orga- the department. Council meetings are held once a month and
nizations, entertainment, financial services, food, health and are announced in the Daily Lobo. Meetings are always open
medical assistance, housing, the University of New Mexico to the public and interested students are invited to attend.
policies affecting students, commuting and parking and other The Executive Board is comprised of the chairpersons of
services and programs. The Pathfinder is available online at permanent GPSA committees with other members from each
http://pathfinder.unm.edu/. non-represented School or College. The GPSA President is
elected in a campus-wide election in the Spring semester,
Other Useful Publications and the Council chair is elected by the Council representatives
at their regular April meeting. All graduate and professional
The following publications are available at the Student students are encouraged to participate in the GPSA through
Activities Center, located in the Student Union Building, its Council and numerous committees. GPSA appoints stu-
1018, lower level. dents to all University committees concerned in any way with
graduate education. Students interested in serving on any
• Guide to Chartered Student Organizations–published
campus committee should contact the GPSA office for details.
three times a year, lists all student organizations offi-
Committee participation offers individuals the opportunity to
cially chartered at the University of New Mexico.
improve the University community in cooperation with faculty,
• Student Organization Handbook–Provides resources,
administrators and students from other departments, schools
regulations and guidelines to chartered student orga-
and colleges on campus. GPSA is funded by student fees of
nizations and helps with event planning, fund raising,
$25.00, per semester collected by the University. From these
leadership and organizational tools.
funds, graduate organizations and programs apply for fund-
ing to support projects, research, and travel to professional
Honorary Organizations conferences. Applications from student organizations should
be submitted to the Finance Committee in late January.
There are a variety of honorary organizations, including Student research, projects, and travel applications have dif-
organizations based on college enrollment, year in college ferent deadlines. Additional information is readily available
or ethnicity. The Student Activities Center also organizes in the GPSA office. The GPSA office is in the Student Union
the Recognition Reception each Spring where the Clauve Building, Room 1021, and has a computer lab for student use.
Outstanding Senior awards, departmental awards, Who’s For more information, call (505) 277-3803, visit the Web site
Who in American Colleges and Universities, and many other http://www.unm.edu/~gpsa, or e-mail us at gpsa@unm.edu.
honors are given out. Visit http://sac.unm.edu for a complete
listing of awards and honorary organizations at UNM.
Drug-Free Campus
Student Organizations This policy on Illegal Drugs and Alcohol is adopted pursuant
to federal laws and reflects the commitment of the University
There are more than 400 chartered student organizations at to an environment free of drugs and the illegal use of alcohol.
the University of New Mexico. The Student Activities Center Drug and alcohol abuse on campus poses a serious threat to
assists student organizations in the chartering process each the health, safety and welfare of faculty, staff and students,
fall. The current organization listing can be found at http://sac. impairs work and academic performance, and conflicts with
unm.edu. Students who wish to charter a new student group the responsibility of the University to foster a healthy atmo-
sphere for the pursuit of education, research and service. rental rates. Other recreational equipment such as volleyball
Therefore, the unlawful manufacture, distribution, dispens- sets, golf clubs, softball equipment and horseshoes are also
ing, possession or use of controlled substances or alcohol for rent. The bike shop offers bike maintenance and bike
on University property, or as part of any of its activities by rentals.
any member of the University community–faculty, staff or Excel: Adaptive Fitness–This program provides recreational
student–is strictly prohibited. Additional information concern- opportunities for disabled students, faculty, staff and com-
ing this policy is available through the Campus Office of munity members. This program offers classes in adaptive
Substance Abuse Prevention, the Dean of Students Office, strength training, deep water exercise and stretching.
Human Resources and the Faculty Grants and Contracts
Office. The University’s policy is distributed annually to all Sports Clubs–Join a sport club or starting your club. We will
students, faculty and staff members and printed in its entirety point you in the right direction. Current clubs include: Karate,
in each edition of The Pathfinder. Rodeo, Ultimate Frisbee, Gymnastics and Rugby.
Challenge Course Program–The Challenge Course
Program is to provide team-building activities by offering
Ethnic Programs unique challenges through the use of the low ropes course,
To provide equal educational opportunity for persons from all climbing wall and cooperative games. Its focus is providing
cultures and to preserve and study the cultural diversity of the unique team building experiences for UNM student groups
state, the University of New Mexico has fostered the creation and UNM departments.
of numerous culturally-oriented academic programs. For more program information contact Recreation Services,
Johnson Center Room 1102, or http://recservices.unm.edu.
The Africana, Chicano/Hispano/Mexicano, and Native
American Studies Programs offer courses and seminars and
also conduct original research. In addition, African-American Office of International Programs
Student Services, American Indian Student Services, and El
Centro de la Raza, offer support services and cultural pro-
and Studies
grams to enhance retention and student success. The Office of International Programs and Studies (OIPS) is
the locus of university-wide efforts to promote international
Also, numerous other on-campus programs promote equal education and exchange. OIPS promotes international link-
opportunity among New Mexico’s minority students. These ages, cultural exchange, and the development of inter-
include: the American Indian Law Center, special engineering national expertise across all sectors of the university. It
programs for African-Americans, Hispanics, Native Americans provides opportunities to study overseas through exchange
and women, and the Multicultural Education Center. and proprietary study abroad programs, assists international
students and scholars to study and work at UNM, and offers
intensive English language programs at the intermediate and
The College Enrichment and advanced level to non-native English speakers in preparation
Outreach Programs for matriculation as degree-seeking students at the univer-
sity. The office is organized into three divisions, described
The mission of College Enrichment and Outreach Programs separately below.
is to provide a seamless support structure for students in the
STUDENT
STUDENT SERVICES
development of skills necessary to pursue post-secondary The Study Abroad Division administers international exchange
education, and to promote retention of graduate studies. The programs whereby UNM students exchange places for a
INFORMATION
INFORMATION
College Enrichment and Outreach Programs Unit provides semester or academic year with international students from
opportunities through educational, social, and cultural experi- some 80 universities in 35 countries. Study abroad advisors
ences, to increase the recruitment, retention, and develop- work closely with the Latin American and Iberian Institute
ment of students in higher education. to promote similar exchanges in Latin America. OIPS
SERVICES
also manages a UNM program in Rome, Italy that offers
semester-length and summer term programming in several
Recreational Services disciplines. Staff members assist students in identifying other
study abroad opportunities, such as short-term faculty-led
The University of New Mexico students have access to programs, consortia programs abroad, and other third-party
outstanding recreational opportunities through Recreational international programs. Students can draw from an exten-
Services. The program serves the entire University commu- sive resource center and online resources when seeking
nity by promoting relaxation, proper use of time, achievement, opportunities for international study, research, internships, or
and mental and physical health. Present your University of volunteer programs. Additionally, advisors offer information
New Mexico Lobo Card to the attendant at the western Main and support for students and faculty seeking support from a
Entrance of Johnson Center to access the facilities. The facili- variety of Fulbright programs, the Benjamin Gilman fellow-
ties and programs include: ship program, the David Boren National Security Education
Facilities–Three gymnasiums, seven tennis courts, three Program, and university-sponsored assistance programs.
swimming pools, wrestling-combative area, weight room, Through pre-departure orientations and continued monitoring
racquetball courts and numerous playing fields. and support of program participants while abroad, staff mem-
bers strive to assure that every student has a safe, productive
Fitness & Wellness Programs–A variety of fitness and and stimulating international and intercultural experience.
wellness classes and workshops including: salsa aerobics, The Study Abroad Division also serves as the institutional
water aerobics, step aerobics, yoga, pilates, kickboxing, and host for incoming international exchange students by provid-
personal training. ing orientation services, social integration, academic advis-
Getaway Adventure Program–Activities and clinics such ing, and cultural exposure for program participants.
as cross-country skiing, camping and fishing, white-water
rafting and exploring ancient cliff dwellings foster skills and The International Student and Scholar Services Division
opportunities to “get away”. of OIPS serves more than 1100 international students,
faculty and scholars in residence at the university each
Recreational Sports–Team Activities: Men’s, women’s and year, providing orientation and integration activities which
“co-rec” competition in sports such as basketball, cross- familiarize them with the campus and local culture, immi-
country, flag football, slow pitch, soccer, swimming, volleyball gration requirements, and the many services available to
and dodgeball. Individual and Dual Activities: Include sports them. The office acts as liaison with the U.S. Department of
such as archery, badminton, billiards, karate, racquetball, Homeland Security to provides information and assistance
table tennis, tennis, arm wrestling and golf. on immigration policies and procedures, and with groups of
Outdoor/Bike Shop–Camping and backpacking equipment– community volunteers who help match international students
tents, skis, backpacks and much more–at very reasonable with members of the local community. A weekly social hour
and cultural programming is organized to provide enrichment Center for Academic Program
and socialization opportunities for such international stu-
dents, often in conjunction with incoming exchange students Support
and domestic students interested in meeting and socializing
with their international counterparts. The division sponsors Center for Academic Program Support (CAPS) is the
an annual International Festival on campus to highlight the University of New Mexico’s learning assistance center and
diverse cultures represented at the university. houses Online Services, the Tutoring Program, Supplemental
Instruction (SI), and the Writing Center. CAPS tutors help
The Center for English Language and American Culture with study strategies, content area for UNM courses num-
(CELAC), the third division within OIPS, provides intensive bered 100-399, and writing for UNM courses numbered
English courses to non-native English speakers intending 100-599—assisting students with the many challenges of an
to develop college-level proficiency in order to prepare for academic career.
academic study or employment. CELAC offers five levels
of instruction in the following subjects: Grammar, Written The CAPS website (http://caps.unm.edu) offers a variety of
Composition, Listening Comprehension and Conversation, online tutoring, learning, and academic resources, including
and Reading Comprehension and Vocabulary. Classes meet tutorials, sample problems with solutions, study and writing
Monday through Friday for four hours every day. For more guides, as well as options to submit questions to tutors and
information on this program visit the CELAC web site: http:// papers to the Online Writing Lab (OWL). Supplemental
www.unm.edu/celac; contact the OIPS office by phone (505) Instruction (SI) is a series of weekly review sessions associ-
277-4032, or the program office by e-mail celac@unm.edu. ated with courses that are often difficult for students. The
sessions focus on not only what to learn, but also how to
The Office of International Programs and Studies is located learn. These collaborative learning environments encourage
in Mesa Vista Hall, Room 2111, (505) 277-4032. For more students to engage each other in order to better understand
information visit us at http://www.unm.edu/oips. the material. In an individual tutoring appointment, students
work one-on-one with a tutor on specific problems of their
choice. Whereas in the Math and Science tutoring labs,
Other Resources for Students tutors circulate among student users to provide assistance,
often encouraging students to work together in groups. In
the Writing Center, tutors work with students on any stage of
Academic Adjustments for Students the writing process, from generating and organizing ideas to
with Disabilities revising essays to improving grammatical skills. The Writing
Center also provides workshops for both undergraduate and
In keeping with the Rehabilitation Act of 1973 and the graduate students, as well as bilingual tutors to help English-
Americans with Disabilities Act of 1990, the University is as-a-Second-Language students with standard English usage
committed to providing equal access to educational oppor- and composition.
tunities for qualified studetns with disabilities. THe University
shall provide reasonable academic adjustments to qualified Center for Academic Program Support is conveniently located
students with disabilities as necessary to ensure quality of on the third floor of Zimmerman Library. Tutoring and SI
access to the courses, programs, services, and facilities of take place in a variety of locations across campus, includ-
the University. However, studetns with disabilities are still ing Zimmerman Library, Mesa Vista Hall, Humanities 309,
required to adhere to all University policies, including policies classrooms, and the Student Union Building (SUB). In addi-
concerning conduct and performance. tion, Online Services gives students access to academic
assistance from computers anywhere. For more information
The student is responsible for demonstrating the need for an on services, call (505) 277-7205, e-mail us at caps@unm.edu,
academic adjustment by providing University Accessibility or visit our Web site at http://caps.unm.edu.
Services with complete and appropriate current documenta-
tion that establishes the disability, and the need for and appro-
priateness fo the requested adjustments(s). The University is
responsible for all costs of academic adjustments.
Admission for Doctoral Study Individuals applying for readmission must submit a readmis-
sion packet (Application Form, Residency Form and fee)
Although some academic units at the University of New directly to the Office of Admissions prior to the graduate unit’s
Mexico will admit students with a bachelor’s degree directly published deadline.
into a doctoral program, most admit only students who have
earned a master’s degree within the same or a different pro- Individuals applying for readmission are responsible for
gram at the University of New Mexico or at another accredited ascertaining the specific additional application materials the
institution. Applicants must present satisfactory evidence of graduate unit requires (such as GRE scores, portfolios or
adequate preparation in their major field. (Consult individual writing samples).
departmental sections of this catalog for specific require-
ments.) The Graduate Studies office holds student files for five
years after the semester of last attendance. If transcripts
Students who are admitted directly to a doctoral program are no longer available in the OGS, or if the applicant has
without obtaining a master’s degree may elect to earn a mas- attended another institution since his/her last attendance
ter’s degree in the same field while in doctoral status. Such at the University of New Mexico, he/she must submit new,
students must meet all requirements for the master’s degree official transcripts.
as stipulated in this catalog, as well as specific departmental
requirements. Students need not file a “Change of Degree
Level” form to receive the master’s degree. Admission Moratoria
On occasion, a graduate unit may impose an admissions
Master’s students at the University of New Mexico who
moratorium for any or all of its degree programs. In those
wish to apply for admission to the doctoral program in the
instances when a moratorium has been placed on a program
same field may do so by means of the “Change of Degree
after students have submitted applications, application fees
Level” form, available on the OGS Web site. Completion of a
will be refunded. The University will not be responsible for
master’s degree does not guarantee admission to a doctoral
reimbursement of any other expenses (such as fees for tran-
program in the same or any other graduate unit. (See Change
scripts or postage) incurred by applicants.
of Degree section later in this catalog.)
c. the department’s belief that the applicant’s objectives in NOTE: Do not list study abroad programs separately
seeking the advanced degree are realistic and reason- on the application form if they are included as part of a
able; and transcript program from an accredited U.S. institution.
d. its opinion that the probability of success in the gradu-
The following materials must be submitted directly to
ate program is very high.
the academic unit:
If the Dean of Graduate Studies judges the petition is justified, a) A Letter of Intent
the Dean will notify the graduate unit that it may proceed with b) Sealed Letters of Recommendation
an offer of admission. A student admitted under this policy will c) Appropriate entrance examination scores (if
be classified as a regular graduate student, with the same required)
rights and responsibilities as any other student in regular d) Additional departmental materials (if required)
graduate status.
2) Hard Copy Application (Domestic Students Only).
The following materials must be submitted to UNM
Readmission Process Office of Admissions (PO Box 4849, Albuquerque, NM
87196-4849) by the academic unit’s published dead-
Individuals who have previously attended the University of line:
New Mexico in graduate status, but have not been enrolled a) A completed and signed Application Form/
for three or more semesters (including summer sessions) Residency Form
and wish to resume a graduate degree program may apply b) A non-refundable $50 Application Fee*
for readmission. If a student was in probationary status at the c) One official transcript (unopened) from each aca-
end of his/her previous enrollment he/she will return in pro- demic institution (except UNM) previously attended
bationary status unless the cause of probation was resolved.
NOTE: Do not list study abroad programs separately
Readmitted students must adhere to policies in the catalog on the application form if they are included as part of a
in effect at the time of readmission to graduate status or a transcript program from an accredited U.S. institution.
subsequent version.
The following materials must be submitted directly to must update their materials in writing and submit them to the
the academic unit: Office of Admissions prior to the next deadline.
a) A Letter of Intent
b) Sealed Letters of Recommendation If the program’s application dates fall on a weekend or a
c) Appropriate entrance examination scores (if holiday for which the University is closed, the deadline will
required) automatically be moved to the next business day.
d) Additional departmental materials (if required)
*Application fee waivers are currently available for Reapplication Process
McNair fellows and “Project 1000” participants.
Hard copy applications may be requested directly from Individuals who have previously applied to a graduate degree
the graduate units or downloaded from the Graduate program but never attended the University of New Mexico in
Studies Web site (http://www.unm.edu/grad). graduate status may reapply for admission. Individuals must
submit a new Application Form, Residency Form and appli-
cation fee to the Office of Admissions, along with two official
Application Fee Waiver Policy transcripts from any institution they have attended since they
last applied to the University of New Mexico. All materials
The University’s graduate application fee may be waived for must be received in Admissions by the specified application
domestic applicants who are affiliated with certain programs, deadline. Re-applicants must contact the graduate unit for
such as the Minority Access to Research Careers (MARC) information on specific requirements for admission.
or McNair programs. A complete list of eligible programs is
posted at http://www.unm.edu/admissions and http://www. If it has been more than two years since the last application
unm.edu/grad. In order to receive the waiver, applicants must was submitted, new transcripts will be required.
submit a signed letter of support from the program director
along with a completed “Application Fee Waiver Request”
from http://www.unm.edu/grad/forms/forms.html. Reinstatement
The graduate application fee may also be waived in limited Students are expected to maintain enrollment in 599 or 699
cases of financial hardship. In order to apply for the fee once registration has begun. However, if extenuating circum-
waiver, you must submit an “Application Fee Waiver Request” stances necessitate a student to discontinue enrollment in
form http://www.unm.edu/grad/forms/forms.html and at least thesis or dissertation hours, he/she can petition for either
one of the following: reinstatement or readmission.
• A copy of the waiver granted by the testing service for the
GRE fee within the past year The student’s petition to the graduate unit requesting return
OR to graduate studies must include justification for his/her return
and time line for completion of degree requirements. The
• An official statement of need signed by a financial aid
graduate unit will evaluate the petition and determine whether
officer at the college or university you are now attending,
or not the student is eligible for return to graduate study and
including the most recent year’s Estimated Student or
which process (reinstatement or readmission) is appropriate.
Family Contribution
OR Reinstatement is valid if:
1. Student has not been enrolled for up to 3 semesters
• Official verification of current participation in a govern-
(not including summer)
ment aid program based on low income
2. Student is in good standing
Fee waiver requests must be submitted at least four weeks 3. Graduate Unit approves
prior to the program’s application deadline date, in order to 4. Only remaining requirement is completion of thesis or
provide sufficient time to evaluate the application and deter- dissertation (599/699)
mine eligibility. The program you are applying to may require 5. Time to complete the degree is one calendar year or
additional fees, which are not covered by this policy. `Waivers less
are not available to international applicants. 6. The petition presents an adequate rationale for failure
to request a Leave of Absence.
Application to More than One If reinstatement is the appropriate choice, the department will
submit the approved petition to OGS for processing. Payment
Graduate Program of the reinstatement fee ($500.00) must be completed with
OGS before the student’s reinstatement is complete.
Students may apply to more than one graduate degree
program but must submit an application and fee for each Readmission is valid if:
program. If admitted to more than one program, students 1. Student has not been enrolled for more than 3 semes-
may accept admission from only one, with the exception of ters AND/OR the student must re-take examination
admission to dual degree programs. (master’s or doctoral comprehensive) AND/OR the
student must take additional course work
2. The student is in good standing
Change of Degree Level 3. Graduate Unit approves
The University has established abbreviated procedures for 4. Student is within time-to-degree limits, or submits peti-
currently enrolled University of New Mexico graduate stu- tion for extension with a timeline for completing the
dents who wish to change degree levels within their graduate degree
unit by submitting a Change of Degree Level form available If readmission is the appropriate choice, the department
on the OGS Web site (http://www.unm.edu/grad). will submit the approved petition to OGS. The student must
complete the readmission process (including payment of the
application fee) through the Office of Admissions.
Application Deadlines
Application deadlines vary for each graduate unit, and it is the
applicant’s responsibility to check with the unit to which he/ International Applicants –
she is interested in applying to learn the deadline dates that
pertain to that application. Deadlines are available on the
Admission Process
OGS Web site. Early application is strongly recommended. The University of New Mexico welcomes applications from
Any application received by the Office of Graduate Studies international students who have distinguished academic
after a unit’s deadline date will be processed for the following records and have demonstrated English proficiency.
semester if the department accepts applications each semes-
ter. If the department only admits once a year, applicants
The J.D. and M.ACCT. Degree Program The M.C.R.P. and M.A. in Latin
The School of Law and the Anderson Graduate School of American Studies
Management offer a dual program leading to the degrees of
This program is designed particularly for students interested
Juris Doctor and Master of Accounting. Under this program,
in careers related to Latin America that deal with community
the School of Law will accept 6 hours of graduate credit from
and regional planning, and require expertise in various
the Master of Accounting Degree toward the J.D. degree and
academic disciplines. The program will enable students to
the Anderson Schools of Management will accept 6 hours of
develop the skills and background necessary to assess public
graduate credit from the School of Law toward the MACCT
needs, determine and develop regional planning strategies
degree, coursework subject to pre-approval from the faculty
and programs, and become familiar with land use planning
advisor. Students pursuing this program must satisfy the
concepts. Students may earn the dual degree in approxi-
admission and other academic requirements of both schools.
mately two-thirds of the time it would normally take to earn
Anderson School of Management will accept the LSAT in
both degrees separately. A minimum of 53 hours of course
lieu of the GMAT if the student has already been accepted
work is required for the dual degree.
into the law school and has earned a “B” or better in the two
prerequisites for admission into the MACC, MGMT 502 and
503 or equivalent. The M.C.R.P. and M.W.R.
Those planning to enter the dual program should consult with A dual degree between the M.W.R. and M.C.R.P. will pre-
the admission officers of both schools as early as possible. pare students to make important contributions in both water
resources and planning through a familiarity with the scientific
Students who are interested in obtaining a JD/MACCT dual discourse of water resources and the language and method-
degree must meet with their graduate program advisor to ologies from community-based planning. Diverse groups are
discuss course selection. brought together to collaborate in the mediation of water dis-
putes, especially in the Southwest where demands on limited
water resources are increasing exponentially. Students will
The J.D. and M.P.A. Degree Program be exposed to the pedagogy of instructors in diverse fields
Under this program a student will be able to earn the J.D. of expertise, such as resource planning and management,
degree and the Master of Public Administration in approxi- dispute resolution and negotiation, hydrology, economic
mately three and one half to four years. To enroll in the development, and collaborative planning.
program the student must have completed the first year in the
Course requirements (59 hours)
School of Law; in addition, permission of both the Dean of the
School of Law and the Director of Public Administration and CRP 500 Planning Theory and Process (4)
formal admission to graduate study are required. Students CRP 510 Planning Communications Workshop (2)
must satisfy the admission and other academic requirements WR 573 Field Studio (4)
of both schools. CRP 521 Advanced Planning Studio (5)
CRP 580 Community Growth and
A student will pursue the normal Law School program. During Land Use Planning (3)
each semester and summer the student will work toward CRP 511 Analytical Methods for Planning (4)
the fulfillment of the course requirements for the M.P.A. The CRP 532 Foundations of Natural
School of Law will accept up to 6 hours of public administra- Resources Planning (3)
tion courses toward its degree requirements, and the School CRP 527 Watershed Management (3)
of Public Administration will accept up to 6 hours of law CRP 588 Professional Project and
courses toward the M.P.A. degree requirements. In addition, Thesis Preparation (2)
the student may count up to 6 additional hours of law courses WR 571 Contemporary Issues in
toward the M.P.A. electives requirement: these hours, how- Water Resources (4)
ever, will not count toward J.D. requirements. If the student WR 572 Water Resources Models (4)
is in a thesis program, the thesis requirement may be com- CRP 589 Professional Project or Thesis (6)
pleted during the summer or fall following graduation from electives from MWR groups 1, 2 and 3 (15)
the School of Law. In choosing courses for any semester, the (3 hrs from Policy Management Concentration, 6 hrs from
student must have the advice and consent of the Dean of the Hydroscience, 3 hrs from Water Resources Utilites, and
School of Law and the Director of Public Administration. 3 hrs from electives approved by advisor)
The J.D. and M.A., M.S. or Ph.D. The M.B.A. and M.A. in Latin
GRADUATE
GRADUATE
PROGRAM
PROGRAM
The M.C.R.P. and M.P.A. to the MEP core. Engineering Track Electives may come from
either the Mechanical and Equipment Manufacturing Track
The dual degree in Community and Regional Planning or the Computers in Manufacturing Track (as defined for the
(M.C.R.P.) and Public Administration (M.P.A.) is available MEME degree).
to students who desire a public sector career in leadership
positions requiring the skills of both a trained planner and Students pursuing this program must satisfy the admission
administrator. The program of studies enables students to and other academic requirements of both schools. Students
acquire skills and background necessary to assess public are required to complete a three-month industrial internship in
needs, develop community plans and programs, and in a manufacturing setting (or demonstrate previous equivalent
general to become effective administrators of planning experience). Students are also required to complete a 3 credit
organizations in urban, regional or rural settings. Students hour project in conjunction with a manufacturing enterprise.
with undergraduate degrees in any discipline may be admit- The 60 credit hour MEME/MBA curriculum is:
ted provided they meet the entrance requirements of both CS 492 Introduction to Computers in
degree programs. Each student selects either Community Manufacturing 3
and Regional Planning or Public Administration as the home ME 583 Statistical Methods for Improving
unit and is assigned an advisor accordingly. Together, the Product Quality 3
advisor and student organize an individualized program of ME/ECE 585 Modern Manufacturing Methods 3
studies that incorporates the core courses in both degree ME/ECE 586 Design for Manufacturability 3
programs, an internship or extra course, a special interdis- MGMT 502 Accounting and Management Information
ciplinary seminar on the practice of policy development, and Systems I 3
6 to 9 hours of electives. At the end of the M.C.R.P./M.P.A. MGMT 504 Microeconomics for Managers 3
course work, students elect to complete either a thesis super- MGMT 506 Organizational Behavior and Diversity 3
vised by a joint faculty committee or a public administration MGMT 508 Ethical, Social, Political and Legal
professional paper plus a community and regional planning Environment 3
independent project. MGMT 511 Technology Commercialization
and the Global Environment 3
This dual degree program requires a minimum of 61 hours MGMT 521 Manufacturing Systems Management 3
of course work, however the number of hours needed to MGMT 522 Marketing Management 3
complete the joint degree program varies according to MGMT 526 Financial Management 3
the core requirements in effect for each degree program. MGMT 598 Strategic Management 3
Interested students should consult the M.C.R.P./M.P.A. Dual MGMT 5XX MOT/OM Elective (512, 513, 514,
Degree Program Guidelines for details. In most instances, the 515, 516, 519, 530, 532) 3
M.C.R.P./M.P.A. degrees can be completed in two-thirds the MGMT 5XX MOT/OM Elective (512, 513, 514,
time it would normally take to earn both degrees separately. 515, 516, 519, 530, 532) 3
Elective Engineering Track Elective 3
Elective Engineering Track Elective 3
The M.S.N. and M.P.A. Elective Engineering Track Elective 3
The College of Nursing and Public Administration dual Elective Engineering Track Elective (for Plan II) 3
degree prepares nurses interested in leadership careers for CS/ECE/ME Project (or 6 hours Thesis, Plan I) 3
professional and management policy positions in health care Total Credit Hours 60
delivery systems. The program of studies enables students
to develop skills necessary to assess health care delivery
systems, determine goals, planning strategies and evaluation
M.B.A. and M.S. in Electrical
methods and to become capable and effective leaders within Engineering or in Computer
health care systems, planning organizations and service
agencies. Either the thesis option or the non-thesis option
Engineering
(both requiring 56 credit hours) may be chosen. This dual degree program leading to a Master of Business
Administration and a Master of Science in Electrical
Engineering or Master of Science in Computer Engineering
The M.S.N. and M.P.H. is aimed at electrical or computer engineering graduate
The dual degree plan in Nursing and Public Health prepares students who have interest in a career that requires gradu-
nurses interested in leadership careers for professional ate level training in both business and electrical or computer
Community Health Nursing and Public Health positions. engineering. The main advantage of a dual degree program
Nurses will be prepared to perform the core functions of is that it minimizes the time, expense and coursework for
assessment, assurance, surveillance and health policy in the earning both graduate degrees, one from the School of
public health arena. Engineering (SOE) and the other from the Anderson Schools
of Management (ASM). The advantage is realized by “shar-
The program of studies in the two disciplines enables nurses ing” courses between the two degrees as stipulated in the
with baccalaureate preparation to further develop skills program.
necessary to assess and plan health care delivery systems
within the public health system. The detailed plan of studies The M.A. in L.L.S.S. and the M.A. in
satisfies the core curriculum in both areas. The thesis option
(Plan I) is minimally 54 credits, or non-thesis option (Plan II) Latin American Studies
is minimally 56 credits, if the designated course plans are fol-
The College of Education and Latin American Studies
lowed. Applicants must satisfy admission and other academic
offer a dual degree program leading to master’s degrees
requirements of each program.
in Language, Literacy and Sociocultural Studies and Latin
American Studies. This program is intended to allow educa-
M.E.M.E. and M.B.A. Program tion professionals to enhance their secondary school teach-
ing with Latin American topics in the humanities and social
The School of Engineering (SOE) and the Anderson sciences. The program combines advanced professional
Schools of Management (ASM) offer a dual degree pro- development in education with advanced interdisciplinary
gram leading to the degrees of Master of Engineering in study of Latin America and is designed to help students
Manufacturing Engineering (MEME) and the Master of integrate the two fields through coordinated advisement and
Business Administration (MBA). Under this program, seven bridge courses.
courses are shared: ASM will accept 9 hours of graduate
credit from the Manufacturing Engineering Program (MEP) The program requires 51 credits of course work for students
core and 6 hours of engineering technical electives; the SOE who hold teaching certificates. It includes three components:
will accept 6 hours of graduate credit from ASM, to be applied 21 hours of Language, Literacy and Sociocultural Studies
courses with a concentration in social studies education; 21 advocacy and leadership skills in health policy develop-
hours of Latin American Studies course work divided between ment 3) fostering evidence-based interventions and 4) using
two of the following concentrations: Anthropology, Art History, assessment skills to better determine population needs and
Brazilian Literature and Culture, Economics, Gender Studies, interventions. Each M.D./M.P.H. student would be able to
History, Human Rights, International Management, Political successfully complete both degrees in an integrated fashion.
Science, Religion and Philosophy, Sociology, Spanish
American Literature, and Spanish Linguistics; and 9 hours of Student applies simultaneously to both the M.D. and the
bridge courses: two core courses and one elective. M.P.H. programs and indicates on the two applications that
they are applying for dual status. Students must meet the
Completed separately, the two degrees would require 69–72 requirements of both programs and be accepted into both
credit hours. Under the dual degree program, full time stu- programs in order to be considered dual status.
dents would be able to finish in approximately three years.
Students will be admitted to each program separately, yet
Students pursuing this program must meet admissions once they are admitted to both programs, they qualify as dual
requirements of both the College of Education and Latin status students. For more information on the M.D./M.P.H.
American Studies. Separate applications should be made dual status, contact the M.P.H. program.
simultaneously to the Department of Language, Literacy
and Sociocultural Studies and Latin American Studies. It is
expected that applicants to this program will already have Dual Degree Programs – Individual
completed the licensure requirements for secondary teach-
To pursue an integrated course of study combining two
ing.
master’s degree programs, graduate students may, with prior
Students who are not licensed upon admission may pursue approval of the two department chairpersons, embark upon
licensure through the Post-Baccalaureate program in the their own individualized dual degree program culminating in
Department of Teacher Education. This program requires 18 two master’s degrees, under the following conditions:
hours of course work (at the undergraduate and/or graduate 1. The student must prepare a written rationale for the
level). Students should contact the College of Education particular dual degree program, including a description
Advisement Center (505) 277-3190 for in-dividual advise- of the objectives to be achieved. The student’s rationale
ment. Latin American Studies students should be prepared and proposed Program of Study must be approved and
for additional course work for licensure. signed by each graduate unit chairperson (or graduate
unit advisor). The completed materials must be submit-
ted to the Graduate Dean for final approval.
M.D./Ph.D. 2. The student must meet all requirements for both mas-
ter’s degrees, with the exception that a maximum of 6
The M.D./Ph.D. program is designed to provide comprehen-
hours from each major may be counted toward degree
sive training in both clinical sciences and a basic biomedical
requirements in the other major.
science discipline. The intent of the program is to provide
3. Application process.
students with an integrated and cohesive training experience
a. A new applicant wishing to pursue a dual degree pro-
while obtaining the M.D./Ph.D. degree. Students participate
gram must submit an application, including application
in activities common to both programs while involved in the
fee, to each unit. The student must also submit his/her
M.D. curriculum or engaged in Ph.D. dissertation research.
rationale for an individualized dual degree, and must
Currently, the program consists of 18 months of the medi- identify each graduate unit to the other on both applica-
cal school (M.D.) curriculum followed by 3-4 years of Ph.D. tions. The two departments may review the application
dissertation research and the graduate school curriculum. together or sequentially. If accepted by both graduate
Students conclude with the remaining two years of the units, the student will be admitted to graduate study with
medical school curriculum. The joint M.D./Ph.D. program is two majors.
designed to be completed in 7-8 years. The Ph.D. and M.D. b. A student who is enrolled in one master’s degree pro-
degrees are awarded simultaneously at the end of the entire gram and wishes to add a second master’s must submit
training period. Students will take three one-month long rota- to the OGS an appropriate form indicating the addition
tions in research laboratories during the initial 20 months of of the second major, together with his/her rationale
the program. These experiences are meant to broaden the statement (see #1 above) to the OGS. Submission
research experience of the students as they decide in what of these materials must take place within three
research area they wish to specialize. Students can pursue semesters of the student’s acceptance to the first
many lines of research activity performed by investigators in graduate program. Acceptance by the second gradu-
GRADUATE
GRADUATE
sor). The completed proposal must be submitted to the 4. Students must adhere to the five-year rule for comple-
Graduate Dean for final approval. tion of the doctorate (see “Time Limit for Completion of
2. The student must be formally admitted to the added Degree” under Doctoral Degrees). No exception will be
master’s program and must submit an application made to the five-year limit for the doctoral degree to
packet indicating the addition of the master’s program, accommodate completion of the master’s degree.
together with his/her rationale statement (see #1 above) 5. If the time needed for completion of the master’s degree
to the OGS. Acceptance by the second graduate unit will extend beyond the completion of the doctoral
will establish the student’s dual status. degree, the student must have a Program of Studies for
3. The student must meet all requirements for both the the master’s degree approved by the Dean of Graduate
M.F.A. and the master’s degree, with the exception Studies before the doctoral degree is awarded.
that a maximum of 6 approved hours from each degree 6. A minimum of 18 hours of course work for the doctoral
program may be counted toward requirements in the degree (exclusive of dissertation hours) must be taken
other degree program. in post-master’s (i.e., doctoral) status and cannot be
4. The student must work throughout the program with used for any master’s degree. Graduate units may
academic advisors from both graduate units regarding impose additional requirements.
requirements for each degree as well as shared units.
The student should obtain from both graduate units writ-
ten approval of the 6 hours from each program that may Joint Degree
be counted toward required hours in the other degree
Collaborative agreements with international institutions
program.
are encouraged. These Joint International Programs are
5. Time limits for completion of the two degrees:
expected to capitalize on the strengths of each of the partici-
A. Students must adhere to the seven-year rule for com-
pating institutions and facilitate transfer articulation. In order
pletion of all requirements for the master’s degree (see
to receive a degree from UNM or from any participating insti-
“Time Limit for Completion of Degree” under Master’s
tution, all of the degree requirements of each institution must
Degrees).
be satisfied. Specific program agreements must be approved
B. Students must adhere to their M.F.A. program’s rules
by the relevant College Dean, the Faculty Senate Graduate
regarding time limits for completion of the M.F.A. (see
Committee, and the Provost. Unless resubmitted for approval,
“Time Limit for Completion of Degree” of the M.F.A.).
agreements will be become void after seven years.
No exception will be made to the University time limit
for the M.F.A. degree to accommodate completion of
the master’s degree.
C. If the time needed for completion of the master’s
Regional and/or Targeted
degree will extend beyond the completion of the M.F.A., Programs
the student must have a Program of Studies for the
master’s degree approved by the Dean of Graduate
Studies before the M.F.A. degree is awarded. If this is New Mexico/Western Regional
not done, the student will not be allowed to count any
of the credit used for the M.F.A. toward the master’s
Graduate Programs (WRGP)
degree. The University of New Mexico is one of 35 graduate-level
institutions in the West cooperating in a regional effort to
make certain that graduate programs of limited availability
Obtaining a First Master’s Degree are accessible to graduate students of the 15 participating
while in a Doctoral Program states.* Qualified students from all other 14 states may
enroll in the University of New Mexico programs at resident
(same field/major code) tuition rates.
Students admitted directly to a doctoral program may obtain The Western Regional Graduate Programs/Concentrations
a master’s degree in the doctoral field of study while pursu- available at the University of New Mexico are as follows:
ing the doctorate. Specific information regarding the master’s American Studies (M.A., Ph.D.); Art History – Art of the
degree follows: Americas, Art of the Modern World (M.A., Ph.D.); Educational
1. Students must adhere to departmental and university Linguistics (Ph.D.); Latin American Studies (M.A., Ph.D.);
policies regarding the master’s degree. Optical Science & Engineering (MS, Ph.D.); Art Studio focus-
2. Credits taken to complete the master’s degree may be ing on Printmaking (M.F.A.); Water Resources (M.W.R.).
applied to the doctoral degree, within the limits specified
in this catalog under Doctoral Degrees. Additional information about the Western Regional Graduate
3. Students must complete departmental and university Programs may be obtained by contacting the participating
requirements for the master’s degree prior to the sub- units or by contacting the Western Interstate Commission on
mission of the Application for Candidacy for the doctoral Higher Education: http://www.wiche.edu.
degree.
* Participating states include: AK, AZ, CA, CO, HI, ID, MT,
ND, NM, NV, OR, SD, UT, WA, WY.
Dual Status (Concurrent Enrollment):
Western Interstate Commission on Higher Education (WICHE)
Ph.D. and First or Second Master’s Western Regional Graduate Program
(different field/major code) Post Office Box 9752
Boulder, CO 80301-9752
While pursuing a doctoral degree, a doctoral student may (303) 541-0200
choose to pursue a master’s degree in a field or discipline
(major code) outside the doctoral field. Students wishing to
pursue a doctoral degree and a master’s degree in different The McNair Program
fields concurrently must adhere to the following:
The McNair Program is a federally funded program designed
1. Students must have written permission from their doc- to prepare undergraduate participants for doctoral stud-
toral program to pursue the master’s degree. ies through involvement in research and other scholarly
2. Students must complete application materials and be activities. McNair participants are from disadvantaged back-
formally admitted to the new master’s program. grounds and have demonstrated strong academic potential.
3. Students must adhere to the seven-year rule for com- Institutions work closely with these participants through their
pletion of all requirements for the master’s degree (see undergraduate requirements, encourage their entrance into
“Time Limit for Completion of Degree” under Master’s graduate programs, and track their progress to successful
Degrees). completion of advanced degrees.
Additional information about the University of New Mexico’s for Student Aid (FAFSA). The Office of Graduate Studies will
McNair program is available through their Web site work in conjunction with the Office of Student Financial Aid
http://www.specialprograms.unm.edu/new/indexmcnair.html. and graduate units to match students who are work-study
The $50 application fee is waived for McNair scholars apply- qualified with faculty research projects or teaching assign-
ing to UNM graduate programs. A letter from the student’s ments.
McNair program director is required.
1. Have been formally admitted to a graduate program at TAs and GAs classified as “Regular” are eligible for a non-
the University of New Mexico. transferable tuition waiver of up to 12 hours per semester
2. Be currently enrolled at the University of New Mexico and 3 hours during the summer session when the FTE is
for a minimum of 6 hours of course work, thesis or 50% (prorated for other FTEs). The University of New Mexico
dissertation hours which count towards the graduate considers this tuition waiver as a scholarship and not as pay-
degree. Courses taken for AUDIT are not accepted as ment for services rendered. Unused hours of waived tuition
part of the minimum hours. do not automatically carry over to future semesters. Students
3. Maintain a 3.0 grade point average in graduate course should consult their academic advisors to determine the
work each semester. relevant policies.
4. Students on Types 1 and 2 probation are ineligible to
hold an assistantship. Students on Type 3 probation TAs and GAs classified as “Special” are not funded under
may provisionally hold an assistantship for one semes- the basic allocation made to the department and may or
ter (see Academic Probation and Consequences). may not carry a tuition waiver. If a tuition waiver is granted,
5. Be within the time limit for completion of the degree the same tuition waiver policy for TAs and GAs classified as
sought. “Regular” applies.
a. Master’s Students: All work used to meet degree
requirements for a master’s degree, including trans- TAssocs may, at the discretion of the hiring unit, receive
fer credit, must be completed within a seven-year a tuition waiver. If a tuition waiver is granted the same
period immediately preceding the granting of the tuition waiver policy for TAs and GAs classified as “Regular”
degree. applies.
b. Doctoral Students: Doctoral candidates have five
(5) calendar years from the semester in which they RAs and PAs are eligible for a tuition waiver provided it is
pass their doctoral comprehensive examination to included in the grant or project award budget. The University
complete the degree requirements. of New Mexico considers this tuition waiver as payment for
services rendered. As such, this tuition waiver is subject to
tax withholdings. Unused hours of waived tuition may not be
Stipends and Payments carried over to a future semester.
Studies. The petition should include a detailed explanation Research and Scholarship
of what is requested, what the exceptional circumstances Graduate students must adhere to the policies governing
are, and why a waiver of policy is desirable from the point the use of copyrighted material. They must seek permission
of view of progress toward his or her degree. The petition from the copyright holder when using such works in assigned
will be reviewed by the chairperson/administrator or principal papers, theses, dissertations or other publications.
investigator as well as the graduate director who may either
deny the petition or recommend approval to the Dean of
Graduate Studies. The Dean of Graduate Studies shall make
the final decision.
General Academic Regulations
and Catalog Requirements
Grievance Procedures for Students Students are responsible for knowing and abiding by the
Holding Assistantships general University rules and regulations pertaining to gradu-
ate study at the University of New Mexico and the specific
Student who hold assistantships and are seeking direction for academic requirements of their particular degree program.
submitting a formal grievance related to the assistantship are They are also expected to be aware of their academic stand-
referred to the section on Academic Freedom of Graduate, ing at all times.
Teaching, Research and Special Assistants in the University
of New Mexico Faculty Handbook. Ignorance of a rule will not be accepted as a basis for
waiving that rule.
maintained continuous active status and they complete the Leave of Absence
graduation requirements for the degree sought within the
appropriate time period. Students who are readmitted or who A student who is unable to continue his/her graduate studies
transfer from one degree granting program to another within due to exceptional circumstances, must request, in advance,
the University will graduate under the catalog in effect at the a Leave of Absence. The written request, together with a
time of their readmission/transfer or a succeeding catalog. memo of support from the chairperson or designee of the
The catalog under which a student intends to graduate must graduate unit is forwarded to the Graduate Dean who will
be specified on the first page of their Program of Studies/ make the final decision. A Leave of Absence is determined
Application for Candidacy. Students must meet all the degree on a semester-by-semester basis and is generally limited to
requirements for graduation in the catalog chosen. a maximum of one calendar year. The time approved for a
Leave of Absence is not counted in the time limit to complete
Notwithstanding the above, the University of New Mexico the degree as long as the student is not enrolled in any
reserves the right to make changes in the curricula and course at the University of New Mexico. Students who are
degree requirements as deemed necessary, with the changes granted a Leave of Absence will restart their graduate stud-
being applicable to currently enrolled students. ies under the policies of the Catalog in place at the time of
their readmission.
Deadlines
If a deadline falls on a weekend or a holiday for which the
Program of Studies (Master’s
University is closed, the deadline will automatically be moved Degrees and Transcripted
to the next business day.
Certificates)
A student seeking a master’s degree or a transcripted
Time to Degree certificate should prepare and submit a Program of Studies
The University requires that all requirements for master’s indicating the courses that will be counted toward the degree
degrees be completed within seven years prior to the granting or certificate. The Program of Studies should be approved by
of the degree. No course work applied to the degree require- the student’s advisor and the program director prior to being
ments, including transfer work, may be more than seven submitted to the Office of Graduate Studies. This form is
years old at the time a master’s degree is conferred. available online on the OGS Web page (http://www.unm.edu/
grad/forms/forms.html).
M.F.A. Doctoral students have a five-year time limit for com-
pletion of degree requirements commencing with the semes-
ter in which they pass the M.F.A. Doctoral Comprehensive Application for Candidacy (M.F.A.-
Examination. Ph.D.-Ed.D.)
A student seeking an M.F.A., Ph.D. or Ed.D. should prepare
Semester Course Loads and submit an Application for Candidacy form (a list of all
courses counted toward the degree, including any transfer
In general, a graduate student enrolling for and completing a
hours) during the semester in which the comprehensive
minimum of 9 graduate credit hours per semester is consid-
examination is passed. This form is available online on
ered to be a full-time student at the University of New Mexico.
the OGS Web page (http://www.unm.edu/grad/forms/forms.
However, if holding an assistantship, the minimum course
html).
load is 6 graduate credit hours per semester.
Graduate Credit The original grade will remain on the student’s transcript,
however the higher grade will be used in the calculation of the
In general courses numbered 5xx and 6xx are available for student’s grade point average and earned credit hours.
graduate credit. Additionally, some 3xx or 4xx courses are
available for graduate credit; these courses are marked with a Only students in graduate status are eligible to use this policy,
single asterisk in the printed Catalog, or noted as available for although the student may have been in non-degree graduate
graduate credit in the on-line Catalog. Only students in gradu- status when the course was taken. Only courses taken
ate or non-degree graduate status will automatically receive Summer 2007 forward are eligible for grade replace-
graduate credit for these courses. Graduate credit cannot be ment.
earned by examination as in the College Level Examination
Program (CLEP). Exceptions to this policy are given below. The process is not automatic. The student must initiate the
process by completing a Grade Replacement form (avail-
1) Selected programs offer courses that are only available
able in either the Office of Graduate Studies or the Office
for graduate credit for students outside the discipline.
of Records and Registration). The course number and title
These courses are marked with a double asterisk. A
must be identical except where equivalencies or a change
graduate student who is enrolled in the degree program
has been noted in the University of New Mexico Catalog. No
offering the course must obtain a PROGRAM override
substitute courses are acceptable. Forms will be accepted
from their department. Additional information is avail-
after the second instance in the course has been completed
able on the OGS website: unm.edu/grad
and a grade has been assigned.
2) Undergraduate students who are either within 10 hours
of earning the baccalaureate degree and have an Once a grade replacement has been approved, the process
overall minimum cumulative GPA of 3.0 OR already cannot be reversed or changed. No grade may be replaced
have a completed baccalaureate degree may receive once a degree has been awarded.
graduate credit for a graduate course by processing
a Level Restriction/Graduate Credit Authorization form
(green card). Transfer Credit
No more than 9 hours of graduate credit taken in under- Students who have completed graduate-level course work
graduate status may be applied to a graduate degree at the at an accredited institution other than the University of
University of New Mexico. New Mexico, whether they were in graduate or non-degree
NOTE: Undergraduates may not enroll in graduate “prob- status, may request that these hours be used toward their
lems” courses for undergraduate degree credit. degree program. Such credits may be transferred into a
degree program by listing them on the Program of Studies
or the Application for Candidacy, within the limits described
Level Restrictions/Graduate Credit in the Catalog sections on Master’s, Master of Fine Arts and
Authorization Form/Green Card doctoral degrees.
The Level Restrictions/Graduate Credit Authorizations form The student must have earned a grade of B or better in the
is commonly known as the “green card.” It is used to over- courses for which transfer credits are requested. Courses
ride level restrictions and/or add or delete graduate credit taken on a Pass/Fail basis and/or courses taken as extension
from a course. Green cards must be filed with the Records credit at other universities will not be accepted for graduate
and Registration office by the last day of the fourth week of credit at the University of New Mexico.
classes during the regular semester, by the end of the first
The number of transfer and/or applied (including non-degree)
week of class during four-week sessions, or by the end of the
credits used toward a graduate program may not exceed fifty
second week of class during eight-week sessions. Students
percent of the required coursework for the degree; depart-
are responsible for obtaining all signatures and for submitting
ments may impose even more restrictive limits on transfer
the GCA to the Registar’s Office by the above deadlines.
and/or applied credits.
Additional information and samples are available on the OGS
website: unm.edu/grad. NOTE: Course work that has been counted toward
a previous degree may not be counted again toward
any other degree except Master’s course work for a
Retroactive Graduate Credit doctoral degree.
A graduate student wishing to change her/his enrollment in a
course to add graduate credit after the course has been com- Applied (including Non-Degree)
pleted may submit a written petition (see Petition Guidelines)
GRADUATE
GRADUATE
PROGRAM
PROGRAM
Double numbered courses (3xx/5xx or 4xx/5xx) are con- According to academic policy, incomplete grades must be
sidered equivalent courses and repeat rules are enforced. completed before a student is eligible to graduate from the
Exceptions may be allowed on a case-by case basis through University of New Mexico. Students should not re-enroll or
a petition process initiated by the student and supported by re-register (for credit) in a course in which an incomplete has
the faculty member teaching the graduate-level course. been received in order to resolve the “I” (incomplete) grade. If
an instructor requires the student to repeat the class in order
to resolve the Incomplete, the student must register for the
Variable Credit course on an audit basis.
Students registering for a variable credit course need to Incomplete grades received must be resolved no later
consult with their program advisor or the course professor than one year (twelve months) from the published end
concerning course requirements and expectations for vari- day of the semester in which the grade was assigned.
able credits. Students may also review variable credit course Incomplete grades not resolved within the time frame stated
information at program specific web sites. in this policy will be converted automatically to a F (failure)
grade.
Short Courses and Workshops Students resolving Incompletes in their semester of gradua-
tion must have the process completed (including the reporting
The Dean of Graduate Studies must approve all short courses
of the grade to the Records and Registration Office by the
and workshops offered for graduate credit. Short courses and
appropriate deadline. Students are responsible for informing
workshops must equal at least 13.3 hours of student contact
instructors that they are graduating and that the grade(s)
time per credit hour over a specific period of time.
must be reported by the appropriate deadline. Failure to com-
plete the process as described could result in the postpone-
Correspondence Courses ment of graduation until the following semester.
The University does not accept correspondence credit toward The instructor of record reports the final grade for the course
its graduate degrees. in which the Incomplete was assigned to the Records and
Registration Office.
offered by the Extended University) taken prior to admission NOTE: A student, who is placed on Type II probation
to a graduate program are not included in the graduate cumu- after a semester has begun and holds an assistantship
lative grade point average; however, the University of New for that semester, must resolve his/her probationary
Mexico graduate extension courses taken while a student is status within that semester to maintain his/her assis-
in graduate status are included. tantship for future semesters. Example: A student who
is notified during spring semester that he/she is on
The grade point average is calculated by dividing the total Type II probation must resolve the probationary status
number of quality grade points earned (see Catalog sec- to be eligible to hold an assistantship for the following
tion on Grades) by the total number of course work hours summer and/or fall.
attempted, and truncated by two decimal places. Grades of
CR, WP, NC and PR are excluded from the cumulative grade
point average calculation. Grades of WNC, NC, WF and IF Type 3: Incomplete Grades
may have an adverse impact on a student’s academic stand-
A student who receives 6 or more credit hours of “Incomplete”
ing, financial aid and assistantship eligibility.
grades in graduate level courses will be placed on Type 3
academic probation. Type 3 probation will end when the
Change of Grade/Academic Record credit hours of “Incompletes” drop below 6. However, if the
student fails to complete the necessary work, or if the final
The instructor of a course has the responsibility for any grade grade is low enough, the student may become subject to
reported. Once a grade has been reported to the Office of the Type 1 or Type 2 probation. Students may not take mas-
Registrar, only the instructor who issued the original grade ters’ examinations, doctoral comprehensive examinations,
(Instructor of Record) may submit a change by submitting a defend theses or dissertations, or graduate while on Type 3
grade change form to Records and Registration in the Office probation. They may provisionally hold assistantships for one
of the Registrar. The student’s department chairperson and/or semester, if their semester GPA is 3.0 or higher.
college dean and the Dean of Graduate Studies must approve
any change of grade submitted more than 30 days after the
end of a semester. Any change in grade must be reported Suspension
within 12 months after the original grade was issued.
By the Office of Graduate Studies
Once a student has completed the academic requirements
for a graduate degree or certificate, and has received his/her A student who is suspended from graduate status is removed
diploma and appropriate notations on his/her official tran- from graduate student status at the University of New Mexico.
script, the University of New Mexico will make no modifica- A student may not apply for readmission to graduate status
tions to his/her academic record. for one year after being suspended. The student may apply
for admission to non-degree or undergraduate status at any
time after being suspended from graduate status, but no
Academic Probation and class taken during the year in which the student is suspended
from graduate status can be counted toward requirements for
Consequences a graduate degree.
Students who do not maintain good academic standing will
be placed on academic probation by the Office of Graduate By a Degree Program
Studies. There are three types of probation.
If in the opinion of the graduate unit a student shows little
promise of completing the degree program (if the student
Type 1: Grade Point Average has committed an academic violation [e.g., plagiarism]), the
graduate unit will notify the student and the Dean of Graduate
A student whose cumulative grade point average falls below Studies in writing that the student is suspended from further
3.0 for grades earned in graduate-level courses taken while work in that unit. Suspended students are not eligible to apply
in graduate status will be placed on Type 1 academic proba- for readmission to any other graduate degree program for a
tion. The student will be suspended from graduate status if period of one year from the effective date of the suspension.
the cumulative grade point average does not reach 3.0 after
completion of an additional 12 semester hours of graduate
course work or four regular semesters in probationary status, Readmission after Suspension
whichever comes first. Students on Type 1 probation are not
eligible to hold assistantships, nor are they allowed to take If after a period of one year, a suspended student wishes to
GRADUATE
GRADUATE
PROGRAM
PROGRAM
master’s examinations, doctoral comprehensive examina- apply for readmission to graduate studies at the University of
tions, defend theses or dissertations, or graduate. New Mexico, he/she must follow the readmission procedure
delineated earlier in this catalog.
Type 2: NC-F-WF-IF Grades If a graduate unit decides to readmit a student after academic
suspension, it will specify the conditions required by the
Students who earn any combination of two grades of NC, F, student to re-establish his/her good standing. The period
WF and/or IF in graduate courses taken in graduate status, of suspension will be included in the time limit to complete
even if their cumulative grade point average remains above the degree.
3.0, are placed on Type 2 academic probation. The student
will be suspended from graduate status if a third NC, F, WF Students who have been suspended or who withdrew from
or IF grade is earned. Students on Type 2 probation are the University while in probationary status will be placed
not eligible to hold assistantships, nor are they allowed to in probationary status when readmitted to the University.
take master’s examinations, doctoral comprehensive exami- Students suspended for low grade point average (Type
nations, defend theses, dissertations or graduate. When 1 probation) will have 12 hours or four regular semesters
students on Type 2 probation are ready to take final exams (whichever comes first) to establish a grade point average of
or defend theses or dissertations in order to complete gradu- at least 3.0. A student who fails to achieve the minimum grade
ation requirements, they must petition the Dean of Graduate point average within the allotted time will be permanently
Studies to end their probationary status so that they may suspended from their graduate program. Students who have
complete their requirements and graduate. Students on Type been suspended for earning three grades of NC and/or F
2 probation who maintain a GPA of 3.5 for two consecutive and subsequently readmitted will be permanently suspended
semesters will have the sanctions (ability to hold an assis- from their degree program if a fourth grade of NC and/or F in
tantship, take culminating exams and graduate) waived and graduate-level course work is earned.
will receive written notification thereof from the Office of
Graduate Studies.
Petitions must be submitted in the sequence listed below: The GSAG procedures are available for the resolution of a
variety of possible issues related to the academic process.
1. The student must first submit the petition to his/her
These may include, but are not limited to, issues related
instructor of record (for grade changes only) or gradu-
to progress toward a degree and allegedly improper or
ate advisor (for all other academic petitions). The advi-
unreasonable treatment, except that grievances based upon
sor/instructor should indicate whether he/she endorses
alleged discrimination or sexual harassment should be
the student’s request and why.
directed to the Office of Equal Opportunity (OEO). The griev-
2. The petition must next be submitted to the student’s
ance procedures may not be used to challenge the denial of
graduate unit-the faculty graduate director, the chairper-
admission to a degree program nor to appeal the denial by
son or the departmental graduate committee, depend-
the Dean of Graduate Studies of a petition or an exception to
ing upon the practice in the particular unit. The student
university-wide degree requirements, policies or procedures.
may choose to submit the petition to the graduate unit
even if the instructor/advisor does not endorse it. The 1. A student with a complaint related to academic matters
unit should also indicate whether it supports or does not may consult with the Office of Graduate Studies to
support the student’s request and why. discuss his/her concerns, seek or clarify pertinent rules
3. This petition should then be forwarded to the Dean of and regulations governing graduate study, and explore
Graduate Studies. The student may choose to submit constructive ways to resolve the problem directly with
the petition to the Dean of Graduate Studies even if the faculty member or administrator involved. This
his/her academic unit does not support it. Additional should occur as soon as reasonably possible after the
information may be requested by the Dean of Graduate student has become aware of the problem.
Studies prior to review of the petition. In certain cases, 2. The student should then arrange a meeting with the
the Dean or his/her designee may ask the Senate faculty or administrator involved in the complaint to
Graduate Committee, serving in an advisory capacity, address the problem and to explore the possibility of a
to review the petition and offer its recommendation for jointly achieved resolution.
approval or disapproval. The decision of the Dean is 3. If agreement cannot be reached, the student may seek
final. the assistance of the departmental faculty graduate
advisor and/or the chairperson in resolving the dispute.
A petition, in the form of a memo or letter addressed to the If the dispute is with a faculty member in a department
Dean of Graduate Studies, is initiated and signed by the stu- different from the student’s, the appropriate chairperson
dent. It should clearly state the specific nature of the excep- or advisor would be in the department in which the
tion or special consideration being requested and provide faculty member resides or in which the course in which
a complete but concise justification. If the request involves the dispute arose was offered. It is expected that these
the extension of a deadline, a proposed new deadline date administrators will play an active part in helping to
should be indicated. Before considering a petition, the resolve the disagreement. In the event that the gradu-
Dean may require that the student have either an approved ate unit involved is non-departmentalized, the student
Program of Studies or Application for Candidacy on file at the may go directly to the dean or director of that unit for
OGS. If this has not already been submitted, the documents assistance.
may be turned in simultaneously, with the petition attached 4. If the matter cannot be resolved at the departmental
to the front. level, the student may bring the problem to the attention
of the school or college Dean. The school or college
A written response to a complete petition will usually be Dean will determine whether to adjudicate the dispute
mailed to the student within two weeks from its receipt by or to refer the student to the Dean of Graduate Studies
OGS and a copy sent to the academic unit. (This period may for a resolution. If the dispute is with a faculty member
be extended to allow for University holidays or other periods in a school or college different from the student’s, the
when the University is not in session.) The original petition will appropriate dean would be the one in the unit in which
be retained in the student’s file at the OGS. Petitions that are the faculty member resides, or in which the disputed
lacking required documentation will not be considered until all course was offered.
documentation has been received.
In the resolution of grievances at the level of a school or col-
Additional information may be obtained from the Graduate lege Dean or the Dean of Graduate Studies, the following pro-
Studies Web site: cedures will apply, as described also in the University of New
http://www.unm.edu/grad/policies/petitions.html Mexico Pathfinder under “Student Grievance Procedure,”
NOTE: A graduate student seeking retroactive with- Sections 2.3.1–2.3.7.
drawal, enrollment or disenrollment; extension of time 1. The student must submit a formal, written statement
for removal of an incomplete grade; a grade option of his/her grievance. This document should summa-
change; or other academic record changes involving rize the facts that support the grievance, indicate the
exceptions to the rules governing registration and aca- desired resolution and describe the efforts already
demic records which are set forth in the university cat- made at reaching that resolution, as well as their out-
alog must submit a petition to the University Registrar. come. Individuals against whom grievances have been
This petition process does not cover disputes involving filed will be sent a copy of the written statement, and
academic judgments. Petitions must include the stu- will have two weeks in which to respond in writing to the
dent’s current return mailing address. Dean.
2. The Dean will review all written materials submitted
and provide both parties the opportunity to review and
respond to all evidence. The Dean will interview each
party, as well as any other persons who may have rel- submitting it, together with curriculum vitae when appropri-
evant information. The Dean may elect to hold an infor- ate, to the Office of Graduate Studies, request approval. The
mal hearing involving both the parties to the grievance Committee Service Approval form should be submitted to
and witnesses. If such a hearing is held, the parties will OGS a minimum of two weeks before the student’ s commit-
be given five days’ notice. Each party will be allowed to tee is announced.
bring an advisor to the hearing but will not be permitted
legal representation. Cross-examination of witnesses The categories of faculty approvals for service on student
will be permitted, although the Dean may require that committees (with the approval of the unit faculty and the
questions be directed through him/her. Office of Graduate Studies) are as follows:
3. The Dean may choose to convene an advisory commit- Category One: UNM tenured or tenure-track faculty or UNM-
tee to help evaluate the grievance. A school or college National Laboratory Professors. Role: chair or a member of
Dean may utilize a standing committee from that unit; any master’s or doctoral committee in any discipline, regard-
the Dean of Graduate Studies will utilize the Senate less of the Faculty member’s FTE status.
Graduate Committee.
4. Generally, a written report by the Dean will be issued Category Two: Tenured or tenure-track faculty at other insti-
within a period of four weeks after the grievance has tutions. Role: external member on dissertation committee.
been formally filed. (This period may be extended to
Category Three: Individuals whose primary employer is
allow for University holidays or other periods when the
UNM and who hold the titles of research professor, research
University is not in session.) The report will explain the
associate professor, research assistant professor; clinician
Dean’s findings, conclusions, his/her decision and the
educators with the rank of professor, associate professor
basis for that decision. A copy will be sent to each party,
assistant professor or faculty hired onto the flex track or “V”
and to the chairperson or supervisor of the faculty or
category in the School of Medicine. Role: co-chair or member
staff member involved.
of master’s or dissertation committee; may only chair commit-
5. The decision of the Dean may be appealed by either
tees if his/her appointment is within the student’s major.
party to the Office of the Provost within a period of
two weeks. The Provost will reconsider that decision Category Four: Others who are considered experts in the
only if there are substantive, procedural grounds for field. Role: voting member of the committee.
doing so (for example, significant evidence that was not
accepted or has arisen since the Dean’s decision was Category Five: Emeriti/Emeritae faculty may continue to
announced). The decision of the Provost is final. chair existing committees for up to one calendar year from
the date of their retirement if the graduate unit approves.
They may not be appointed chair of any new committees
Graduate Student Recognition once retired. Role: Chair, co-chair, or voting member of the
committee.
and Awards
Category Six: After the first year of retirement, Emeriti/
Emeritae faculty may continue to serve on committees if the
Recognition of Distinction graduate unit approves. Role: Co-Chair or voting member of
the committee.
To recognize exceptional performance, “Passed with
Distinction” may be placed on the transcripts of students Emeriti Faculty: The department must notify OGS when a
who pass the master’s examination, final examination for the faculty member who is chairing a thesis or dissertation com-
master’s thesis, doctoral comprehensive examination, M.F.A. mittee retires. If the graduate unit approves, Emeriti/Emeritae
comprehensive examination and/or final examination for the faculty are allowed to continue to chair existing thesis/dis-
doctoral dissertation. This status will be determined at the sertation committees for up to one calendar year from the
time of the examination through agreement of the examin- date of their retirement. They may not be appointed chair of
ing committee members, with final approval given by the any new thesis/dissertation committees once retired, but may
department chairperson, and results forwarded to the Office serve as co-chair. If the student has not completed his/her
of Graduate Studies. The examining committee will consider thesis/dissertation within one year of the chair’s retirement,
any oral, written and exhibition work related to the examina- the retired faculty member may continue to serve on the
tion when deciding whether or not a student passes with dis- committee as a co-chair or member of the committee. The
tinction. Individual graduate units may choose to set specific approval is subject to renewal.
guidelines for determining “Passed with Distinction.”
Faculty Resignations: The department must notify OGS
NOTE: Only examinations completed Fall 2001 or later when a faculty member serving on a committee in Category
are eligible to be considered for this designation.
GRADUATE
GRADUATE
PROGRAM
NOTE: Honors (cum laude, magna cum laude, or ate unit may submit a Committee Service Approval Form for
summa cum laude are not awarded at the graduate Categories 2 or 4. In addition, they may serve as co-chair of
level.) existing student committees for which they served as chair.
Committee Compositions
The Tom L. Popejoy Dissertation a) Master’s Exam and/or Thesis Committees: the role of the
Prize examination committee is to approve the exam questions,
conduct the exam/defense, evaluate the student response,
Each year a cash prize is awarded to the author of the and report the results. Each committee must consist of a mini-
outstanding dissertation in one of three major research mum of three members approved by the Office of Graduate
areas, selected in rotation: (1) Humanities and the Arts; (2) Studies.
Biological and Physical Sciences, Engineering, Mathematics
and Statistics; (3) Social Sciences, Psychology, Business, 1) Two members must be Category 1 OR one member can
and Education. This prize was established as a permanent be Category 1 and one member may be Category 3 if
memorial to Tom L. Popejoy, President of the University his/her appointment is within the student’s major
from 1948 to 1968, to encourage excellence at the highest 2) The chair of the exam committee must be Category
academic level. Awards are made based on nominations from 1, or Category 3 if his/her appointment is within the
departments. For more information, see the OGS Web site student’s major
(http://www.unm.edu/grad) under “Awards and Honors.” 3) The third member can be any Category (1-6)
4) A co-chair can be from any Category (1-6) as long as the
other co-chair is a Category 1, or 3 if his/her appoint-
Faculty Approvals ment is within the student’s major.
The Office of Graduate Studies must approve all members No more than one voting member can be in Category 4.
of student committees prior to appointment to the commit- Departments can impose a more restrictive structure for
tee. Completing the Committee Service Approval form and exam committees.
b) Doctoral and M.F.A. Comprehensive Exam Committees: Instruction for Students with Intensive Social, Language
The role of the examination committee is to approve the and Behavioral Needs*
exam questions, conduct the exam, evaluate the student Post-Master’s Certificate in Management
response and report the results. Each committee must con- Post-Master’s Certificate in Nursing
sist of a minimum of three members approved by the Office Systems Engineering
of Graduate Studies. Town Design
1) Two members must be Category 1 OR one member can University Science Teaching
be Category 1 and one member may be Category 3 if Women Studies
his/her appointment is within the student’s major *(These are the Ed. Spc. certificates offered through the
2) The chair of the exam committee must be Category College of Education)
1, or Category 3 if his/her appointment is within the
student’s major
3) The third member can be any Category (1-6)
Admission Requirements
4) A co-chair can be from any Category (1-6) as long as Applicants to a graduate certificate program must be cur-
the other co-chair is a Category 1 or 3 if his/her appoint- rent graduate students at the University of New Mexico. An
ment is within the student’s major application fee is not required. If applying to a stand-alone
No more than one voting member can be in Category 4. transcripted certificate program, one must comply with
Departments can impose a more restrictive structure for the Graduate Admission Processes and Policies described
exam committees. earlier in this catalog. The certificate program may establish
c) Doctoral and MFA Dissertation Committees: The role of additional admissions requirements.
the dissertation committee is to supervise a doctoral candi-
date dissertation activity. (See appropriate sections of the General Requirements
Catalog for additional information. Each committee must
consist of a minimum of four members approved by the To meet general requirements for a graduate certificate a
Office of Graduate Studies; 2 of the 4 members must have student must:
Category 1 approval. 1. Complete a minimum of twelve (12) hours of graduate
1) Chair must have approval as a Category 1, 3, or course work, of which at least six (6) credits must be
2) The second member must have approval as Category 500 level or above;
1, or 3, if his/her appointment is within the student’s 2. Fulfill any additional requirements established by the
major certificate program;
3) The third member (external/outside) must have approval 3. Maintain a minimum cumulative GPA of 3.0;
as Category 2 if selected from the faculty of an institu- 4. Have a Program of Studies approved by the Dean of
tion other than UNM, or Category 1 if a UNM faculty Graduate Studies;
member outside the student’s discipline 5. At least 50% of the course work required for the certifi-
4) The fourth member can have approval as Category 1-6 cate must be completed after admission to the certifi-
5) Co-Chair (optional) must have approval as a Category cate program, unless further restricted by the graduate
1-6 certificate program;
No more than one voting member can be in Category 4. 6. No more than one-third of the courses applied to the
Departments can impose a more restrictive structure for certificate may be “topics”;
exam committees. 7. No more than one-fourth of the total course work credits
required for the degree may be graded C, C+ or CR
Thesis/Dissertation Grades (See Grade Point Average policy);
8. Must complete 75% of the course work credits required
Semester grades available for thesis (599) and/or disserta- for the certificate at UNM; and
tion (699) hours are PR (progress) and NC (no credit). At the 9. Must be enrolled at the time certificate requirements are
time of graduation the student’s transcript will indicate that he/ completed.
she earned either 6 hours of thesis (599) or 18 hours of dis-
sertation (699) credit (CR), dependent on the degree earned.
MFA dissertation hours may vary. Time Limit for Completion of Graduate
Certificates
The University does not prohibit concurrent enrollment in
degree programs (no shared hours). Students must consult All work used to meet requirements for a stand-alone gradu-
their advisor regarding degree requirements. (See the Dual ate certificate must be completed within a three (3) year time
Degree section of this catalog for additional information.) period immediately preceding awarding of the certificate.
Graduate units may impose a stricter limitation on the time
limit for a graduate certificate. Requirements for certificates
Transcripted Graduate taken in conjunction with a graduate degree must be com-
pleted within the time limits for the graduate degree.
Certificates
A graduate certificate is a prescribed course of study consist- Program of Studies for Graduate
ing of a collection of graduate courses that, when completed,
affords students a formal record of accomplishment (i.e., Certificates
transcripted) in either a single or interdisciplinary area of A graduate certificate student must file a Program of Studies
study. Graduate certificates may be offered in conjunction with the Office of Graduate Studies by October 1 for Spring
with master’s or doctoral degree programs, or they can be graduation, March 1 for Summer graduation and July 1
offered as stand-alone programs. Only units/programs that for Fall graduation. The Dean of Graduate Studies must
offer academic degrees and that have faculty with graduate approve the Program of Studies. The form may be obtained
approval are eligible to offer graduate certificate programs. from the academic unit offering the certificate, the Office of
A graduate certificate is not a concentration within a degree Graduate Studies or from the OGS Web page (http://www.
program. Contact the academic programs and the Office of unm.edu/grad/forms/forms.html).
Graduate Studies for additional information.
The University of New Mexico currently offers the following Shared Credit Hours Between Graduate
transcripted graduate certificates:
Computational Science and Engineering Certificates and Degrees
Educational Specialist Certificate* As long as courses taken for a graduate certificate fall
Historic Preservation and Regionalism within the prescribed time limits for a graduate degree, the
University will allow for shared course work between gradu-
ate certificates and a master’s or doctoral degree. Programs Plans I (Thesis) and II
may have additional restrictions on the number of shared
course work credits between graduate certificate and degree (Non-Thesis) Options
programs.
Master’s degree programs at the University of New Mexico
If the certificate is a stand-alone program, completed before are completed under one of two plans, as described below.
the student is admitted to a graduate degree program, the These are referred to as Plans I and II. Some programs
student may use 100% of the course work credit for the offer students the option of following either of these two
certificate toward a future graduate degree. plans, while others offer only one. In addition to the general
requirements listed above, the following specific require-
If the student completes the certificate in conjunction with a ments apply:
graduate degree program, the student may use 100% of the
certificate course work toward a graduate degree. Plan I Requirements
1. A minimum of 24 hours of course work, with a minimum
Course work from a completed graduate degree may count of 15 hours in the major field.
for up 50% of the course work required for a graduate 2. A minimum of 6 hours of 500-level course work.
certificate. 3. A maximum of 6 hours in “problems” courses and a
maximum of 5 hours of workshop credit.
4. Six hours of Thesis (599) credit.
Master’s Enroute to Ph.D. 5. Completion of a master’s thesis.
Students admitted directly to a Ph.D. without a master’s
degree may earn a master’s degree enroute to the Ph.D. Plan II Requirements
(same major/subject code) by seeking approval from the 1. A minimum of 32 hours of course work, with a minimum
doctoral program. The student must then follow the master’s of 18 hours in the major field.
degree requirements as outlined in the Master’s Section of 2. A minimum of 12 hours of 500-level courses.
this catalog. With prior approval by the program faculty and 3. A maximum of 12 hours in “problems” courses and a
the OGS, a doctoral comprehensive examination may serve maximum of 8 hours of workshop credit.
as the master’s examination for students pursuing a master’s
enroute to the Ph.D. (same subject code). With prior approval
by the program faculty and the OGS, a doctoral qualifying
Program of Studies for the
examination may serve as the master’s examination provided Master’s Degree
that the committee composition fulfills the requirements for
the master’s examination. A master’s degree student should file a Program of Studies
with the Office of Graduate Studies as soon as she/he has
planned a program of studies for the degree in consultation
Master’s Degree: General with the major advisor. This form may be obtained from the
Requirements academic unit or the OGS Web site (http://www.unm.edu/
grad). The Program of Studies must be approved by the
To meet general requirements for a master’s degree a stu- graduate unit and submitted to the Office of Graduate Studies
dent must: by the following deadlines: October 1 for Spring, March 1 for
1. Complete the course work requirements of a Plan I or II Summer and July 1 for Fall. It must be approved by the Dean
program within the identified deadline dates (described of Graduate Studies before a student may take the master’s
below); examination.
2. Fulfill any additional department or graduate unit
requirements (e.g., foreign language or skill require- Within either Plan I or Plan II, the student and the major advi-
ment, practicum, etc.); sor may design a program of studies in which work is done
3. Maintain a cumulative grade point average of 3.0 or only in the major graduate unit, in the major and a minor
higher; graduate unit, or in the major and one or more related gradu-
4. Have a Program of Studies approved by the Dean of ate units. The following regulations must be observed:
Graduate Studies; 1. Each Program of Studies must be approved by the stu-
5. Complete at least 50% of required course work after dent’s major graduate unit and by the Dean of Graduate
admission to the graduate program, unless further Studies (see Program of Studies);
limited by the graduate program; 2. After a Program of Studies has been filed, a student
6. No more than 6 credit hours of course work in which may change between Plans I and II only with the
GRADUATE
GRADUATE
PROGRAM
Dean of Graduate Studies to be appropriate to the ation or July 15 for Summer graduation. If a student fails the
student’s degree program; examination, the graduate unit may recommend a second
b) The course work is graded at least a B and was com- examination, which must be administered within one calen-
pleted within the required seven-year period; and dar year from the date of the first examination. The master’s
c) Any additional restrictions that may have been examination may be taken only twice. A second failure will
imposed by the particular graduate unit have been result in the student’s termination from the program.
fulfilled.
NOTE: Course work that has been counted toward a
previous degree may not be counted again toward any Conditional Pass
subsequent degree with the exception of a master’s Having evaluated the materials required for the examina-
degree for a doctoral degree. tion, if the Committee feels that, although the student has
demonstrated knowledge and understanding of the field, it is
Transcripted Minors not quite sufficient to justify a grade of “pass”, the committee
may assign the grade of “Conditional Pass” and require that
A master’s degree student may declare a transcripted minor the student meet additional conditions before a grade of pass
in a different graduate unit. will be awarded. The student must meet the conditions noted
on the Conditional Pass by the end of the subsequent term.
1. Transcripted minors must be fully approved through the
However, students who plan to graduate in a specific term
UNM curricular process. A list of approved minors is
must resolve a Conditional Pass by the posted deadline for
available on the OGS Web site.
submission of examination results. The committee will note
2. The student must submit a “Transcripted Minor” form to
the conditions that need to be met by the student on the
OGS, approved by both the major and minor units, with
examination form. Once the committee indicates the student
the Program of Studies.
has met the conditional pass criteria, they will submit a memo
3. Approved minors have a minimum of 9 credit hours of
to OGS.
course work, or more if the department requires.
4. The minor must be outside the student’s major code.
5. The student’s master’s examination committee or thesis
committee must contain one faculty member from the
Notification of Intent to Graduate
minor field, unless this requirement is waived by the Students must inform their graduate unit in writing of their
minor department on the Transcripted Minor form. intent to graduate. The graduate units must submit their pro-
posed graduation list to OGS no later than 5:00 p.m. on the
last day of the semester immediately preceding the semester
Required Enrollment of graduation.
Master’s students electing either Plan I or Plan II must be
enrolled for and complete at least 1 graduate credit in the
term they sit for an examination or complete degree require- The Master’s Thesis
ments. In order to qualify to sit for a master’s exam during Each candidate for a Plan I master’s degree must submit a
the intersession, the student must be registered for the fol- thesis that demonstrates evidence of the ability to do sound
lowing semester. research. The student’s thesis committee and the Dean of
Graduate Studies must approve the thesis. The student is
responsible for providing each member of the committee with
Master’s Examination a complete draft of the thesis in ample time for review prior
All candidates for the master’s degree must pass a master’s to the defense.
examination. The examination, drawn from the major field
and from minor or related fields as appropriate, may be writ-
ten, oral or both, depending upon the requirements of the Thesis Committee
graduate unit. A thesis committee consists a minimum of three members
approved for committee service. Two members must be
The examination will be conducted by a committee of a in Category 1 or 3; the chair of the committee must be in
minimum of three members approved for committee service. Category 1, or 3 if within the student’s major; one member
Two members must be in Category 1 or 3; the chair of the must be from Category 1; and no more than one voting
committee must be in Category 1, or 3 if within the student’s member can be in Category 4 (see Faculty Approval section
major; one member must be from Category 1; and no more for details).
than one voting member can be in Category 4 (see Faculty
Approval section for details). NOTE: If the graduate unit approves, Emeriti/Emeritae
faculty are allowed to continue to chair existing thesis
The master’s examination may be taken only after the committees for up to one calendar year from the date
Program of Studies has received approval by the Graduate of their retirement. They may not be appointed chair of
Dean and only if the student is in good academic standing. any new thesis committees once retired. If the student
In the case of Plan I students, the thesis defense may be has not completed his/her thesis within one year of the
considered as the master’s examination; for these students, chair’s retirement, the retired faculty member may con-
the thesis chairperson usually serves as chairperson of the tinue to serve on the thesis committee as a co-chair or
master’s examination committee. (See Required Enrollment) member of the committee.
The major graduate unit must notify the OGS of the student’s
scheduled examination date by submitting the appropriate
Thesis (599) Credit
announcement form. The announcement form must be filed Plan I students must complete a minimum of 6 hours of thesis
at least two weeks before the master’s examination, and no (599) credit and only 6 credits may be applied to the program
later than the published deadline dates (November 1 for Fall, of studies. Once initiated, continuous enrollment (Fall and
April 1 for Spring or July 1 for Summer). Barring extraordinary Spring semesters) in thesis (599) is required until the thesis
circumstances, the graduate unit will notify the student and is accepted by the Dean of Graduate Studies. Students who
the Office of Graduate Studies of the results of the examina- complete degree requirements during a summer session
tion no later than two weeks from the date on which it was must be enrolled in a minimum of 1 thesis hour. This rule
administered. Should such circumstances arise, the unit will applies whether or not the student is concurrently enrolled for
inform the student in writing of the reason for the delay and let other credit hours.
him/her know when notification can be expected. The results
of the examination (pass or fail) must be reported to the OGS Students who have enrolled in 599 and subsequently stopped
by November 15 for Fall graduation, April 15 for Spring gradu- enrollment for one or more semesters (not including sum-
mers) must follow the procedures listed under “Reinstatement A traditional thesis is a single written document, authored
Policy” previously given in this catalog. (Procedures solely by the student, presenting original scholarship. A non-
for reinstatement are available on the OGS Web site traditional (hybrid) thesis, as defined by the graduate unit,
http://www.unm.edu/grad.). consists of a collection of related articles prepared/submitted
for publication or already published. Each thesis must include
“introduction” and “conclusion” sections. The student must
Thesis in a Foreign Language meet the general manuscript format criteria set forth in the
UNM Catalog/website on manuscript guidelines. Students
Students who want to write a thesis in a language other than
must adhere to copyright policies for obtaining permission to
English must petition and receive advanced approval by the
use a previously published manuscript.
Dean of Graduate Studies. A thesis submitted in another
language must be accompanied by an abstract in English that The student is responsible for preparing a thesis in
has been approved by the thesis committee. proper format (traditional or non-traditional), which is of
high quality and free of grammatical and typing errors.
Announcement of Final Exam Guidelines on thesis format are detailed and should
be carefully followed. Students are urged to print cur-
for Thesis rent manuscript guidelines and forms from the OGS Web
At least two weeks before the final examination is held, and site (http://www.unm.edu/grad/manuscripts/manuscripts.
no later than November 1 for Fall, April 1 for Spring or July 1 htm); and may want to consult with the OGS manuscript
for summer, the major graduate unit must notify the OGS of reviewer. Examples of the front matter and reference pages
its scheduled date by submitting the appropriate announce- are a vailable on the OGS Web site
ment form. (http://www.unm.edu/grad/manuscripts/example/front_matter.doc).
must resolve a Conditional Pass by the posted deadline for embargo can be granted for creative works. Similarly,
submission of examination results. The committee will note for students whose dissertation involves extensive
the conditions that need to be met by the student on the human subjects research where confidentiality issues
examination form. Once the committee indicates the student are a concern, a permanent embargo may be granted.
has met the conditional pass criteria, they will submit a memo
to OGS, and the student will have a maximum of 90 days to In all cases, a former UNM student, in consultation with his/
submit his/her thesis; however, graduating students must her advisor, may terminate the embargo at any time.
meet the term deadline for submission of the thesis.
All requests for embargo of ETDs and for extensions of
embargos will be reviewed by the Dean of Graduate Studies,
90-Day Time Limit with the goal of providing maximum protection of the stu-
A Plan I master’s student must submit his/her thesis to the dent’s right to ownership and control of her/his work. Even
Dean of Graduate Studies within ninety (90) days of passing when an embargo is granted, the metadata (or the “citation”)
his/her final examination for the thesis. If the thesis is not associated with every dissertation or thesis submitted will be
submitted within that time, the student must schedule and open access and will not be embargoed. This means that the
complete a second final examination for the thesis. In all title, author, and keywords associated with dissertations and
cases the results of the thesis defense must be submitted theses will be globally released upon submission.
to OGS no later than two weeks after the announced date of
The thesis, with an abstract of no more than 350 words, must
the thesis defense.
be submitted for approval by the Dean of Graduate Studies
by November 15 for Fall graduation, April 15 for Spring gradu-
Thesis Preparation ation or July 15 for Summer graduation. If the thesis is not
submitted by these deadlines the student will not graduate in
UNM accepts both traditional and non-traditional (hybrid) that semester. The student’s graduate unit may require paper
theses. If a graduate unit accepts both thesis options, the copies (check with the graduate unit).
student, in consultation with his/her thesis committee, must
decide which format is appropriate.
UNM CATALOG 2010–2011
80 THE GRADUATE PROGRAM
3 if within the student’s major; one member must be 5. Course must be approved by the M.F.A. Committee on
from Category 1; and no more than one voting member Studies and the graduate unit.
can be in Category 4 (see Faculty Approval section 6. Course must be listed on Application for Candidacy
for details). form.
4. In order to qualify to sit for the M.F.A. comprehensive 7. All courses must have final approval from the Dean of
exam during the intersession, the student must be Graduate Studies.
registered for the following semester.
5. Barring extraordinary circumstances, the graduate unit M.F.A. Foreign Language or
will notify the student and OGS of the results of the
examination no later than two weeks after the date on Alternative Requirement
which it was administered. Should such circumstances
There is no University-wide foreign language requirement.
arise, the graduate unit will notify the student in writ-
Graduate units may require a demonstration of competence
ing of the reason for the delay, and let him/her know
in one or more foreign languages, or in some area of skill
when notification can be expected. The results of the
related to scholarship or research in the particular disci-
examination must be reported to the Dean of Graduate
pline. Students should consult the graduate unit itself or its
Studies on the “Report of Examination” form within the
particular section in this catalog regarding the details of this
appropriate timeframe.
requirement.
6. If a student fails the examination, the comprehensive
examination committee may recommend a second
examination, which must be administered within one Advancement to Candidacy for the
calendar year from the date of the first examination.
The M.F.A. comprehensive examination may be taken M.F.A. Degree
only twice. A second failure will result in the student’s
A key requirement that must be satisfied in order to earn the
termination from the program.
M.F.A. degree is Advancement to Candidacy. The student is
Advanced to Candidacy (often referred to as “all but disserta-
Conditional Pass tion or ABD”) by the Dean of Graduate Studies in the term
when all the following criteria have been met:
Having evaluated the materials required for the examina- 1. The doctoral comprehensive examination has been
tion, if the Committee feels that, although the student has passed;
demonstrated knowledge and understanding of the field, it 2. OGS has approved the Application for Candidacy;
is not quite sufficient to justify a grade of “pass,” the commit- 3. Language/skill requirement (if appropriate) is satisfied;
tee may assign the grade of “Conditional Pass” and require and
that the student meet additional conditions before a grade of 4. OGS has approved the Appointment of Dissertation
pass will be awarded. The student must meet the conditions Committee form.
noted on the Conditional Pass by the end of the subsequent
term. However, students who plan to graduate in a specific
term must resolve a Conditional Pass by the posted deadline M.F.A. Dissertation Committee
for submission of examination results. The committee will
The dissertation committee (whose members often include
note the conditions that need to be met by the student on
those on the Committee on Studies) is charged with the
the examination form. Once the committee indicates the
supervision of an M.F.A. candidate’s dissertation activities,
student has met the conditional pass criteria, they will submit
including the review and approval of the student’s disserta-
a memo to OGS.
tion proposal. M.F.A. candidates initiate the process of
selecting the dissertation committee by first arranging for
Application for Candidacy for the a qualified faculty member to serve as the director of their
dissertation/committee chairperson. The faculty director and
M.F.A. Degree the candidate jointly select the remainder of the committee.
The “Appointment of Dissertation Committee” form must be
Each MFA student must submit an Application for Candidacy signed by the candidate, the dissertation director, and the
(AC) listing all the courses that apply to the degree. The chairperson or graduate advisor of the graduate unit, and
AC form (http://www.unm.edu/grad/eforms/AC_doctoral.doc) approved by the Dean of Graduate Studies. This form should
should be filed the term the student passes the comprehen- be submitted no later than the first semester of 699 enroll-
sive examination and no later than the last day of the term ment. If the committee changes, a revised “Appointment
before the student intends to graduate. If a language or a of Dissertation Committee” form must be submitted to the
GRADUATE
GRADUATE
OGS along with a written rationale for the change. OGS may
ing this requirement should be noted on the AC form where request additional documentation as appropriate.
indicated. If the language/skill requirement is not noted on
the AC form a “Certification of Language or Research Skill
Requirement” form must be submitted before the student is
advanced to candidacy. Composition of the M.F.A.
Dissertation Committee
M.F.A. Applied (including Non- The committee will consist of at least four members, all of
Degree)/Transfer Credits whom are approved by the Dean of Graduate Studies (see
Faculty Approval section for details).
The following regulations apply to the application or transfer
1. Two members must be Category 1
of credits toward a M.F.A. degree:
2. The chair must be Category 1, or 3 if within student’s
1. Course must have carried graduate credit. major
2. Course work must be from an accredited institution. 3. One member must be Category 1 AND outside the
3. Student must have obtained a grade of “B” or better. A student’s major, or in Category 2
maximum of 6 hours of thesis from a completed mas- 4. One member must be Category 1, or 3 within the stu-
ter’s degree or other course work graded Pass or Credit dent’s major
(CR) is transferable. 5. One member may be in Category 4 if the above require-
4. The number of transfer and/or applied (including non- ments are met.
degree) credits used toward a graduate program may
(No more than one voting member may be in Category 4.)
not exceed fifty percent of the required coursework
for the degree; departments may impose even more NOTE: If the graduate unit approves, Emeriti/Emeritae
restrictive limits on transfer and/or applied credits. faculty are allowed to continue to chair existing dis-
sertation committees for up to one calendar year
from the date of their retirement. They may not be 2. to afford an opportunity for the members of the exami-
appointed chair of any new dissertation committees nation committee, as well as others (faculty, students,
once retired. If the student has not completed his/her staff, etc.), to ask relevant questions;
dissertation within one year of the chair’s retirement, 3. to ensure that the research and creative work reflects
the retired faculty member may continue to serve on the independence of the thought and accomplishment
the dissertation committee as a co-chair or member of the candidate rather than excessive dependence on
of the committee. the guidance of a faculty member; and finally,
4. to ensure that the candidate is thoroughly familiar not
Graduate students may supplement the minimum committee only with the particular focus of the dissertation, but also
membership described above. All supplemental appoint- its setting and relevance to the discipline of which it is a
ments must be identified on the “Appointment of Dissertation part.
Committee” form, and must be approved by the Dean of
Graduate Studies. The student is responsible for providing each member of the
NOTE: All expenses incurred for member services dissertation committee with complete copies of all written
on a Dissertation Committee are the responsibility of materials and/or creative work in ample time for review prior
the student. to the examination.
At least two weeks before the final examination is held, and
M.F.A. Dissertation Hours no later than November 1 for Fall graduation, April 1 for
Spring or July 1 for summer, the major graduate unit must
During the course of their dissertation work, M.F.A. can- notify the OGS of its scheduled date by submitting the appro-
didates are required to enroll in a minimum of 6 hours of priate announcement form.
dissertation (699) credit. Enrollment in 699 should not begin
prior to the semester in which the student takes the M.F.A. The presentation and examination phases of the exam are
comprehensive examination. Only those hours gained in the open to the University community, and are published in vari-
semester during which the comprehensive examination is ous sources; the deliberation phase is only open to the com-
passed and in succeeding semesters can be counted toward mittee. At the conclusion of the examination, the dissertation
the 6 hours required. A student who fails the comprehensive committee members will confer and make a recommendation
exam cannot apply any 699 credits toward his/her program to accept or reject the candidate’s work. The committee will
of studies until the semester in which the comprehensive then submit the “Report of Examination” to the OGS com-
examination is retaken and passed. municating the examination results.
Note: In order to qualify to sit for an exam during the
Enrollment for dissertation (699) may be for 3, 6, 9 or 12 intersession, the student must be registered for the
hours per semester, with 9 hours the maximum in Summer following semester.
session. Minimum enrollment in 699 for one semester is 3
hours. Graduate units may require a higher minimum enroll-
ment in dissertation hours each semester. Member Attendance at Dissertation
Students who have enrolled in 699 and subsequently stopped Defense
enrollment for one or more semesters (not including sum- All members of a student’s dissertation committee must be
mers) must follow the procedures listed under “Reinstatement present at the manuscript defense. Although physical pres-
Policy” previously given in this catalog. (Procedures for ence is strongly encouraged for all members, synchronous
reinstatement are available on the OGS Web site http://www. participation by telephone/video conference is allowed when
unm.edu/grad.). necessary.
If a graduate unit requires submission of a dissertation to Eighteen hours of course work must remain exclusive to
the OGS, it must adhere to the dissertation format, fees, and the Ph.D.
accompanying forms outlined under the doctoral section of
this catalog below.
Required Enrollment
Doctoral students must be enrolled for and complete at least
Doctoral Degrees 1 graduate credit in the term they sit for an examination or
complete degree requirements. To qualify to sit for a compre-
(Ph.D. and Ed.D.) hensive exam during the intersession, the student must be
The doctorate is a degree representing broad scholarly registered for the following term.
attainments, a deep grasp of a field of study, and expertise
in conceiving, conducting and reporting original and indi-
vidual research. As such, its attainment is no mere matter of
Time Limit for Completion of Degree
meeting requirements. Those requirements described below Requirements
should be viewed only as a minimal formal context in which
Doctoral candidates have five (5) calendar years from the
the student is expected to grow to the professional stature
semester in which they pass their doctoral comprehensive
denoted by the doctoral degree. Consult the appropriate
examination to complete the degree requirements. The final
section of this catalog for the particular requirements of
requirement is generally the acceptance of the student’s dis-
individual programs.
sertation by the Dean of Graduate Studies.
CR/NC basis and required by the graduate program are changes in the program of studies; and may serve as the
excluded from this limitation. (See Grade Requirements core of the doctoral comprehensive examination committee
for Graduation policy.) and/or the dissertation committee (see composition criteria
7. No more than 50% of the required course credits at the for dissertation committees).
University of New Mexico may be taken with a single
faculty member. (Course work that has been completed Appointment of the Committee usually involves the follow-
for the master’s degree is included in this limit.) ing steps:
8. A minimum of 18 hours of dissertation credits (699) is 1. The student arranges for an appropriate faculty member
required for the doctorate. to serve as Committee Chair;
9. Doctoral candidates must be enrolled the semester in 2. The student and the Committee Chair agree upon the
which they complete degree requirements, including the remaining members of the Committee;
summer session. 3. The Committee must be approved by the graduate unit
NOTE: Detailed information on doctoral graduation chairperson or graduate unit advisor, as evidenced
requirements are available on the OGS Web site: by his/her signature on the student’s “Application for
http://www.unm.edu/grad/eforms/d_checklist.pdf. Doctoral Candidacy.”
as a whole. It is strongly recommended that the Application not exceed fifty percent of the required coursework
for Candidacy be completed and approved by the graduate for the degree; departments may impose even more
unit before the student takes the doctoral comprehensive restrictive limits on transfer and/or applied credits.
examination. The administration of this exam is governed by 5. Course must be approved by the doctoral Committee
the following guidelines: on Studies and the graduate unit.
1. The student must have a cumulative grade point aver- 6. Course must be listed on Application for Candidacy
age of at least 3.0 at the time of the examination. form.
2. The student must be enrolled in a minimum of one 7. All courses must have final approval from the Dean of
credit of graduate course work the semester in which Graduate Studies.
he/she takes the doctoral comprehensive examination. NOTE: Course work that has been counted toward a previous
3. At least two weeks prior to the date of the examination, degree may not be counted toward any subsequent degrees,
the major graduate unit must request approval from with the exception of master’s degree to a doctoral degree.
the Dean of Graduate Studies to hold the exam. It may
not be conducted until the Dean of Graduate Studies
approves the appropriate announcement form and it is Foreign Language or Alternative
returned to the unit.
4. The doctoral comprehensive examination committee
Requirement
(usually the student’s Committee on Studies) consists While there is no University-wide foreign language require-
of a minimum of three members approved for commit- ment, most graduate units require a demonstration of com-
tee service. Two members must be in Category 1 or 3; petence in one or more foreign languages, or in some area
the chair of the committee must be in Category 1, or 3 of skill related to scholarship or research in the particular
if within the student’s major; one member must be from discipline. Students should consult the graduate unit itself or
Category 1; and no more than one voting member can its particular section in this catalog regarding the details of
be in Category 4. this requirement.
5. In order to qualify to sit for a doctoral exam during the
intersession, the student must be registered for the fol-
lowing semester. Application for Candidacy for
6. Barring extraordinary circumstances, the graduate unit
will notify the student of the results of the examination
Doctoral Degrees
no later than two weeks after the date on which it was Each doctoral student must submit an Application for
administered. Should such circumstances arise, the Candidacy (AC) listing all the courses that apply to the
graduate unit will notify the student in writing of the rea- degree. The AC form (http://www.unm.edu/grad/eforms/AC_
son for the delay and let him/her know when notification doctoral.doc) should be filed the term the student passes
can be expected. the comprehensive examination and no later than the last
7. The results of the examination must be reported day of the term before the student intends to graduate. If
to the Dean of Graduate Studies on the “Report of a language or a skill requirement is a criteria of the degree
Examination” form no later than two weeks after the program, meeting this requirement should be noted on the
date of the examination. AC form where indicated. If the language/skill requirement
8. If a student fails the examination, the Committee on is not noted on the AC form a “Certification of Language or
Studies may recommend a second examination, which Research Skill Requirement” form must be submitted before
must be administered within one calendar year from the the student is advanced to candidacy.
date of the first examination. The doctoral comprehen-
sive examination may be taken only twice. A second
failure will result in the student’s termination from the Advancement to Candidacy for the
program.
Doctoral Degree
Conditional Pass A key requirement that must be satisfied in order to earn the
doctoral degree is Advancement to Candidacy. The student is
Having evaluated the materials required for the examina- Advanced to Candidacy (often referred to as “all but disserta-
tion, if the Committee feels that, although the student has tion or ABD”) by the Dean of Graduate Studies in the term
demonstrated knowledge and understanding of the field, it is when all the following criteria have been met:
not quite sufficient to justify a grade of “ pass”, the commit- 1. The doctoral comprehensive examination has been
tee may assign the grade of “Conditional Pass” and require passed;
that the student meet additional conditions before a grade of 2. OGS has approved the Application for Candidacy;
pass will be awarded. The student must meet the conditions 3. Language/skill requirement (if appropriate) is satisfied;
noted on the Conditional Pass by the end of the subsequent and
term. However, students who plan to graduate in a specific 4. OGS has approved the Appointment of Dissertation
term must resolve a Conditional Pass by the posted deadline Committee form.
for submission of examination results. The committee will
note the conditions that need to be met by the student on
the examination form. Once the committee indicates the
The Dissertation
student has met the conditional pass criteria, they will submit Each doctoral candidate must prepare a written dissertation.
a memo to OGS. The requirements for the Ph.D. and Ed.D. dissertations are
described below.
Applied (including Non-Degree)/ Ph.D. The dissertation for the degree of Doctor of Philosophy
must demonstrate ability to do independent research and
Transfer Credit competence in scholarly exposition. At an advanced level, it
The following regulations apply to the application or transfer should present the results of an original investigation of a sig-
of credits toward a doctoral degree: nificant problem and should provide the basis for a publish-
1. Course must have carried graduate credit. able contribution to the research literature in the major field.
2. Course work must be from an accredited institution.
Ed.D. The dissertation for the degree of Doctor of Education
3. Student must have obtained a grade of “B” or better. A
must demonstrate ability to do independent research and
maximum of 6 hours of thesis from a completed mas-
competence in scholarly exposition. A dissertation may be a
ter’s degree or other course work graded Pass or Credit
professional project, such as the development of a curriculum
(CR) is transferable.
or an account of the results of an educational innovation. A
4. The number of transfer and/or applied (including non-
professional project must involve scholarly research, and the
degree) credits used toward a graduate program may
dissertation must demonstrate knowledge of theories, experi-
ments, and other rational processes pertinent to the project.
At least two weeks before the final examination is held, of the candidate’s competence in scholarly exposition. The
and no later than November 1 for Fall graduation, April 1 dissertation should reflect a high level of scholarship in the
for Spring or July 1 for Summer, the major graduate unit conduct and presentation of the study. If serious questions
must notify the OGS of its scheduled date by submitting the concerning substance, methodology or exposition arise
appropriate announcement form. In order to qualify to sit for through a review of the “Report on Thesis or Dissertation”
a doctoral exam during the intersession, the student must be forms, the Graduate Dean may seek the counsel of the dis-
registered for the following semester. The student is respon- sertation committee, graduate unit chairperson and/or other
sible for providing each member of the dissertation committee scholars with particular competence in the field of study
with a complete copy of the dissertation in ample time for before the dissertation receives final approval.
review prior to the examination.
The presentation and examination phases of the exam are Dissertation Preparation
open to the University community and are published in vari-
ous sources; the deliberation phase is only open to the com- The student is responsible for preparing a dissertation in
mittee. At the conclusion of the examination, the dissertation proper format that is of high quality and free of grammati-
committee members will confer and make one of the following cal and typing errors. Guidelines on dissertation format are
recommendations, which must be agreed upon by at least detailed and should be carefully followed. Students are
three of them: urged to print current guidelines from the OGS Web site
before defending their dissertations. The general manuscript
1. That the dissertation be approved without change; format guidelines and most required forms are available on
2. That the dissertation be approved subject only to minor the OGS website (http://www.unm.edu/grad). Examples of
editorial corrections: or the front matter and reference pages are available on the
3. That the dissertation be rewritten or revised before OGS website.
approval.
If either the first or second recommendation is made, the The dissertation defense is scheduled once the student and
committee may decide that no further meetings are needed. his/her major advisor have agreed that the manuscript is in
In the second instance the director of the dissertation will its final form. The Doctoral students must submit his/her dis-
be responsible for seeing that all necessary corrections are sertation to the Dean of Graduate Studies within ninety (90)
made before the dissertation is submitted to the OGS. If the days of passing his/her final examination for the dissertation.
third recommendation is made, the full committee may elect If the manuscript is not submitted within that time, the student
to meet again to determine that their concerns have been must schedule and complete a second final examination for
addressed. the dissertation. In all cases the results of the dissertation
defense must be submitted to OGS no later than two weeks
after the announced date of the dissertation defense.
Member Attendance at Dissertation
Defense Electronic Submission of the
All members of a student’s dissertation committee must be Dissertation
present at the manuscript defense. Although physical pres-
ence is strongly encouraged for all members, synchronous Dissertations are submitted to the Office of Graduate Studies
participation by telephone/video conference is allowed when in an electronic format. The university encourages open
necessary. access to all electronic theses and dissertations (ETDs) that
are produced in the course of graduate work at UNM. To facil-
itate this, ETDs will be made available on a server housed in
Proxy Signature a UNM depository (DSpaceUNM), and will be available for
search and download through web search engines such as
An original signature of each committee member is required Google. Dissertations are also sent to Proquest, where they
for each examination and thesis or dissertation defense are made part of their Digital Dissertation database.
forms. In the rare cases where an original signature cannot
be provided, the committee member may request a proxy In some cases, students and their advisors may prefer to
signature by submitting the Proxy Request Form at least two restrict access to their work for some specific period of time.
weeks prior to the student’s examination. UNM will allow for the embargo (restriction) of ETDs in certain
cases. A decision to seek an embargo should be made by the
student in consultation with her/his graduate advisor.
Conditional Pass 1) A one-year embargo will be granted in cases where
Having evaluated the materials required for the examina- patent protection is actively being sought or is intended.
tion, if the Committee feels that, although the student has In cases where patent protection has been sought but
demonstrated knowledge and understanding of the field, it is has not been granted within a year, a student may peti-
not quite sufficient to justify a grade of “pass”, the committee tion the Dean of OGS for an extension of the embargo.
may assign the grade of “Conditional Pass” and require that The Dean of OGS will work closely with representatives
the student meet additional conditions before a grade of pass of STC to ensure that no UNM intellectual property is
will be awarded. The student must meet the conditions noted made public prematurely.
on the Conditional Pass by the end of the subsequent term. 2) A six-year embargo will be granted for students who
However, students who plan to graduate in a specific term wish to publish their work in whole or in part in its cur-
must resolve a Conditional Pass by the posted deadline for rent form, or who plan to revise and expand their work
submission of examination results. The committee will note for future publication. This type of embargo covers both
the conditions that need to be met by the student on the scholarly and creative works. A student may petition the
examination form. Once the committee indicates the student Dean of OGS for an extension of the embargo.
has met the conditional pass criteria, they will submit a memo 3) For students receiving the MFA degree, a permanent
to OGS, and the student will have a maximum of 90 days to embargo can be granted for creative works. Similarly,
submit his/her dissertation; however, graduatin students must for students whose dissertation involves extensive
meet the term deadline for submission of the dissertation. human subjects research where confidentiality issues
are a concern, a permanent embargo may be granted.
Quality of the Dissertation In all cases, a former UNM student, in consultation with his/
her advisor, may terminate the embargo at any time.
The responsibility of the dissertation committee (especially
the director) includes the evaluation of the substance and All requests for embargo of ETDs and for extensions of
methodology of the dissertation as well as an assessment embargos will be reviewed by the Dean of Graduate Studies,
with the goal of providing maximum protection of the stu- UMI Fee
dent’s right to ownership and control of her/his work. Even
when an embargo is granted, the metadata (or the “citation”) As part of graduation requirements, all doctoral students
associated with every dissertation or thesis submitted will be must have their dissertations published through University
open access and will not be embargoed. This means that the Microfilms International (a subsidiary of ProQuest. Doctoral
title, author, and keywords associated with dissertations and students should complete a “UMI Dissertation Agreement”
theses will be globally released upon submission. form, available from the manuscript reviewer at the OGS.
Copies of the dissertation abstract and the title page as well
as the microfilming fee must accompany the form. The fee is
Accompanying Forms currently $55 but is subject to change. It is payable by money
order or cashier’s check made out to ProQuest (with an expi-
The following forms, which must be submitted along with the ration date of at least one year from the purchase date).
manuscript, may be obtained from the OGS Web site (http://
www.unm.edu/grad/forms/forms.html):
1. A “Report on Thesis or Dissertation” completed by each Copyright Registration
committee must be received by the OGS before the Copyright Registration is optional. If choosing to copyright the
student’s dissertation receives final approval. manuscript through UMI, the fee is currently $65 payable by
2. A “Certification of Final Form.” Cashier’s check or money order made out to Proquest (with
3. An “Information Cover Sheet” an expiration date of at least one year from the purchase
4. A “Survey of Earned Doctorate” (filled-out at the UNM date).
website.)
5. The “UMI Dissertation Microfilm Agreement” form (avail-
able at the Office of Graduate Studies) and a Cashier’s
check or money order covering UNM fee (with an
expiration date of at least one year from the purchase
date).
6. Embargo Request Form (if requesting an embargo)
Students are responsible for including two complete sets
of the “red-bordered pages” (Signature Approval Page,
Dissertation Title Page and Abstract Title Page) submitted to
the Office of Graduate Studies. The red-bordered pages are
available on the OGS Web site (http://www.unm.edu/grad/
manuscripts/manutemp.html), or from the UNM Bookstore.
GRADUATE
GRADUATE
PROGRAM
PROGRAM
Douglas M. Stewart, Ph.D., University of Southern California scholarly activities, classroom applications and service to the
Douglas E. Thomas, Ph.D., Texas A&M University public and private sectors. An education from the Anderson
Steven A. Yourstone, Ph.D., University of Washington School of Management enables individuals to manage exist-
ing businesses, develop new businesses and define public
Assistant Professors policy that encourages economic development balanced
Emmanuel Morales-Camargo, Ph.D., University of Arizona with social and environmental responsibility. Anderson is
David E. Cavazos, Ph.D., Texas Tech University accredited by the Association to Advance Collegiate Schools
Hsuan Chi-Chen, Ph.D., University of Florida of Business (AACSB). This body assures standards of excel-
Robert F. Gary, Ph.D., Arizona State University lence in business education with approximately 20% of all
Maria Gondo, Ph.D., University of Memphis schools of business achieving this distinction.
James Hansen, Ph.D., Oregon State University
MGMT 324, 384, 433, and additional hours that students will Management Information Systems–
select in consultation with the concentration advisor.
Students pursuing a B.B.A. with a concentration in IFDM
15 hours
http://bba.mgt.unm.edu/concentrations/mis.asp
must also complete the IFDM core courses: IFDM 105,
CS 152L, IFDM 205, IFDM 210, IFDM 300, IFDM 310, MGMT 329 and 330 and 459 plus two additional MIS elec-
IFDM 400, IFDM 410, IFDM 450, and IFDM 451. See also tives from 331, 336, 337, 437, 439, 461, and other courses
Interdisciplinary Undergraduate Studies for complete IFDM approved by the management information systems advisor
course and program descriptions. or department chair.
Pass/Fail (CR/NC) Option Transfer of credit is a two-part process. (1) The Office of
Admissions and Outreach Services prepares a credit evalu-
Coursework in the following areas cannot be taken on a pass/
ation statement as soon as possible after admission status
fail (CR/NC) basis either at the University of New Mexico or
has been determined. This statement contains a listing of
another institution: pre-admission coursework, management
course work generally acceptable to the University. (2) Each
core courses, upper-division Humanities requirement and
college or school then determines if and how this transferable
concentration classes. Students should refer to the Grade
work may be used to meet individual degree requirements.
Options section of the Student Services Information section
Determination of the use of transferable work is made at
of this catalog for further information.
the time of admission to the Anderson School. Evaluations
or opinions offered prior to admission are unofficial and
Enrollment Preference nonbinding.
First preference for enrollment in all upper-division
Management courses will be given to students who have Students desiring to transfer credit for any upper-division
been admitted to the Anderson School. Anderson School course must receive prior approval from a
faculty member possessing expertise in the area. Forms for
Students not in Anderson will be accepted on a space avail- such approval are available at the Advisement Center at the
able basis provided they satisfy all prerequisites. Students Anderson School. Students requesting credit from institutions
must have a transcript on file with the Undergraduate outside of the United States should be prepared to provide
Advisement Center each semester that they take a restricted information about the number of classroom hours per course
course. Students may take up to 9 hours of 300-level man- and the quality of the institution.
agement classes prior to their admission to the Anderson
School of Management. Certain exceptions for individuals A minimum of 24 hours must be taken in residence at
possessing a Bachelor’s degree and enrolled in Non-Degree Anderson. At least fifty percent (50%) of the management
status may be made for accounting courses only. core and fifty percent (50%) of the concentration classes
must be taken at Anderson unless the student obtains a
The Anderson School reserves the right to disenroll from a written waiver from the Department Chair. Individual depart-
class any student who lacks proper prerequisites or who is ments may establish additional residency requirements. The
enrolled in more than one section of the same course. Anderson School will not accept credit from educational
programs of noncollegiate organizations.
Prerequisites Special Information for Those Transferring
It is the firm policy of the Anderson School that course pre-
requisites must be observed. Management courses taken from Two Year or Branch Colleges
out of sequence may not be used to fulfill degree require- Students transferring from accredited junior, community or
ments regardless of the grades earned in such courses. The branch colleges should note that no transfer credit will be
Anderson School reserves the right to disenroll from a class given for courses which are offered at the upper-division
any student who lacks proper prerequisites. level at the University of New Mexico unless specifically
articulated. Lower-division credit will be determined in the
The University of New Mexico manner mentioned above.
Transfer Policies The most current version of the matrix can be found at:
http://business.nmsu.edu/administration/articulation/
Transfer from Other Accredited Institutions
Students planning to complete their first two years of study The Five-Year Rule
at a junior college or at a four-year college other than the
The Anderson School faculty believes that managerial skills
University of New Mexico should take only those courses that
and knowledge change frequently. Courses taken more
are offered as freshman or sophomore level courses at the
than five years ago may become outdated. Undergraduate
University of New Mexico.
students are normally expected to complete their studies
Transferring students must meet normal requirements for at Anderson within five years of admission. Generally, a
admission to this University as well as admission require- student continuously enrolled in the Anderson School or who
ments of the Anderson School. is granted a formal leave of absence due to health or family
emergencies will not be required to repeat course work that
becomes outdated. However, students who interrupt their upper-division coursework. Students granted the waiver must
studies at the University of New Mexico for one full year also attend the Anderson School Writing workshop.
are not considered to be continuously enrolled and may
be required to repeat management course work taken over The professional concentration accepts applications for
five years ago. Students approaching the five-year deadline Fall, Spring, or Summer admission. However, the profes-
should see an Anderson advisor and prepare a formal plan sional concentration primarily admits students to begin the
for completion of their studies. program in the Fall Semester because of course schedul-
ing. If you are applying for admission to the professional
concentration of the Master of Accounting in the Spring or
Graduate Programs Summer, please email ProfMACCT@mgt.unm.edu prior to
submission of your application to determine if you meet the
Degrees Offered course requirements necessary for consideration of a Spring
or Summer admission.
Master of Business Administration A formal application, plus all additional admission require-
ments, must be submitted by all students, including gradu-
(M.B.A.) ates of the Anderson School of Management. Applications
The M.B.A. program at the Anderson School is based upon a for admission are available online at http://mba.mgt.unm.edu.
strong core curriculum which is both challenging and continu- A nonrefundable application fee of $50.00 must accompany
ously evolving to keep pace with the issues facing today’s the application.
managers. Students with degrees in any discipline may apply
for admission to the M.B.A. program. The M.B.A. program M.B.A./M.Acct.
is a 48 hour program with two degree tracks: (1) an M.B.A. Domestic Students: For best consideration, application
with no concentration consisting of 30 hours of core plus 18 must be postmarked by:
hours of general management electives, or (2) an M.B.A. with Fall semester: April 1
a concentration consisting of 30 hours of core, 15 hours of Spring semester: October 1
concentration requirements, plus 3 hours of general manage- Summer session: February 1
ment electives to total 48 hours. Some concentrations require
International Student Application Deadline:
more than 15 hours. Concentrations that are currently offered
Fall semester: May 1
are listed beneath the General M.B.A. Core.
Spring semester: October 1
Summer session: March 1
M.B.A./M.Acct. Admission Prospective applicants with questions concerning the cur-
Requirements riculum or other matters are invited to write or contact the
M.B.A. Anderson Graduate Programs Office, Anderson Graduate
The minimum requirements for unconditional admission to School of Management, MSC05 3090, 1 University of New
the M.B.A. and M.Acct. are (1) a G.P.A. of 3.0 for the last 60 Mexico, Albuquerque, New Mexico 87131-0001. Telephone:
hours of college course work including any post baccalaure- (505) 277-3147, FAX: (505) 277-9356.
ate work; and (2) a score equal to or greater than 500 on
the Graduate Management Admission Test (GMAT) or (2) a
Graduate Record Examination (GRE) score that is equal to
General M.B.A. Core
The general M.B.A. core consists of 10 courses (30 credit
or greater than 500 on the quantitative section and 500 on
hours), as follows:
the verbal section.
• MGMT 501 Statistical Analysis for Management
GMAT Waiver Policy Decisions
Applicants to Anderson graduate degree programs may • MGMT 502 Accounting and Management Information
petition the Entrance & Credits Committee to waive GMAT/ Systems I
GRE admission requirements if the applicant has completed • MGMT 504 Microeconomics for Managers
a graduate degree with evidence of significant quantitative or • MGMT 506 Organizational Behavior and Diversity
statistical course work. The decision to waive or not waive the • MGMT 508 Ethical, Social, Political and Legal
GMAT/GRE admission requirements rests entirely with the Environment
Entrance & Credits Committee. • MGMT 511 Technology Commercialization and the
Global Environment
M.Acct. (Advanced and Tax Concentrations) • MGMT 520 Operations Management
The minimum requirements for admission to the Master of • MGMT 522 Marketing Management
Accounting Program are (1) a grade point average of 3.0 • MGMT 526 Financial Management
for the last 60 hours of college coursework including any • MGMT 598 Strategic Management
post-baccalaureate work as well as an average of 3.0 for all
accounting courses; and (2) a score equal to or greater than All M.B.A. students must complete these 10 courses.
500 on the Graduate Management Admission Test (GMAT) Students who have recently completed a B.B.A. from the
or (3) a Graduate Record Examination (GRE) score that Anderson School of Management or at a comparable
is equal to or greater than 500 on the quantitative section AACSB-accredited program may request waivers for some
and equal to or greater than 500 on the verbal section. The core courses, with the exception of MGMT 598, which all
GMAT/GRE is waived for students who have an undergradu- students must take as a capstone course. In addition to these
ate major in accounting from an AACSB accredited school 10 courses (30 hours), all students must complete an addi-
with a minimum of 3.25 GPA in both upper-division and tional 18 hours of combined concentration and/or elective
accounting classes. courses. All students, including those waiving some core
courses, must complete a minimum of 33 graduate hours of
M.Acct. (Professional Concentration) which only 6 credit hours may be transferred in from another
The minimum requirements for admission to the Master of AACSB-accredited graduate school. Students are expected
Accounting Program are (1) a grade point average of 3.0 for to maintain a 3.0 GPA and must have a 3.0 GPA at gradu-
the last 60 hours of college coursework including any post ation. The M.B.A. program may be completed on a full-time
baccalaureate work, and (2) a score equal to or greater than or part-time basis. For many students whose professional
500 on the Graduate Management Admission Test (GMAT) commitments preclude full-time study, pursuing an M.B.A.
or a Graduate Record Examination (GRE) score that is equal on a part-time basis is a viable option. Late afternoon and
to or greater than 500 on the quantitative section and a score evening classes are offered to accommodate the needs of
equal to or greater than 500 on the verbal section. The working students.
GMAT/GRE is waived for students who have a B.B.A. from an
AACSB accredited school with a minimum of 3.25 GPA in all
Master of Accounting Degree *If students have taken the undergraduate equivalent of
any graduate course, they may not repeat the course
The Master of Accounting degree offers three concentrations. for credit at the graduate level. The GMAT/GRE is
All concentrations are a 33 credit hour program of study. waived for students who have an undergraduate major
1. The Advanced Concentration is designed for individu- in accounting from an AACSB-accredited school with a
als who have already earned a B.B.A. with a concen- minimum of a 3.25 GPA in both upper-division classes
tration in accounting. The Advanced Concentration and accounting classes. Students must fulfill all other
consists of a minimum of 15 hours of graduate account- admission requirements.
ing courses and a maximum of 24 hours of graduate
accounting coursework of which no more than 6 hours The “Three-Two” Program
may be in taxation, plus a minimum of 9 hours of non-
accounting electives at the graduate level. The Anderson School’s Three-Two Program allows stu-
Course requirements: Students must choose between dents completing an undergraduate degree outside the
15-24 hours of accounting coursework from the follow- Anderson School to begin their M.B.A. studies early. It is
ing: MGMT *546, 548, *549, 550, *559, 594 (special recommended that students complete Business Calculus and
topics in accounting only), 640, 641, 642 and 643 and Microeconomics before applying. For the first three years of
not more than 6 hours of accounting coursework can university studies, the student pursues a normal program
come from the following tax courses: MGMT *542, *543, of undergraduate work. During the junior year (90 hours)
547, 590, 591, 592, 593. Accounting coursework should of academic work, the student applies for admission to the
not exceed 24 credit hours. M.B.A. program of the Anderson Graduate School. Students
must not take any management classes prior to their accep-
*If students have taken the undergraduate equivalent of tance into this program with the exception of MGMT 113. In
any graduate course, they may not repeat the course the senior year of academic work, the student begins the first
for credit at the graduate level. The GMAT/GRE is year of the M.B.A. program and also completes the require-
waived for students who have an undergraduate major ments for a bachelor’s degree in the undergraduate field
in accounting from an AACSB-accredited school with a using their graduate work to complete a business minor. In
minimum of a 3.25 GPA in both upper-division classes the final year of study, the student completes the second-year
and accounting classes. Students must fulfill all other requirements and electives of the M.B.A. program.
admission requirements.
2. The Professional Concentration is designed for indi-
viduals who have a non-accounting undergraduate Dual-Degree Programs
degree and wish to enter public accounting as a
certified professional. The Professional Concentration For information on the J.D./M.B.A., M.B.A./M.A. in Latin
requires two prerequisites consisting of an introduc- American Studies and M.B.A./Engineering dual-degree
tory financial accounting course, and an introductory programs see the M.B.A. Program Manager, the Admissions
managerial accounting course prior to admission in the Manager at the School of Law, the School of Engineering and
program and consists of 27 credit hours of specified the Latin American Studies Program Advisor.
graduate accounting coursework, plus 6 credit hours of The J.D./M.Acct. Dual Degree Program (119 hours)
specified graduate non-accounting coursework. The School of Law and the Anderson Graduate School of
Course requirements: Students may complete the two Management offer a dual program leading to the degrees of
prerequisites by taking MGMT 502 and MGMT 503. Juris Doctor and Master of Accounting. Under this program,
Students should visit with the accounting faculty advisor the School of Law will accept 6 hours of graduate credit from
about other coursework that will satisfy the prerequisite the Master of Accounting Degree toward the J.D. degree and
requirements. Students must complete the following the Anderson School of Management will accept 6 hours of
courses: MGMT 540, 541, 542, 543, 544, 546, 549, graduate credit from the School of Law toward the M.Acct.
550, 559, 640 or 6431, and 6262 degree, coursework subject to pre-approval from the faculty
1Students must complete either MGMT 640 or 643. advisor. Students pursuing this program must satisfy the
2 Students must visit with the accounting faculty advi- admission and other academic requirements of both schools.
sor and request written approval for alternate graduate Anderson School of Management will accept the LSAT in
coursework that will satisfy the MGMT 626 requirement. lieu of the GMAT if the student has already been accepted
Students who have completed MGMT 326 at Anderson into the law school and has earned a “B” or better in the two
at the undergraduate level should not take MGMT 626 prerequisites for admission into the M.Acct., MGMT 502 and
and must visit with the accounting faculty advisor about 503 or equivalent.
which graduate course to take instead of MGMT 626. Those planning to enter the dual program should consult with
The GMAT/GRE is waived for students who have the admission officers of both schools as early as possible.
a B.B.A. from an AACSB-accredited school with a
minimum of 3.25 GPA in all upper-division coursework. Students who are interested in obtaining a J.D./M.Acct. dual
Students granted the waiver must also attend the degree must meet with their graduate program advisor to
Anderson School Writing workshop. Students must discuss course selection.
fulfill all other admission requirements.
Requirements:
3. The Tax Concentration is designed for individuals who 1. Students must complete 6 hours of prerequisite account-
have already earned a B.B.A. with a concentration in ing coursework: MGMT 502, 503.
accounting wishing to pursue advanced studies in taxa- 2. Students must complete the 33 hours of curriculum
tion. The Tax Concentration consists of a minimum of requirements for a Master of Accounting Degree, which
15 hours of graduate level taxation classes and up to an may include 6 hours of electives from the School of
additional 9 hours of graduate level accounting and/or Law.
taxation classes, plus a minimum of 9 hours of graduate a. 15 specified hours of accounting coursework:
level non-accounting electives. MGMT 540, 541, 550, 640, and 594-Special Topics
Coursework: entitled “Business and Finance Concepts for
Students must choose a minimum of 15 hours of tax Accountants” only.
accounting coursework from the following tax courses: b. 12 hours of accounting electives selected from the
MGMT *542, *543, 547, 590, 591, 592, 593 and following list: MGMT 542, 543, 544, 546, 547, 548,
594 (special topics tax courses only). For additional 549, 590, 591, 592, 593, 641, 642 or 594-Special
accounting coursework, students may choose a maxi- Topics entitled “Internal Auditing and Investigations”
mum of 9 hours from the following accounting courses: only.
MGMT *546, 548, *549, 550, *559, 594 (special topics c. 6 hours of non-accounting graduate level electives
in accounting only), 640, 641, 642 and 643. Accounting selected from the list of electives in Footnote 2.
coursework should not exceed 24 credit hours.
3. Students must complete the 86 credit hours of curricu- riculum is updated on a regular basis to reflect current busi-
lum requirements for a law school degree, which may ness practices and is therefore subject to change. Faculty
include 6 hours of electives from the Anderson School are drawn from the senior ranks of the Anderson School
selected from the list of electives in Footnote 2. and are selected for their ability to challenge adult students
and to facilitate the exchange of ideas and interaction in the
M.ACCT. Prerequisite Credit Hour Requirements: classroom. A variety of teaching formats are used including
6(1) the case method, group projects and peer learning through
Juris Doctor Credit Hour Requirements 86 formal study teams. E.M.B.A. classes are limited to E.M.B.A.
Master of Accounting Credit Hour Requirements 33 program participants.
Total 125
Less shared hours for dual degree program 6(2) The E.M.B.A. program sets its own all-inclusive fee each year
Total Number of Dual Degree Credit Hours Required 119 to include tuition, books, parking, refreshments and complete
administrative support. Payments are prorated over the (7)
(1) One or both of the prerequisites may be waived if the stu- seven semesters of the program; student loans are available.
dent has completed undergraduate or graduate equivalents The only additional cost is for participation in the optional,
of these courses. Please identify these equivalent courses to 10-day residency abroad.
your graduate programs manager prior to admission to obtain
approval to waive the coursework. The E.M.B.A. program starts once each year in late June with
(2) a mandatory, two-day orientation. Applications are accepted
Six credit hours from the Juris Doctor curriculum and 6
year-round on a rolling admissions process. Candidates
credit hours from the Master of Accounting curriculum reduce
must have at least five years of significant work experience
the total required hours for the J.D./M.ACCT. Dual Degree to
(managerial, supervisory, budgetary or project management)
119 hours. The six credit hours from the School of Law must
and hold an undergraduate degree in any field.
be selected from the following list of courses: LAW 520, 521,
523, 527, 530, 531, 534, 537, 545, 546, 564, 566, 581, 582, For consideration, applicants must submit the following:
584, 593, 611, 622, 623, 629, 631, 642, 658, or 679. The six E.M.B.A. application form and fee, current resume, statement
credit hours from the Anderson School of Management must of purpose, official copies of all transcripts, official GMAT/
be selected from the following list of courses: MGMT 542, GRE score (taken within the last five years) and three let-
543, 544, 546, 547, 548, 549, 590, 591, 592, 593, 641 and ters of recommendation, including one from the sponsoring
Accounting Special Topics Courses 594. organization. Once all of these items have been received, an
interview with the program director is scheduled prior to final
review by the Anderson School’s selection committee. The
Additional Information best consideration deadline for the E.M.B.A. program is April
1. The early admission deadline is January 15.
The Seven-Year Rule For more information, contact the E.M.B.A. Program,
All work used to meet degree requirements for a master’s Anderson School of Management, MSC05 3090, 1 University
degree, including transfer credit, must be completed within a of New Mexico, Albuquerque, New Mexico 87131-0001.
seven year period immediately preceding the granting of the Telephone: (505) 277-2525, FAX: (505) 277-0345. Email
degree. Coursework older than seven years cannot be used address: emba@mgt.unm.edu.
to meet requirements for the master’s degree. Graduate units
may impose stricter limitations on the time limit for completion
of degree requirements. Post-Masters Certificate in
Current Policies Management Program
The Post-Masters Certificate in Management Program
This catalog provides basic information about Anderson
offered by the Anderson School of Management provides
School graduate programs. Students admitted to the graduate
holders of the M.B.A. or other management-related Masters
program should consult the Anderson School of Management
degree from an AACSB-accredited institution an opportunity
Graduate Programs Policy Manual for additional information
to further their professional management education through
about current policies.
the regular graduate course offerings of the school.
enced business professionals who wish to enhance their following courses: MGMT 544, 594, 636, 637, 639, 641,
managerial acumen, accelerate their career progression or 642, 647, and 648. MGMT 594 and 639 sections must be
pursue new opportunities. Because classes meet every other topics related to information assurance. Multiple MGMT 594
weekend, executives, professionals, middle managers and and 639 sections may be taken as long as the topics vary.
entrepreneurs are able to earn their master’s degree with-
out interrupting their careers. Classes are held every other International Management
weekend on Fridays from 1:00-6:00pm and Saturdays from Students must complete MGMT 574, 583, 596, 597, and
8:00am-1:00pm. Classes meet on the University of New one other course approved by the international management
Mexico’s main campus. graduate advisor.
International Management in Latin America
Participants, whose average age is 37, complete a lock-step
Students must complete MGMT 524, 583, 595, 596, and one
curriculum consisting of 48 credit hours, with an emphasis on
of the following courses: MGMT 548, 560, 574, and 597.
strategic management within the global economy. The cur-
financial forecasting, lease or buy decisions, application of 362. Leadership Development. (3)
capital and cash budgeting techniques, choices involving risk. Focuses on developing leadership skills and behaviors at
Prerequisite: 202 and STAT 145 and MATH 180 and ECON multiple organizational levels. Includes self-assessment and
106 and CS 150. peer assessment of leadership potential. Discusses how to
develop peer potential and working in a dynamic, changing
328. International Management. (3) environment.
Provides an understanding of international operations and Prerequisite: 306.
of international institutions in the private, not-for-profit and
public sectors and of their managerial and environmental 374. Simulation Modeling Using Excel®. (1)
problems. Analyzes the structure, functions and decision- This course covers the use of spreadsheet models to perform
making of international organizations. simulation analysis. Topics include random variable genera-
Prerequisite: ECON 106. tion, data tables and statistical analysis of simulation results.
Applications are taken from finance, marketing and opera-
329. Data Management. (3) tions management.
The management of data resources to support information Prerequisite: STAT 145.
systems in organizations. Logical database structures, appli-
cations and physical implementation of information systems 375. Optimization Using Excel®. (1)
using database management systems. This course covers the use of spreadsheets to model and
solve mathematical programming models. Topics include lin-
330. Business Programming Fundamentals. (3) ear, integer, non-linear programming and sensitivity analysis.
Introduction to object-oriented programming language syntax Applications are taken from finance, logistics and operations
and semantics with application to functional business areas management.
and computing problems. Intended for B.B.A. students con- Prerequisite: STAT 145.
centrating in management information systems.
384. Professional Selling. (3)
331. Business Application Programming. (3) Professional aspects of the selling function in consumer
Development of complex business application programs with and industrial markets and the role of selling in the econ-
object-oriented tools and techniques. omy. Emphasis on selling methods and applications for
Prerequisite: 330. Pre- or corequisite: 329. entrepreneurs. (Not applicable for credit toward Marketing
Management Concentration.)
336. Information Systems Security. (3) Prerequisite: 322.
Overview of telecommunications and cryptography/security
issues in information systems. Hands-on lab projects man- 398. Career Management Skills. (1 credit hour for under-
aging online systems and securing them against hacking graduate students; graduate students may audit class
techniques or known vulnerabilities. with instructor permission)
Develop career management skills to prepare for entrance
337. Survey of Computer Systems and Software. (3) into the professional job market. Emphasis on cover let-
An overview of hardware/software configurations as inte- ters, resumes, interviewing skills, networking, organizing job
grated systems. Acquisition, evaluation, selection and man- searches and salary negotiations.
agement of the computer resources. Emerging information
system technologies, including office automation, data *411. Travel and Tourism Management I. (3)
communications and networks. Introductory overview of particular management skills needed
and special managerial problems in hotels, restaurants, travel
340. Financial Accounting I. (3) agencies, airline customer services, convention centers, tours,
Financial reporting theory, applied financial accounting car rentals, vacation lodges and related recreation facilities.
problems, contemporary financial accounting issues. The Prerequisite: 202.
accounting cycle, asset valuation; revenue recognition;
issues resulting from the corporate form of organization. *412. Hotel and Restaurant Management. (3)
Prerequisite: 202. Scope and importance, managerial organization, manage-
ment functions and particular managerial problems of the
341. Financial Accounting II. (3) hotel and restaurant industry. Special emphasis on economic,
Continuation of 340. Problems relating to liabilities and equi- legal and technological environments of the industry, and
ties; the analysis and interpretation of financial statements their impacts on management.
including the impact of income taxes and benefit plans. Prerequisite: 411.
Prerequisite: 340.
*413. Travel and Tourism Management II. (3)
342. Income Tax Accounting I. (3) Scope and importance, managerial organization, market-
Technical tax course primarily for accounting majors. Covers ing and particular problems of travel and tourism industry
the Federal Income taxation of individuals, including capital (excluding hotel and restaurant sector). Special emphasis on
gains and losses, accounting methods, income, deduc- industry’s economic, legal and technological environments,
tions, Social Security, installment sales and alternative tax and their impacts on management.
methods. Prerequisite: 411.
343. Income Tax Accounting II. (3) 420. Management in Latin America. (3)
Covers corporation, partnerships, estate and gift taxes, fidu- Analysis and diagnosis of Latin American environments as they
ciaries, tax planning and tax shelters. offer opportunities and pose constraints in the performance of
managerial responsibilities. Special emphasis is given to the
346. Cost Accounting. (3)
Mexican environment and its relationship to the world.
Procedures involved in the development, presentation and
MANAGEMENT
426. Advanced Problems in Financial Management. (3) 455. Washington Campus for Undergraduate Students.
Planning, directing, controlling and financing current opera- (3)
tions as well as long-term capital commitments. Internal One week intensive on “Business Leadership in Washington:
versus external financing, programming techniques for man- The Political Marketplace” in summer on site and enrollment
aging working capital and debt structure. Development of a in 1st 8-week fall session for research project. Limited enroll-
policy-making framework for sound decision-making under ment; special application required. Additional fees for travel
conditions of uncertainty and risk. and cost of program. Restriction: permission of instructor.
Prerequisite: 326.
457. Diversity in Organizations. (3)
433. Management of Service Operations. (3) Addresses the changing nature of modern organizations in
This course focuses on understanding the distinctive features their employee composition. Focuses on all dimensions of
of service delivery systems and presenting management diversity and how to harness the potential of a diverse work-
techniques to address the unique challenges in the design force to reach organizational goals.
and delivery of services. Prerequisite: 306.
Prerequisite: 300.
458. Managerial Ethics. (3)
434. Manufacturing Systems Management. (3) An issues- and problems-oriented course in applied manage-
An introduction to the principles and techniques necessary for ment ethics. How to reason ethically about management
the efficient design and operation of production and inventory problems and choices. Focus is on the crises of conscience
planning, scheduling and control systems. and the everyday conflicts of role and obligation that charac-
Prerequisite: 300. terize our professional lives.
Prerequisite: 308.
437. System and Network Administration. (3)
A detailed coverage of system administration in both central- 459. Information Analysis. (3)
ized and distributed information systems. Installation, opera- Information system analysis and system design in organiza-
tion and maintenance of hardware and software resources. tions. Topics include application development strategies,
Technology and management of computer networks. information system life cycle, requirements determination,
analysis and specification.
439. Business Intelligence Technologies and
Applications. (3) 461. System Development Project. (3)
Business intelligence technologies, tools, architectures, and Integrative case or field study in the analysis, design, imple-
methodologies for management support, decision-making mentation and evaluation of an information system. Individual
and organizational performance analysis. Business intelli- or team application development.
gence applications used for strategic competitive advantage. Prerequisite: 329. Pre- or corequisite: 331.
444. Accounting for Not-for-Profit Organizations. (3) 464. Human Resources Theory and Practice. (3)
Theory and practice of accounting in not-for-profit organiza- Behavioral theories and applications in HR. HR planning, job
tions: municipalities, federal government, public schools, analysis and design, recruitment, selection, performance man-
universities and health organizations. Special topics consid- agement, training and development, employee involvement,
ered will be fund accounting, zero-based budgeting, financial compensation, labor relations, occupational health and safety.
audits and operations auditing. Prerequisite: 306.
Pre- or corequisite: 340.
*465. Labor Relations. (3)
449. Accounting Information Systems. (3) Background and practice of Labor Relations from unioniza-
An examination of the relationship between computer- tion through collective bargaining to grievance administra-
based management information systems and accounting. tion and arbitration. Theory and case analysis emphasizing
Applications of MIS techniques in the design and operation employment problems, management prerogatives and collec-
of accounting systems. tive bargaining issues.
Prerequisite: 340. Prerequisite: 306.
450. Computer-Based Information Systems. (3) *466. Training and Development. (3)
Course presents foundation concepts in Management Examines 1) theories of human development and their rela-
Information Systems (MIS). Students apply and integrate tionships to workforce and managerial development, and 2)
MIS concepts with those from other management disciplines reviews theories and provides practice in design, delivery and
to analyze, evaluate and present management cases. A vari- evaluation of training programs for private and public sector
ety of software is used. organizations and management.
Prerequisite: 300 and 303 and 306 and 322. Prerequisite: 306.
451–452. Problems. (1-3, 1-3 to a maximum of 6) ∆ *468. Compensation and Benefits. (3)
Special permission of the advisor and of the Dean of the Focus on theory and practice of compensation and ben-
Anderson School of Management required. Arrangements efit systems in modern organizations. Reviews alternative
must be made with individual instructor before enrolling for approaches and emphasizes experience-based learning.
Problems. A maximum of 6 hours of Problems courses is Prerequisite: 306.
acceptable for credit toward the B.B.A. degree.
*469. American Indian Business and Management. (3) 483. International Marketing. (3)
Examines the theory and practice of managing American Analysis of foreign marketing opportunities. Develops famil-
Indian organizations as well as legal and indigenous plan- iarity with concepts, terminology, decision-making criteria,
ning aspects. use of marketing intelligence, constraints on marketing plan-
Prerequisite: 306. ning and marketing strategy formulation.
Prerequisite: 322.
470. Financial Markets and Institutions. (3)
Analysis of markets for mortgage, state and local, corpo- 484. Sales Management. (3)
rate and Federal debt; flow of funds and their influence on Focuses on industrial purchasing behavior and the systems
credit conditions, lending, investment and liquidity policies. required to satisfy the needs of commercial buyers. Emphasis
Behavior of term structure and risk structure of interest rates. on management of the corporate field sales force.
Study of alternative regulatory and structural frameworks of Prerequisite: 322.
the financial markets.
Prerequisite: 326. 485. Retailing Management. (3)
Management of the retail level of the distribution system.
471. Investment Analysis and Management. (3)
Emphasis on management decision making. Project orienta-
Theory and techniques basic to control of investment risks
tion.
and optimization of investment returns. Security market opera-
Prerequisite: 322.
tions, portfolio theory, profitability analysis, planning and
management of investment programs, timing of securities 486. Logistics Systems Management. (3)
transactions. Management of the logistics channel including the manufac-
Prerequisite: 326. turing, wholesale and retail levels and related logistics activi-
ties. Focus on structural and functional analysis, design and
473. Commercial Banking. (3)
evaluation of logistics systems.
Emphasizes coordinated asset and liability management of
Prerequisite: 300 and 322.
the individual bank. Frequent use will be made of cases to
develop major aspects of bank management under changing 487. Promotion Management. (3)
monetary conditions and competitive forces. Primary empha- Analysis of personal and non-personal forms of marketing
sis is placed on the analysis of bank financial performance, communications in both industrial and consumer markets.
obtaining funds, investment and loan policies and capital Emphasis of promotion as a marketing mix strategy, budget-
requirements. ing and media analysis, and incorporating research in the
Prerequisite: 326. development of promotional strategies.
Prerequisite: 322 and 480. Pre- or corequisite: 481.
*474. International Financial Management. (3)
Application of concepts of managerial finance in the inter- 488. Materials & Supply Chain Management. (3)
national setting. Reviews and develops as background the Management of the supply, manufacturing and distribution
financing of international trade and balance of payments network as a part of the buying and selling process in an
problems, including currency hedging in the money and industrial or commercial marketing context in both the private
foreign exchange markets. Cases are used to study financial and public sectors.
decision problems of working capital management, capital Prerequisite: 300 and 322.
budgeting and providing of funds for international corporate
operations with emphasis on Latin America. *489. Marketing of Services. (3)
Prerequisite: 326 or 526. Integration of traditional marketing management thought
into strategic and analytical processes for adoption and
476. Derivatives (Futures and Options). (3) implementation by service organizations and individuals in
Teaches the practical science and art of analysis of derivative both the private and public sectors of the economy. Project
(financial) assets, such as forwards, options and futures, and orientation.
securities with embedded options, for purposes of invest- Prerequisite: 322.
ment, hedging and speculation. Emphasizes valuation meth-
ods, including various binomial and trinomial models and on 490, 493. Special Topics in Management. (1-3, no limit;
hedging strategies. Derivative securities are analyzed using 3) ∆
various data sources and software. Selected offerings of management topics not represented in
Prerequisite: 326. the regular curriculum.
{Offered upon demand}
479. Applied Investment Management (3 to a maximum
of 6) ∆ 492. Negotiation Strategies. (3)
Active management of funds allocated by numerous institu- This course addresses negotiation problems that are faced by
tional investors. Encompasses investment policy statement entrepreneurs and managers of small and large businesses.
(portfolio objectives, constraints, benchmarks, reports), Through a combination of case studies, lectures and actual
performance evaluation/attribution, analysis (economic, practice in negotiating, students learn to negotiate effectively.
industry, company), valuation, recommendations, portfolio
rebalancing, trade execution, ethics of money management. *495. Managing and Operating Small, Growing
Prerequisite: 471. Restriction: permission of instructor. Businesses. (3)
Examines principles and knowledge required for efficiently
480. Buyer Behavior. (3) and effectively operating and managing small, growing busi-
Interdisciplinary analysis of buyer behavior through review nesses faced with resource constraints. Semester-long field
of theories, explanatory and predictive models, empirical cases of real businesses are the focus of study.
studies and consumer research methodologies. Emphasis on Prerequisite: ENGL 102 and ECON 106.
MANAGEMENT
498. Strategic Management. (3) 511. Technology Commercialization and the Global
Emphasizes the functions of top management. Case studies Environment. (3)
offer the student an opportunity to develop a habit of admin- Fundamentals of technology commercialization and inter-
istrative thinking as company-wide objectives and policies are national management are covered along with the intercon-
formulated and consistent plans and programs are carried nectivity of the two topics. The course will cover the nature
into action. Enrollment normally limited to students in final of international competitive markets and how technology
semester of B.B.A. Program. commercialization impacts these markets.
Prerequisite: 300 and 303 and 306 and 308 and 310 and 322
and 326 and 328. 512. Strategic Management of Technology. (3)
Concepts of technology-based strategy, industrial policy,
Graduate-Level Courses competitiveness, technological strategy tools and the effect
of technology on organizational structure and processes.
500. Quantitative Analysis I. (3) Lessons learned from successful technology-based compa-
Mathematical foundations for the quantitative analysis of nies and their application of strategic principles.
problems of organizations. Linear systems, matrix alge- Prerequisite: 511. Restriction: permission of instructor.
bra and introduction to differential and integral calculus.
Applications to management and administrative situations. 513. Technological Forecasting and Assessment. (3)
Note: students scoring less than 25 on the quantitative por- Methods used in forecasting broad scientific and technologi-
tion of the GMAT are strongly urged to pursue additional cal advances and assessing their applicability in the commer-
background work in mathematics (MATH 121 recommended) cial world, with stress upon the broad macro-level economic
before enrolling for credit in 500. This course may not be issues such as competition, positioning of technology in the
applied toward M.B.A. degree requirements. market and further research to apply the innovation to com-
mercially viable products.
501. Statistical Analysis for Management Decisions. (3) Prerequisite: 511.
Apply inferential statistics, using numerical and graphical
summaries of data, to make informed business decisions. 514. Technological Entrepreneurship. (3)
Tools include spreadsheet applications to analyze real world A clinical experience in the development of a new firm
decision making situations. to exploit a significant technological innovation. Student
teams work with inventors/entrepreneurs, faculty, and exter-
502. Accounting and Management Information nal resources to establish new companies. {Offered upon
Systems I. (3) demand}
Accounting concepts and procedures used in preparation of Prerequisite: 511.
corporate financial statements: balance sheet, income state-
ment, statement of cash flows. Measurement of reporting 515. Innovative Product Development. (3)
choices within Generally Accepted Accounting Principles. Topics covered include innovation diffusion models, con-
Foundations of corporate financial statement analysis. sumer needs models, marketing mix and organizational
mechanisms such as Venture teams.
503. Managerial/Cost Accounting. (3) Prerequisite: 511.
Study use of accounting data in managing businesses by
applying techniques for product costing, planning, control, 516. Entrepreneurial Finance in High Technology. (3)
and performance evaluation. Topics include: CVP analysis; Theory as contributed to the study of strategic alliances by
variable, absorption, job, activity-based and standard costing; numerous disciplines including economics, finance, business
budgeting; responsibility accounting; capital budgeting. policy, strategic management and law. Includes the develop-
Pre- or corequisite: 502. ment of an original case study of one technology-based stra-
tegic alliance. Permission of the instructor required.
504. Microeconomics for Managers. (3) Prerequisite: 511.
This is a course in microeconomics, which is the study of
individual decision making in a world in which wants exceed 517. E-commerce: Business Models and Technology. (3)
the available resources. The business models used to create Internet companies as
well as the effect the Internet had on the success and failure
505. Macroeconomics for Managers. (3) of companies in many different business areas are examined.
This course is intended to provide the student with a theoreti- The economic issues related to the technology are covered in
cal and applied knowledge of macroeconomics, money and terms of their effect on the many industries using it.
banking, and international economics. Prerequisite: 511.
Prerequisite: 504.
518. Technology Management and Economic
506. Organizational Behavior and Diversity. (3) Development. (3)
Intensive examination of behavioral science research and The development of new technology-based companies as
theory as a basis for understanding, managing and changing well as the creation of cluster supports the increase in job
organizations. The course emphasizes effective management and wealth creation in the region. Other factors such as
with diverse individuals. education, taxation, infrastructure, technology development
and entrepreneurial support are studied for their effect on
507. Organizational Behavior and Theory Seminar. (3) technology entrepreneurship and contribution to economic
Further examination of organizations drawing upon behavioral development.
science research and theory. Alternative theories of organiza- Prerequisite: 511.
tions are discussed.
Prerequisite: 506. 519. Project in Technology Commercialization. (3)
An environment for application of tools and techniques of
508. Ethical, Social, Political and Legal Environment. (3) technology management that offers real problems of manag-
Influence of the external environment on management deci- ing a technology-based product. Considers effects of practi-
sions and organizational welfare and how organizations affect cal constraints upon the analysis, design and process, and
the external environment and society. Examination of impacts focuses student’s capabilities on the solution of a practical
of ethical, social, political, legal and technological systems problem and presentation of the solution.
and trends on management and how managers can deal with Prerequisite: 511.
external issues.
520. Operations Management. (3)
510. Introduction to Information Processing. (3) A managerial level examination of operations strategy with
Managing MIS resources, services and strategies to sup- emphasis on application of quantitative models as guides to
port organizational productivity, effectiveness and efficiency. managerial decision making. Includes project management,
Case studies highlight MIS fundamentals and stress integra- product and service design, Just-In-Time (lean systems),
tion and interdependence of MIS with other functions in an mass customization, and systems thinking.
organization. Prerequisite: 501.
521. Manufacturing Systems Management. (3) 543. Seminar in Business Tax Planning. (3)
An introduction to the principles and techniques necessary Continuation of 542. Covers corporation, partnerships, estate
for the efficient design and operation of production and and gift taxes, fiduciaries, tax planning and tax shelters.
inventory planning, scheduling and control systems. Topics Prerequisite: 202 or 502.
include master planning, capacity management, inventory
control, production activity control, JIT, MRP and synchronous 544. Assurance Services. (3)
manufacturing. An examination of assurance processes involved in develop-
Prerequisite: 300 or 520. ing knowledge bases to support decision makers. The course
will include auditing techniques and emerging issues such
522. Marketing Management. (3) as ElderCare, Performance View, SysTrust and WebTrust
Analysis of the marketing effort and decision-making process in will be explored.
private, not-for-profit and public institutions. Normative models Prerequisite: 340 or 540. Corequisite: 541.
for decision-making in different marketing situations. Analytical
tools available for appraising, diagnosing, organizing, planning 545. Seminar in Accounting Theory and Its
and implementing market plans. Analysis of economic, social Development. (3)
and political forces leading to change in the market place. The study of accounting literature with emphasis on the
Development of concepts useful in evaluating marketing situa- development and current state of accounting theory. Topics
tions, including those in the international setting. include early history, formal statements of principles, rela-
tion of economics and accounting and current controversial
523. Service Operations Management. (3) issues.
This course focuses on developing strategic insight into the Prerequisite: 540.
distinctive features of service delivery systems and develop-
ing and critiquing management techniques to address the 546. Financial Accounting III. (3)
unique challenges in the design and delivery of services. The advanced study of problems and theory related to
Prerequisite: 300 or 520. advanced accounting topics including partnership operation
and liquidation, consolidated financial statements, bankruptcy
524. Seminar on Mexican Economy Markets. (3) and corporate reorganization, government entities, not-for-
A historical overview of developments in the Mexican economy profit entities, and estates and trusts.
with an emphasis on the causes and effects of repeated Prerequisite: 340 or 540. Corequisite: 541.
financial crises. An examination of recent economic and
political events that present opportunities or risks for business 547. Tax Research, Procedure, Compliance and
in Mexico. Practice. (3)
Practical problems encountered in a tax practice emphasiz-
525. Management of Quality. (3) ing tax research and preparation necessary for resolving
The strategic issues and management approaches surround- disputes with the IRS. Procedures and compliance require-
ing quality improvement are discussed and critiqued. Tools ments for initial filing of return to Appellate Conference with
for traditional variation control and reduction, as well as tech- IRS will be covered.
niques to control and reduce human error, are also covered. Prerequisite: 542 or 543 or 342 or 343.
Prerequisite: 300 or 520.
548. Seminar in International Accounting. (3)
526. Financial Management. (3) International diversity in accounting theory and practice.
The finance function and its relation to other functions of Institutional, economic and cultural contexts of these differ-
a firm. Topics include: analysis and budgeting of funds, ences. Locating differences within framework highlighting
management of current assets, financing short-term and their importance for financial and managerial decision making.
intermediate-term needs, planning long-term debt policy and Developments harmonizing international accounting practice.
capital structure, capital costs and budgeting, dividend policy, Prerequisite: 202 or 502.
valuation, mergers and acquisition.
Prerequisite: 501 and 502. 549. Accounting Information and Control Systems. (3)
An examination of the relationship between computer-based
530. System Perspectives. (3) management information systems and accounting applica-
Learn how to be a systems thinker and apply systems philoso- tions for management control and financial reporting for
phy to managing organizations. Use the Theory of Constraints, complex organizations.
its five-step focusing process and its set of logic-based thinking Pre- or corequisite: 540 or Prerequisite: 340.
process tools to manage continuous improvement.
Pre- or corequisite: 300 or 520. 550. Professional Accounting. (3)
Professional Responsibility and concerns of auditors, tax
532. Simulation. (3) practitioners, management consultants, and internal profes-
(Also offered as CS *452.) Study of a variety of simulation sionals. Structure of the profession, issues of ethics and
methods as an aid to managerial decisions involving both responsibility, legal environment and future of the profes-
micro- and macro-systems. Problems and projects require sion.
active computer programming of simulations. Prerequisite: 340 or 540.
Pre- or corequisite: 300 or 520.
551–552. Problems. (1-3 to a maximum of 6, 1-3 to a
540. Financial Accounting I. (3) maximum of 6) ∆
Financial reporting theory, applied financial accounting
problems, contemporary financial accounting issues. The 556. Starting New Business. (3)
accounting cycle, asset valuation; revenue recognition; issues This covers general topics and skills for embarking upon
resulting from the corporate form of organization. successful new enterprises either within large corporations
MANAGEMENT
559. Law for Accountants. (3) 571. Security Analysis and Investment Management. (3)
An intensive examination of legal concepts underlying The theory and techniques of optimization of investment
accounting theory and practice, selected topic in contracts, return subject to control on investment risk. Topics include
uniform commercial code, debtor-creditor relationships, busi- development of valuation models, analysis of securities and
ness associations, government regulation of business prop- security market operation, survey of information availabilities
erty and professional and legal responsibility of accountants. and requirements, the role of participants in trading activities,
Prerequisite: 540. theories of market behavior and price movements, portfolio
programming and the implications of diversification for risk
560. Seminar in Cross-Cultural Organizational Behavior. and return.
(3) Prerequisite: 526.
Comparative study of public and private organizations in the
U.S.A., Asia and in selected European and Latin American 573. Seminar in Management of Financial Institutions. (3)
countries. Emphasis on the influence of cultural and political Principles of the financial management of financial institu-
factors on the management of human resources. tions emphasizing commercial banks. Analytical tools are
Prerequisite: 506. developed for managing capital, liquidity, asset and liability
structure and the extension of credit. Features computerized
561. Interpersonal and Team Dynamics. (3) bank management simulation game, cases and selected
Exploration of the boundaries, strategic variables and sub- readings.
stance of interpersonal relations. Particular emphasis upon Prerequisite: 526.
effective communication strategies, and team building and
maintenance. 574. Seminar in International Financial Management. (3)
Prerequisite: 506. International flows of funds, balance of payments adjust-
ment mechanism, role of international reserves, international
562. Organizational Change and Development. (3) financial institutions, corporate financial planning for foreign
The course focuses on planned change to improve an organi- operations, including analysis of sources and uses of corpo-
zation’s problem-solving and renewal processes, particularly rate funds abroad.
through a more effective and collaborative management of Prerequisite: 526.
organization culture.
Prerequisite: 506. 576. Seminar in Futures and Options. (3)
Descriptive characteristics, fundamental valuation theory and
564. Human Resources Management: Theory and trading strategies involved in futures and options markets.
Applications. [Human Resources Management: Theory Prerequisite: 526.
and Applications I]. (3)
Human Resources Management is designed to relate theory 577. Applications in Business Finance. (3)
and concepts of the management of human resources to Analytical and planning techniques in managerial finance.
the personnel practices that occur in the organizational Computer-based case applications of financial forecasting,
environment. credit analysis, capital budgeting, lease analysis, capital
Prerequisite: 506. structure planning, firm valuation, firm failure resolution,
mergers and acquisitions, derivatives and hedging.
565. Internship in Organizational Behavior and Human
Resources. (3) 578. Fixed Income Securities. (3)
Students will be assigned to an organization where they will This course provides an integrated, self-contained analysis of
work on a project under the direction of a supervisor. Faculty the pricing of fixed income securities, which account for over
provides oversight of individual field experience with class- one-half of the market value of all outstanding securities, and
room debriefings and follow-up. their derivatives.
Prerequisite: 526.
566. Diversity in Human Relations. [Diversity in Human
Relations Lab.] (3) 579. Applied Investment Management (3 to a maximum
A series of intensive experiences to develop self-awareness of 6) ∆
and diagnostic ability in interpersonal, group, organizational Active management of funds allocated by numerous institu-
and community behavior. Special emphasis on the manage- tional investors. Encompasses investment policy statement
ment of diverse groups in organizations. (portfolio objectives, constraints, benchmarks, reports), per-
Prerequisite: 506. formance evaluation/attribution, analysis (economic, industry,
company), valuation, recommendations, portfolio rebalanc-
567. Women in Management. (3) ing, trade execution, ethics of money management.
This course examines the changing role of women in the work Prerequisite: 571. Restriction: permission of instructor.
force, especially in management. Focus is on the economic,
political and sociocultural environment affecting managerial 580. Buyer Behavior. (3)
women. Study in behavior of consumer/buyers as decision makers
through review of theories, models and research findings.
568. Creative Leadership and Innovating Organizations. Applications to marketing management strategy formulation.
(3) Prerequisite: 322 or 522.
This is a developmental seminar, constantly changing.
Together we will seek to actively explore the dimensions of 581. Research for Marketing Management. (3)
creative, transformational leaders and innovative learning Study of research and information requirements for decision
organizations. making and strategic planning in marketing. Emphasis on
Prerequisite: 506. concepts, skills and knowledge needed by executives for
evaluation research proposals and using research findings in
569. Negotiation Strategies. (3) developing marketing plans.
This course addresses the theory and practice of negotia- Prerequisite: 501 and (322 or 522).
tions. Through a combination of case studies, lectures and
actual practice in negotiating, students learn to negotiate 582. Marketing Strategy. (3)
effectively. Analytical approach to strategy formulation for marketing
management activities of global and domestic organiza-
570. Analysis of the Financial System. (3) tions. Uses analytical and logical methods for case analysis
Analysis of the financial system–capital markets, financial and behavioral simulations. Should be taken during last
instruments and institutions, and regulatory agencies–in semester.
which both financial and nonfinancial firms operate. The Prerequisite: 522.
demand for, and supply of, credit and capital. Study of the
mechanisms of monetary adjustment and interest rate deter-
mination. The role of liquidity in risk management.
Prerequisite: 526.
592. Partnership and LLC Taxation. (3) 635. Decision Support and Business Intelligence
Tax planning for partnerships and limited liability compa- Systems. (3)
nies, including entity classification and formation, sales and A conceptual understanding of the key technical and mana-
exchanges of partnership interests, liquidating and non-liqui- gerial issues and the trends in the effective design, develop-
dating distributions and compensation paid to owners. ment, use, and evaluation of intelligent decision-support
Prerequisite: (342 or 343) or (542 or 543). systems (DSS) and business intelligence (BI) systems in
business organizations.
593. Real Estate Taxation. (3)
Tax planning for the acquisition, development, operation and 636. Information Systems Security. (3)
disposition of real estate, including entity choice, financing, Overview of telecommunications and cryptography/security
taxable and tax-free sales and exchanges, limitations on issues in information systems. Hands-on lab projects man-
losses and installment sales. aging online systems and securing them against hacking
Prerequisite: (342 or 343) or (542 or 543). techniques or known vulnerabilities.
594. Special Topics in Management. (3) 637. Database Management Systems. (3)
Selected offerings in management covering topics not repre- Introduction to the concepts and methods of database devel-
sented in the regular curriculum. opment and management in an MIS, Logical data organiza-
MANAGEMENT
640. Accounting for Not-for-Profit Organizations. (3) sions offered (spring break, late May and late June). Limited
Theory and practice of financial accounting in not-for-profit enrollment; special application required. Additional fees for
organizations, public schools, universities and health orga- travel and cost of the program. 508 recommended.
nizations. Class will also address tax and audit issues for
non-profit organizations. 657. Nonprofit Management. (3)
Prerequisite: 340 or 540. Introduction to the challenges of managing a nonprofit
organization with a special emphasis on creativity and social
641. Forensic Accounting. (3) entrepreneurship.
Techniques and perspectives in the field of financial inves-
tigation: concepts of law; process of evidence, sources of 658. Managerial Ethics. (3)
information and differences between criminal and civil fraud This seminar will help managers and other professionals
investigations focus on accounting, banking and financial identify the ethical dimensions of issues and dilemmas they
record keeping. face, and provide processes and tools to create more ethical
Prerequisite: 642. organizations.
Prerequisite: 508.
642. Fraud Examination. (3)
663. Employment Law. (3)
This course provides an overview of the methodology of fraud
A survey of statutes and case studies of common, statutory
examination which involves obtaining documentary evidence,
and administrative law. Emphasis on modern employment
interviewing witnesses and potential suspects, writing reports
legislation and related court and administrative decisions
and testifying to findings. Also covers procedures to detect
representing all aspects of employment law.
and deter fraud.
Prerequisite: 506.
Prerequisite: 540.
theory and application for more effective responses to the 751. Practicum. (3)
external environment, including political and social interests. Second-year students choose one of the following options:
1) participation in international seminar including study
711. Management of Technology and Innovation. (3) trip abroad; 2) attendance at “Washington Campus” and
Employs a multi-disciplinary approach to understanding how follow-on research paper; 3) enrollment in approved M.B.A.
to maximize competitive advantage through technological elective; or 4) completion of independent research project.
innovation. Provides the concepts and tools needed to man-
age effectively in changing technological environments. 755. Washington Campus for EMBA Students. (3)
Enrollment in executive or EMBA session on site at
712. Business Communications. (3) Washington Campus. Significant research project on topic
The elements of written and oral business communica- related to business-government relations or current public
tion. Addresses grammar, rhetoric, style, audience analysis, policy issue. Additional fees for travel and cost of the pro-
format, presentation and delivery. Effective communication gram. Restriction: must be admitted to the Executive MBA
strategies for professional settings are defined through vari- program.
ous assignments including memos, proposals and individual/
group presentations. 794. Special Topics. (2 to a maximum of 4) ∆
Two, 2-hour electives offered during the second year, based
720. Operations Management. (3) on current business issues and student interest.
Survey of use of decision-making methods and models in the
management and control of manufacturing, distribution, and 798. Strategic Management. (3)
service operating systems. Utilizes readings, problem solv- The application of strategic management concepts, principles
ing, and projects to understand and apply concepts. and techniques through case analyses. Draws upon profes-
sional experience and concepts learned in other functional
722. Marketing Management. (3) areas to develop a general management perspective and the
Overview of concepts and theories related to consumer ability to impact organizational direction and performance.
behavior/segmentation, marketing research, competitive
positioning, marketing information systems, distribution, pric-
ing, promotional considerations and relationship marketing. The Ph.D. Program
Focuses on products and services, and the creation of an The Ph.D. in Business and Administrative Sciences is
actual marketing plan. authorized and offered in the various areas of management.
General requirements for the Ph.D. degree are specified
726. Financial Management. (3) in earlier pages of this catalog. The Anderson School of
Examines the role of finance in management including work- Management is not currently accepting applications to the
ing capital management, the pricing of capital, the valuation of Ph.D. program. Further information may be obtained by writ-
real assets and financial securities, and the sources of capital ing to the Graduate Program Office of the Anderson School
and their costs. of Management.
728. Global Business Environment. (2) 699. Dissertation. (3-12)
Strategies for entering new international markets and man- Offered on a CR/NC basis only.
aging international operations. Discussion of cultural differ-
ences, regional economic integration, and emerging markets,
with special emphasis on implications for New Mexico’s
economy and the border with Mexico.
MANAGEMENT
ARCHITECTURE
ARCHITECTURE
AND
AND PLANNING
Roger Schluntz, Dean Architecture (B.A.A.). Undergraduate students committed to
PLANNING
School of Architecture and Planning attaining the professional Master of Architecture degree must
MSC04 2530 apply and be accepted to enroll in the preparatory degree
2401 Central NE program, Bachelor of Arts in Architecture. Students inter-
Albuquerque, NM 87131-0001 ested in pursuing careers in either Planning or Landscape
(505) 277-2903, FAX (505) 277-0076 Architecture are encouraged to apply to the Bachelor of
http://saap.unm.edu/ Arts in Environment, Planning & Design program at the
undergraduate level. Recognizing the need for a multidisci-
plinary education to prepare students for a broad spectrum
Introduction of environmental and development issues, the B.A.E.P.D.
also serves those interested in pursuing a variety of career
The School of Architecture and Planning is the only institution opportunities or future specialized graduate studies.
in New Mexico granting professional degrees in architecture,
planning and landscape architecture. The School is commit-
ted to preparing students who will assume leadership roles in Curriculum
the professions, become responsible citizens, and contribute
their knowledge and expertise as members of diverse com- The curricula of the School develop abilities necessary to
munities. The programs and faculty of the School are nation- analyze and synthesize issues essential to the planning
ally recognized for design excellence, scholarship, and the and design professions. Students become conversant with
advancement of practices essential in achieving sustainable concepts and methods that will enable them to address com-
development and design. plexities of historical and cultural contexts as well as behav-
ioral, technological and socioeconomic factors. Courses are
There is growing public awareness of the underlying impor- intended to nurture students’ creative efforts, intellectual
tance of the built environment on the quality of life. Design development, and judgment in individual and collective efforts
and planning decisions that are critical to the advancement to craft the built environment. While developing these skills,
of civilization are both wide-ranging and complex. Cities and students are expected to perform within a set of ethics con-
communities are increasingly dependent upon qualified pro- sistent with community-based values and the necessity for
fessionals capable of meeting the challenges of future devel- fostering sustainable environments.
opment and change. The fields of architecture, planning,
Working with the faculty, students develop a strong awareness
landscape architecture and environmental design provide
of “place” and place-making. Courses and projects frequently
essential skills and knowledge necessary in understanding
utilize historic urban areas such as Albuquerque and Santa Fe
the complex relationships between people and the built and
as well as rural communities and landscapes throughout the
natural environments.
Southwest Region as laboratories for learning fundamental
The School’s mission is to provide an excellent educational concepts and analytical methods.
experience that is enabling and inspired by a solid base of Various courses offered at both the undergraduate and grad-
scholarship, research and professional practice. The under- uate levels are available to majors in other disciplines as well
lying academic philosophy of the School is keyed to three as practitioners. The School provides continuing education
primary objectives: to elevate the aesthetic, ethical and for professionals as well as educational opportunities directed
theoretical foundations of our professions; to understand the toward part-time and non-traditional students.
significance of ecological and social conditions in planning
and design decisions; and to be responsive to the culture Students typically engage in traditional and non-traditional
and history of New Mexico and the region. The faculty of the educational programs in the summer. These may include
School is committed to increasing public awareness of the international travel and exchange programs; off-campus
importance of the natural and built environment and the rela- workshops and field studies; and internships in professional
tionship of design to societal needs and aspirations. offices and public agencies.
Graduate students in good standing in the School of To insure consideration for a Fall semester admission, com-
Architecture and Planning are eligible to apply for assistant- pleted applications are due no later than March 1; for a Spring
ships. A number of merit based scholarships are also avail- semester admission, no later than November 1. Depending
able. Contact the School or Financial Aid Office for additional on space availability, applications received after those dates
information on financial aid, assistantships and scholarships. may be considered.
Planning on Native American Lands (CRP 573) These materials should demonstrate (1) serious initial inves-
Planning Issues in Chicano Communities (CRP 586) tigation of town design issues in prior work, (2) strong design
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Theories and Methods of Folklore Study (AMST 513) and/or planning skills, (3) strong craftsmanship and care for
Museum Practices (ANTH 582, ARTH 507) the context and external consequences of design and plan-
Intercultural Field Research (CJ 573) ning work, (4) ability to write cogently, and (5) a clear and
PLANNING
Public History (HIST 510) compelling set of goals.
and other seminars with appropriate content as approved by
the program director. The director for the graduate certificate in Town Design may
waive any of the above requirements if the application as a
whole demonstrates that the student has the skills, back-
Graduate Certificate in Town Design ground, and ability to successfully complete the Certificate.
Mark C. Childs, Director
School of Architecture & Planning Curriculum
Cities and towns are among humanity’s largest and most Core Requirements
complex achievements. The buildings, public works, plazas 9 credits taken in addition to Master’s Degree Requirements
and parks of even a small town embody substantial amounts
of capital, energy, natural resources, history and aspirations. A. Town Design Studio (6 credits)
Cities are among our greatest creations, yet typically no • The primary learning objectives of the studio are:
single individual creates them. • Urban design skills – Ability to work within a complex
built environment, with multiple designers and a welter
The Certificate in Town Design aims to give students the of stakeholders, and to “weigh the impact of their work
foundations to ask critical questions about, study examples on present users and future generations” (Boyer and
of, and propose approaches to designing the emergence of Mitgang Building Community 1996).
districts, towns, and cities. • Collaborative skills – Ability to identify and assume
divergent roles that maximize individual talents, and to
• What does it take to create a great town, a place that in
cooperate with other students when working as members
and of itself gives life dignity, joy and beauty?
of a design team and in other settings, and to work with
• What aspects of physical design support the creation of
a diverse range of community members and clients in an
vital public squares, plazas and other civic spaces? Can
effective and respectful manner.
public art be an integral part of the urban design of these
• Site Conditions – Ability to respond to natural and built
places? How do these commons reflect the character of
site characteristics in the development of a program and
the town?
design of a project.
• How does the form of a town’s infrastructure work to
• Project Definition – Ability to propose urban design
configure and condition the architecture and character of
approaches to address community goals, including as
the place?
assessment of client and user needs, a critical review
• How does the relationship between design professionals
of precedents, an analysis of the site conditions, and a
and other building participants (e.g., owners, citizens)
definition of the site selection and design assessment
shape, constrain and inform design? If cities emerge
criteria.
from design and dialog over time, how should this influ-
ence the role of the designer, or planner? Normally, this studio should be taken in the final term of
course work for the Certificate. The requirement may be
Admission Requirements fulfilled by one of the following:
• ARCH 508, CRP 508, LA 508 Design and Planning
Qualifications Assistance Center
Students must be either • Pre-approved studio
• currently enrolled in one of the graduate programs in the • Pre-approved independent study
School of Architecture, Landscape, and Planning with a
minimum GPA of 3.0; B. Concentration (3 credits)
• possess a professional degree in architecture, planning, One course within the concentration should be chosen in con-
or landscape architecture; or sultation with the Certificate Director to provide fundamental
• graduate students currently enrolled in other programs, town design skills and define an area of emphasis. The con-
and design professionals without one of the degrees centration courses may be fulfilled by the following:
listed in #2 may be admitted by the Certificate Director • ARCH 592/LA 592/CRP 592 Public Works
upon demonstration of adequate preparation, skills, and • ARCH 593/LA 593/CRP 593 Civic Places
aptitude. • CRP 565 Land Development Economics
• ARCH 571 Real Estate Development
Students who are not currently enrolled as graduate students • Pre-approved concentration
at the University must apply to Admissions and be accepted
by the University graduate program. Co-requirements
9 credits that may be taken to fulfill both master’s degree
Application deadlines for the Town Design Certificate pro- requirements and certificate requirements. The Certificate
gram are: November 1 for the Spring semester and March 1 Coordinator may waive these co-requirements for post-de-
for the Fall semester. gree students with appropriate experience and/or education.
Application submission requirements A. Requirements (6 credits)
• A resume. 1. The urban theory requirement may be fulfilled by:
• A statement of intent outlining your goals in pursuing the • CRP 525 Urban Design Theory
Certificate, proposed program of studies, and schedule • Pre-approved theory course
for completion.
• A brief graphic portfolio of design and planning work. 2. The regulation requirement may be fulfilled by:
Include no more than ten 8.5x11” pages. • CRP 533 Foundations of Physical Planning
• Samples of original written work. Include no more than • CRP 545 Land Use Controls
five 8.5”-x11” pages. • Pre-approved course on regulation
• A current academic transcript.
B. Elective (3 credits)
• Names and contact information for two people who can
The elective should be chosen in consultation with the
speak to your qualifications for the certificate program.
Certificate Director to broaden the student’s background
in areas of design relevant to town design. For example
architecture students may wish to take an elective in theo- Andy Pressman, M. Des., Harvard University
ries or techniques in Landscape Architecture or Community Don P. Schlegel, M.Arch., Massachusetts Institute of
and Regional Planning if they have not previously done so. Technology
Courses which typically fulfill this requirement include:
• Any of the concentration courses above Lecturer Emeritus
• ARCH 511 Problems: Types and Typology Edward B. Norris, B.Arch., Howard University
• ARCH 512 Seminar: Politics and City
• CRP 569 Rural Community Development
• ARCH/LA/CRP 579 Introduction to Preservation and The Architecture Program
Regionalism The mission of the Architecture Program is to critically inves-
• CRP 570 Seminar: Town Design and Public Health tigate the architectural systems and social forces that define
• CRP 573 Planning on Native American Lands sustainable built environments both locally and globally, while
• CRP 576 Human Settlements honoring cultural identities through teaching, research and
• CRP 585 Practice of Negotiation and Public Dispute practice.
Resolution
• CRP 586 Planning Issues in Chicano Communities The pre-professional and professional program in architecture
• LA 512 Seminar: Cultural Landscape Analysis and prepares students for a range of roles as architects engaged in
Planning shaping the physical environment who encourage the creation
• PADM 500 Public Management and Policy of beautiful, responsive and adaptive architecture.
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oriented to professional preparation through advanced and
specialized course work. Students applying to the two-year Undergraduate
graduate path must have successfully completed a four-year
Admission to the undergraduate pre-professional portion of
PLANNING
pre-professional degree program in architecture.
the program in architecture is competitive and limited.
The 3 /2-Year Path of Study is designed for students with
1
bachelor degrees from any field. These students may apply There are two paths to undergraduate admission. The
to the 31/2-year path of study leading to the accredited Master standard path requires that upon completion of a minimum
of Architecture degree. Of necessity, this path does not allow set of required college-level credit acceptable to the School,
for many electives but concentrates almost exclusively on students apply for transfer and acceptance into the School of
professional preparation. It is assumed that students in the Architecture and Planning. Applications to the B.A.A. degree
31/2-year program of study bring to it a breadth of knowledge program are accepted from University of New Mexico stu-
based on previous education and experience. dents, as well as students from any other accredited universi-
ties approved by the Office of Admissions.
In addition to the above professional degree, the faculty offers
a post-professional degree: The second path is the “Early Admissions” program available
to New Mexico residents who are deemed high achiev-
Master of Science in Architecture (M.S. Arch.) ing entering freshman. Eligibility is limited to students who
This is a post-professional degree and is for students who have graduate in the top 10% of their high school classes, score
already completed an accredited professional degree (B.Arch, in the top 10% of the ACT or SAT, or receive UNM’s Nate
M. Arch) and wish to obtain an advanced degree. There are Scholars scholarship. For further information contact the
few specific established requirements in this program in that Undergraduate Advisor in the School of Architecture and
students are encouraged to propose the most professionally Planning.
and personally useful course of studies with their faculty advi-
sor. Students in this 11/2-year program are expected to take In addition to UNM core curriculum courses taken in the
advantage of the special opportunities offered by this program first year, UNM student applicants will have successfully
and our unique physical/social setting to pursue individualized completed Architectural Graphics, Design Fundamentals.
educational goals. This degree is not accredited by National and, Introduction to Architecture. In order to be considered
Architectural Accreditation Board (NAAB). for application, UNM students must earn a B or better in
ARCH 111.
application for consideration. Late applications may A deposit of $200.00 is required of applicants who accept
be accepted on a space available basis. Address all the School’s offer of admission to the Master of Architecture
inquiries and submit all materials, by mail or by person, degree program. The deposit will be applied toward tuition.
to: Undergraduate Admissions, c/o Academic Advisor, The deposit is non-refundable for those applicants who
School of Architecture and Planning, MSC04 2530, accept the School’s offer of admission, but subsequently do
2401 Central Ave NE, Albuquerque, NM 87131-0001. not enroll in the program.
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ARCH 211 Architectural Communications I Fa 2 At least 3 credits of electives must be School of Architecture
ARCH 241 Sustainability I Fa 3 and Planning courses OTHER than architecture.
ARCH 202 Architectural Design II Sp 4
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ARCH 211 Architectural Communications I Sp 2 Service Learning
ARCH 221 Architecture and Context Sp 3 Students must complete 3 credits in a service learning course,
Required Architecture credits: 18 approved by the faculty, in which students work directly with a
UNM Core Curriculum courses: 12 not-for-profit, community group, or public agency on architec-
Total Credits 30 tural research, design, and/or application of design skills. This
may be fulfilled by ARCH 402: Community studio section, or
Third Year Credits other course, including independent study, APPROVED BY
ARCH 301 Design Studio III Fa 4 THE DIRECTOR OR ASSOCIATE DIRECTOR PRIOR TO
ARCH 311 Design Studio IV Fa 2 ENROLLING.
ARCH 321 World Architecture I Fa 3
ARCH 331 Construction I Fa 3 Credit Hour Summary for Bachelor of Arts in Architecture
ARCH 302 Architctural Design IV Sp 4 Entry courses (1st year) 31-32
ARCH 322 World Architecture II Sp 3 Additional University of New Mexico Core Courses 15
ARCH 311 Architectural Communications II Sp 2 Additional required Architecture courses 81
ARCH 332 Structures I Sp 3 Total B.A. Architecture 127-128*
ARCH 342 Human Factors and (A minimum cumulative grade point average of 2.50 is
Programming Sp 3 required for graduation.)
Elective 3
*The University of New Mexico requires 128 credits for
Required Architecture credits: 30
graduation.
UNM Core Curriculum courses: 3
Total Credits 33
projects that examine public goals and constraints, urban 332./532. [381.] Structures I. (3)
infrastructure and fabric, sustainability, historical and socio- Lectures present principles of mechanics, equilibrium condi-
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cultural issues. tions, properties of structural materials, structural properties
Corequisite: 211 and 221. Restriction: enrolled in B.A.A. of areas, shear and moment, flexural stresses, shearing
stresses, deflection, trusses and funicular structures.
211. [204.] Architectural Communications I.
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Prerequisite: 202 and 211 and (MATH 180 or 162).
[Architectural Graphics I.] (2 to a maximum of 4) [2] ∆ Restriction: enrolled in B.A.A. or B.S. in Construction
This two term lecture/lab introduces architectural representa- Management.
tion emphasizing digital visualization, representation and
modeling to represent building systems, capture spatial 342./542. [470.] Human Factors and Programming.
concepts, and analyze the contexts of buildings. This course [Human Factors in Design.] (3)
introduces use of the fabrication lab. Lectures explore the complex needs and desires of users
Restriction: enrolled in B.A.A. and clients, the theory and techniques used to investigate
these needs, and methods of applying research findings to
221. Architecture and Context. (3) the design of programs, buildings, and sites.
Combined lecture and lab course that introduces historical Restriction: enrolled in B.A.A.
and contemporary concepts of architectural context, and
develops verbal and graphic skills for analyzing architecture 385. Environmental Controls I. (3)
as a practice of place-making. Lectures on human comfort, climate analysis, heating and
Restriction: enrolled in B.A.A. cooling loads, passive solar heating, building heat balance,
day lighting and acoustics.
241. Sustainability I. (3) Prerequisite: (202 and 205 and 285) or 506L. Restriction:
Lectures present the framework for creative analysis, includ- enrolled in B.A.A. or M.Arch. degree program.
ing systems thinking and synergistic integration of the three
pillars of sustainability, environments, equity, and economy, 401. [402.] Design Studio V. (6)
and their relationship to building systems. Studio investigates urban theories and strategies focusing on
civic buildings, urban design, landscape and infrastructural
301. Design Studio III. (4) [6] responses, public policy and architectural form. Projects are
Studio investigates issues of private space and ownership multiple buildings and urban forms in complex urban settings.
emphasizing spatial, programmatic, typological and tectonic Prerequisite: (301 & 302 with minimum grades of C+) and
architectural issues. Small to medium scale projects range 311 and 322 and 332 and 341 and 342 . Corequisite: 451.
from domestic spaces to commercial environments with a Restriction: enrolled in B.A.A.
focus on hybrid architectural conditions.
Corequisite: 311. Prerequisite: 201 and 202 and 211 and 221 402./502. [404.] Design Studio VI. (6)
and 241 with minimum grades of C+. Studio explores and tests issues of collaborative design and
Restriction: enrolled in B.A.A. other contemporary architectural topics. Topics will vary. At
least one section may engage community clients and be
302. Design Studio IV. (4) [6] offered in conjunction with Landscape and CRP studios.
Studio investigates public space. Projects range from public Prerequisite: (301 and 302 with minimum grades of C+)
open space, to public housing, to public institutions. The and 311 and 322 and 332 and 342. Restriction: enrolled
studio emphasizes mid-size buildings in urban contexts and in B.A.A.
human factors, universal design, politicized programs, pro-
gramming and space. 408./508. Design and Planning Assistance Center. (3-6
Corequisite: 311. Prerequisite: 201 and 202 and 211 and 221 to a maximum of 12) ∆
and 241 with minimum grades of C+. Restriction: enrolled Architectural and planning services to organizations and
in B.A.A. groups throughout the state who cannot afford traditional
professional services. Advance approval required.
311. [205.] Architectural Communication II. [Architectural Prerequisite: 402 with minimum grade of C+. Restriction:
Graphics II.] (2 to a maximum of 4) [2] ∆ enrolled in B.A.A. degree program.
In this two-term lecture/lab course students use narrative,
written, and oral communication in the expression of archi- 409./509. Vertical Architecture Studio. (6 to a maximum
tectural theories, processes, and positions. Readings and of 12) ∆
precedent studies help shape discussions about architectural Studio topics will vary. Typically offered only during the sum-
theses. mer. This studio may replace the grade or substitute for any
other studio.
321./523. [261./541.] World Architecture I: History of the Restriction: permission of Director.
Built Environment From Prehistory to 1400 CE. (3)
(Also offered as ARTH 323.) Lecture survey of the architec- 422./522. [463./563.] Modern and Contemporary
tural and urban traditions of ancient and indigenous cultures Architecture. [Modern Architecture.] (3)
from prehistory to the late middle ages. (Also offered as ARTH 422/522.) Survey of modern archi-
Restriction: enrolled in B.A.A. or B.F.A. ARTH. tecture since the late 19th century, primarily in Europe and
the Americas.
322./524. [262./568.] World Architecture II: History of Prerequisite: 321 and 322.
the Built Environment From 1400 CE to the Present. (3)
(Also offered as ARTH 324.) Survey of the architectural and 425./525. [422./522.] Contemporary Architecture. (3)
urban traditions of the modern world from the renaissance (Also offered as ARTH 422./522.) This seminar provides a
to the present. forum in which to discuss the theoretical issues and critical
Prerequisite: 221. Restriction: enrolled in B.A.A. or B.F.A. diversity of contemporary architecture of the last 30 years.
ARTH. Restriction: enrolled in B.A.A. degree program.
*329. [*363.] Pre-Columbian Architecture. (3) 428./528. [424./524.] Memory and Architecture. (3)
(Also offered as ARTH 343.) North, South and Mesoamerican Lecture/seminar on the role of architecture in aiding memory
pre-Columbian architecture, with emphasis on cultural back- at the personal, social and national scales, and its ability
ground of ancient civilizations. to communicate a coherent and understandable message
regarding culture and memory.
331. [285.] Construction I. (3) Restriction: enrolled in B.A.A..
Lab and lectures, introduction of technological aspects of
building design and construction.
Restriction: enrolled in B.A.A.
429./529. [423./523.] Frank Lloyd Wright and American 463./563. [435./535.] Architecture and Design for
Architecture. (3) Children. (3)
(Also offered as ARTH 423.) This seminar examines the A service learning course designed for architecture students
origins, principles, practitioners and consequences of an and others teaching design education and architecture to
American tradition of architecture that Frank Lloyd Wright teachers, children and others in the community.
called organic. Restriction: enrolled in B.A.A.
Restriction: permission of instructor.
464./564. [482./582.] Lighting. (3)
430./530. Foundations of Physical Planning. (3) Seminar/lab explores principles of architectural lighting.
(Also offered as CRP 433.) This is an introductory course Includes: daylighting, electric lighting and lighting design.
of physical planning practice for Planning, Architecture and Prerequisite: 431. Restriction: enrolled in B.A.A.
Landscape students. Graphic methods of analysis, field
trips, cross-disciplinary projects range from regional plans to 465./565. [483./583.] Acoustics. (2)
design details of the built environment. {Spring} Seminar/lab explores concepts, theory and methodology for
Restriction: enrolled in B.A.A. degree program analysis and design of acoustical environments.
Restriction: enrolled in B.A.A.
431./533. [382.] Structures II. (3)
Lectures present structural form and behavior, deflected 466./566. [484./584.] Construction Documents. [Written
shapes, approximate and simplified methods of analysis, Construction Documents.] (3)
graphic analysis, trusses cables and arches, simple beams, Lecture/lab course develops an understanding of the pro-
columns, continuous structures, three-dimensional struc- duction of specifications and other written construction
tures, structural design issues. documents.
Prerequisite: 332. Restriction: enrolled in B.A.A. or B.S. in Prerequisite: 231.
Construction Management.
471./571. [432./532.] Real Estate Development. (3)
432./534. [481./581.] Building Systems. [Structure and Lecture course introduces students to the process of real
Form.] (3) estate through lectures, case studies and hands-on exer-
Lecture course focuses on human comfort and safety cises.
systems including vertical transportation, fire suppression,
thermal conditioning, air movement and quality, plumbing and 475./575. [413./513.] Reflective Travel. (1-2 to a maxi-
electrical systems, and acoustics. mum of 3) ∆
Prerequisite: 431. This course is a combination of reading, seminar discus-
sion and guided independent study. It is intended to help
441./541. Sustainability II. (3) students prepare, engage in and reflect upon travel relevant
Explores the application of theoretical foundations of to their design and planning studies. Offered on a CR/NC
sustainability to building and landscape design including basis only.
concepts of passive solar design, daylighting, water con- Restriction: permission of instructor.
servation, and green building materials and construction
methods. Introduces environmental rating systems such as 481./581. [462./562.] Southwest Architecture and
LEED. Cultural Landscapes. (3)
Prerequisite: 241. Introduction to the Native, Hispanic, and Anglo American
architectural and cultural landscape traditions, and to the
442./544. Politics, Culture, and Architecture. (3) social, technological and intellectual forces reshaping them
Lecture/seminar course explores the historical and contem- since 1880, especially the railroad and automobile; modern-
porary relationships between political, cultural and economic ism, regionalism, and globalization.
theories that affect and are affected by built environments. Prerequisite: 322.
Restriction: enrolled in B.A.A.
493./593. [466./566.] Civic Places. (3)
449. [434.] Synthesis of Sustainability Perspectives and (Also offered as CRP, LA 593.) Seminar investigating the
Innovations. (3) design, planning, and management of public spaces.
(Also offered as AMST, ANTH, SUST 434.) Presents frame-
works for complex and creative analysis, including systems 502./402. [404.] Design Studio VI. (6)
thinking and synergistic integration of the three pillars of Studio explores and tests issues of collaborative design and
sustainability: environment, equity, economy. Examines inno- other contemporary architectural topics. Topics will vary. At
vative local and international case studies in environment, least one section may engage community clients and be
business, policy, and community development. offered in conjunction with Landscape and CRP studios.
Prerequisite: SUST 334 and (ECON 106 or ECON 203.) Restriction: permission of Director.
451. Research and Design (3) 503. [505L.] Graduate Architectural Design I.
Lecture course introduces research methods that support [Introductory Graduate Studio I.] (5)
the design process. The course will culminate in a research Studio introducing architectural design. Investigation of land-
paper or research position paper for a design project. scape, site and social contexts, private space, programmatic
Restriction: enrolled in B.A.A. and tectonic issues. Offered on a CR/NC basis only.
Corequisite: 515 and 521. Restriction: enrolled in M.Arch.
452./552. Practice and Theory. (3)
Lecture course examines, in depth, the history and theo- 504. [506L.] Graduate Architectural Design II.
ries that have shaped contemporary architectural practice. [Introductory Graduate Studio II.] (5)
Additionally this course will examine discourse currently Studio investigating urban design and public space. Projects
animating architectural practice including ethics, types of emphasize mid-size buildings in urban context and concep-
practices, and the role of professions. tions of human factors, historical and socio-cultural issues,
Corequisite: 402. politicized programs and space, and ecologically sound
design.
461./561. [411./511.] Problems. (1-6 to a maximum of Corequisite: 516. Restriction: enrolled in M.Arch.
12) [1-3 to a maximum of 12] ∆
Students wishing to undertake a special study project must 505. [500.] Graduate Architectural Design III. [Graduate
have instructor approval. Studio III.] (5)
Restriction: permission of instructor. Studio investigating urban theories and strategies focusing
on civic buildings, urban design, landscape and infrastruc-
462./562. [412./512.] Seminar. (1-3, no limit) ∆ tural responses, public policy, tectonics and making. Complex
Individually listed topics vary each semester. urban projects and building systems form the basis of this
Restriction: permission of instructor. studio.
Corequisite: 517. Prerequisite: 504. Restriction: enrolled
in M.Arch.
UNM CATALOG 2010–2011 Symbols, page 653.
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508./408. Design and Planning Assistance Center. (3-6 528./428. [524./424.] Memory and Architecture. (3)
to a maximum of 12) ∆ Lecture/seminar on the role of architecture in aiding memory
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(Also offered as CRP 508 and LA 508.) Architectural and at the personal, social and national scales, and its ability
planning services to organizations and groups throughout to communicate a coherent and understandable message
the state who cannot afford traditional professional services. regarding culture and memory.
PLANNING
Advance approval required. Restriction: enrolled in M.Arch. degree program.
Prerequisite: 500 or 501 or 502. Restriction: enrolled in M.Arch.
degree or Town Design certificate program. 529./429. [523./423.] Frank Lloyd Wright and American
Architecture. (3)
509./409. Vertical Architecture Studio. (6 to a maximum (Also offered as ARTH 523.) This seminar examines the
of 12) ∆ origins, principles, practitioners and consequences of an
Studio topics will vary. Typically offered only during the sum- American tradition of architecture that Frank Lloyd Wright
mer. This studio may replace the grade or substitute for any called organic.
other studio. Restriction: permission of instructor.
Restriction: permission of Director.
530./430. Foundations of Physical Planning. (3)
515. [505.] Graduate Architectural Communications I. (Also offered as CRP 533.) This is an introductory course
[Graphics Seminar I.] (2) of physical planning practice for Planning, Architecture and
Seminar/lab introduces issues of architectural representation Landscape students. Graphic methods of analysis, field
with an emphasis on digital visualization, representation and trips, cross-disciplinary projects range from regional plans to
modeling as it relates to design process and presentation. design details of the built environment. {Spring}
Restriction: enrolled in M. Arch. Restriction: enrolled in M.Arch. degree program.
516. [506.] Graduate Architectural Communications II. 531. Graduate Construction I. (3)
[Graphics Seminar II.] (2) Lab and lectures, introduction of technological aspects of
Seminar/lab explores three-dimensional modeling employing building design and construction.
various media. Emphasis is on furthering design concepts, Restriction: enrolled in M. Arch.
representing building systems, capturing spatial concepts,
and analyzing contexts. This course includes an introduction 532./332. [381.] Structures I. (3)
to the fabrication lab. Lectures present principles of mechanics, equilibrium condi-
Restriction: enrolled in M.Arch. tions, properties of structural materials, structural properties
of areas, shear and moment, flexural stresses, shearing
517. Graduate Architectural Communications III. (2) stresses, deflection, trusses and funicular structures.
Seminar course develops students use narrative, written, Restriction: enrolled in M. Arch.
and oral communication in the expression of architectural
theories, processes, and positions. Readings and precedent 533./431. [382.] Structures II. (3)
studies help shape discussions about architectural theses. Lectures present structural form and behavior, deflected
Restriction: enrolled in M.Arch. shapes, approximate and simplified methods of analysis,
graphic analysis, trusses cables and arches, simple beams,
521. [561.] Architectural Analysis. (3) columns, continuous structures, three-dimensional struc-
Seminar introduces the range of categories and contexts tures, structural design issues.
specific to the production and representation of architecture. Prerequisite: 532.
Open only to students in the 3 1/2 year program.
Restriction: enrolled in M.Arch. 534./432. [481./581.] Building Systems. [Structure and
Form.] (3)
522./422. [563./463.] Modern and Contemporary Lecture course focuses on human comfort and safety
Architecture. [Modern Architecture.] (3) systems including vertical transportation, fire suppression,
(Also offered as ARTH 563./463.) Survey of modern archi- thermal conditioning, air movement and quality, plumbing and
tecture since the late 19th century, primarily in Europe and electrical systems, and acoustics.
the Americas. Prerequisite: 431 or 533.
Prerequisite: (321 or 523) and (322 or 524). Restriction:
enrolled in M.Arch. {Offered upon demand} 541./441. Sustainability II. (3)
Explores the application of theoretical foundations of sustain-
523./321. [541./261.] World Architecture I: History of the ability to building and landscape design including concepts
Built Environment From Prehistory to 1400 CE. (3) of passive solar design, daylighting, water conservation,
(Also offered as ARTH 567.) Lecture survey of the architec- and green building materials and construction methods.
tural and urban traditions of ancient and indigenous cultures Introduces environmental rating systems such as LEED.
from prehistory to the late middle ages. Restriction: enrolled in M.Arch.
Restriction: enrolled in M. Arch.
542./342. [470.] Human Factors and Programming.
524./322. [568./262.] World Architecture II: History of [Human Factors in Design.] (3)
the Built Environment From 1400 CE to the Present. (3) Lectures explore the complex needs and desires of users
(Also offered as ARTH 568.) Survey of the architectural and and clients, the theory and techniques used to investigate
urban traditions of the modern world from the renaissance these needs, and methods of applying research findings to
to the present. the design of programs, buildings, and sites.
Restriction: enrolled in M. Arch. or M.F.A. Restriction: enrolled in M.Arch.
525./425. [522./422.] Contemporary Architecture. (3) 544./442. Politics, Culture, and Architecture. (3)
(Also offered as ARTH 522./422..) This seminar provides a Lecture/seminar course explores the historical and contem-
forum in which to discuss the theoretical issues and critical porary relationships between political, cultural and economic
diversity of contemporary architecture of the last 30 years. theories that affect and are affected by built environments.
Restriction: enrolled in M.Arch. Restriction: enrolled in M.Arch.
526. Contemporary Architecture and Urban Design. (3) 551. [572.] Research Methodology. (3)
Survey of recent critical work in architecture and urban Lecture/seminar focuses on the development and conceptu-
design. Survey of recent critical work in architecture and alization of research questions and techniques to translate
urban design. those questions into a primary or secondary research strat-
Restriction: enrolled in M. Arch. egy. Emphasis is given to the relationship between research
questions and design strategies.
Prerequisite: 503 or 601. Restriction: enrolled in M. Arch.
552./452. Practice and Theory. (3) 590. Historic Research Methods. (3)
Lecture course examines, in depth, the history and theo- (Also offered as CRP, LA 590.) An introduction to the methods
ries that have shaped contemporary architectural practice. for the documentation, research and analysis of historic built
Additionally this course will examine discourse currently environments as preparation for historic preservation and
animating architectural practice including ethics, types of contemporary regional design.
practices, and the role of professions.
Corequisite: 502. 592. [567.] Public Works. (3)
(Also offered as CRP 592, LA 592.) Seminar investigating
561./461. [511./411.] Problems. (1-6 to a maximum of the social, urban, environmental and aesthetic issues of
12) [1-3 to a maximum of 12] ∆ infrastructure and public works.
Students wishing to undertake a special study project must Restriction: enrolled in M. Arch., M.L.A., M.C.R.P., M.S. in
have instructor approval. Civil Engineering, or M. of Construction Management.
Restriction: permission of instructor.
593./493. [566./466.] Civic Places. (3)
562./462. [412./512.] Seminar. (1-3, no limit) ∆ (Also offered as CRP, LA 593.) Seminar investigating the
Individually listed topics vary each semester. design, planning, and management of public spaces.
Restriction: permission of instructor.
596. Project/Thesis Preparation. (3-6, no limit) ∆ [2-3]
563./463. [535./435.] Architecture and Design for Foundational independent study where thesis or final proj-
Children. (3) ect dimensions are explored, program or project principles
A service learning course designed for architecture students established and search for available and manageable infor-
and others teaching design education and architecture to mation completed. Feasibility of proceeding with the project
teachers, children and others in the community. is decided with faculty advisor(s). Offered on a CR/NC
Restriction: enrolled in M.Arch. basis only.
Restriction: permission of Director.
564./464. [582./482.] Lighting. (3)
Seminar/lab explores principles of architectural lighting. 597. Master’s Project. (6)
Includes: daylighting, electric lighting and lighting design. Development of an advanced architectural project based on
Prerequisite: 534. Restriction: enrolled in M.Arch research and program developed in ARCH 596. Once initi-
ated, continuous enrollment is required (excluding summer)
565./465. [583./483.] Acoustics. (2) until project is approved by faculty committee.
Seminar/lab explores concepts, theory and methodology for Prerequisite: 572 and 596. Offered on a CR/NC basis only.
analysis and design of acoustical environments. Restriction: permission of instructor.
Restriction: enrolled in M.Arch.
599. Master’s Thesis. (6, no limit) ∆
566./466. [584./484.] Construction Documents. [Written Development of a research project reflective of advanced
Construction Documents.] (3) inquiry into an architectural topic. Plan I only. Offered on a
Lecture/lab course develops an understanding of the pro- CR/NC basis only.
duction of specifications and other written construction Prerequisite: 652 and (602 or 603). Restriction: permission
documents. of Director.
Prerequisite: 531.
601. [501.] Masters Architectural Design I. [History/
567. [560.] Seminar in Spanish Colonial Art. (3, no Theory Studio.] (6)
limit) ∆ Studio investigating building tectonics, structure, technical
Prerequisite: ARTH 450. documentation, sustainability and construction. Building proj-
ects will be of medium size and may include adaptive reuse
571./471. [532./432.] Real Estate Development. (3) of existing structures and sites.
Lecture course introduces students to the process of real Restriction: enrolled in M.Arch.
estate through lectures, case studies and hands-on exer-
cises. 602. [502.] Masters Architectural Design II. [Technology
Studio.] (6)
573. Architectural Programming. (3) Studio topics will vary. Projects will investigate collaboration
Theory and techniques for analyzing complex social and in design. At least one section will engage community clients
organizational situations and translating that analysis into and, depending on their availability, will be offered in conjunc-
design criteria for physical facilities. tion with Landscape and CRP courses.
Restriction: enrolled in M.Arch. degree program. Restriction: enrolled in M.Arch.
575./475. [513./413.] Reflective Travel. (1-2 to a maxi- 603. [503.] Masters Architectural Design III. [Graduate
mum of 3) ∆ Community Studio/Seminar.] (6)
This course is a combination of reading, seminar discus- Studio investigation of architectural process, practice and
sion and guided independent study. It is intended to help design in a contemporary global context. Projects range
students prepare, engage in and reflect upon travel relevant from large-scale, multi-national headquarters to small-scale
to their design and planning studies. Offered on a CR/NC projects engaging socio-political interventions.
basis only. Prerequisite: 601. Restriction: enrolled in M.Arch.
Restriction: permission of instructor.
604. [598.] Masters Architectural Design IV. [Master’s
579. Introduction to Preservation and Regionalism. (3) Studio.] (6)
(Also offered as CRP, LA 579.) An introduction to the history, Studio investigation of an evidence-based line of architectural
theory and professional practices of historic preservation and inquiry. The project will include application of research.
regional contemporary design and planning. Prerequisite: 602 or 603. Restriction: enrolled in M. Arch.
581./481. [462./562.] Southwest Architecture and
605. Masters Architectural Design V. (6 to a maximum
Cultural Landscapes. (3)
of 12) ∆
Introduction to the Native, Hispanic, and Anglo American
Studio developing a comprehensive project. The project
architectural and cultural landscape traditions, and to the
must be clearly resolved, highly articulated, integrate building
social, technological and intellectual forces reshaping them
systems and other prior coursework, demonstrate excellent
since 1880, especially the railroad and automobile; modern-
critical thinking, skill, and craft; and well presented. Offered
ism, regionalism, and globalization.
on CR/NC basis only.
Prerequisite: 524.
Prerequisite: 604. Restriction: enrolled in M. Arch.
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Lecture course presents a comprehensive and integrative
process to examine the interrelationship of the properties of Undergraduate
materials, building structures, environmental systems, and
Bachelor of Arts in Environment,
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construction technology, as they influence design decision
making. Planning & Design
Prerequisite: 533.
The Bachelor of Arts in Environmental Planning & Design
632. [587./487.] Systems Integration II. [Environmental (B.A.E.P.D.) at the University of New Mexico is an under-
Controls II.] (3) graduate course of study related to the graduate degree in
Lecture course examines aesthetic stances and approaches Community & Regional Planning (CRP). Environmental plan-
to the integration of building systems including surfaces and ning encompasses systematic and creative methods used
details. to influence and respond to dynamic changes occurring in
Prerequisite: 631. neighborhoods, cities, and entire regions throughout the world.
Planners assist communities in formulating policies and plans
651. [531.] Professional Practice II. [Professional Practice to meet their social, economic, environmental, cultural, and
I.] (3) physical needs.
Seminar explores issues involved in the founding and
operation of an architectural practice. Additionally, the course In the American Southwest, human strategies for adapt-
reviews building codes, professional ethics, licensing, con- ing to arid conditions have been evolving for thousands of
tracts and liability, and insurance. years. They represent many different cultural perspectives,
Prerequisite: 602 complex social histories, and rich practical learning that are
vital for current and future survival. The Bachelor of Arts in
Environmental Planning & Design offers students the oppor-
tunity to engage in socially and environmentally relevant skill
building and to address the issues of an evolving social and
COMMUNITY AND cultural landscape.
The mission of the Community and Regional Planning (CRP) Admissions Criteria
program is to plan with communities for their sustainable
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futures in the Southwest region through education, service The Admissions Committee is composed of CRP faculty
and research. The Program’s purpose is to provide future members and representatives of the student body. All files are
planners and professionals with the knowledge and skills evaluated on the basis of:
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necessary to support planning that is responsive to people A. The persuasiveness of the letter of intent, which should
and place. Students of the CRP program work with communi- be a statement of professional goals, personal accom-
ties, including their own, to create community-based plans, plishments, and academic motivation. The Admissions
programs and policies that sustain and enhance their culture, Committee looks for a letter that expresses commit-
resource base, built environment and economic vitality. ment to planning practice and assesses your goals
and philosophy in the context of the CRP program. The
The rich substantive content of community and regional plan- applicant should identify any special attributes that may
ning draws from many disciplines. It focuses on the concepts add to the multicultural and affirmative action goals of
and disciplines of planning as applied to a field of practice. the program and why you think our program can help
Students in the M.C.R.P. Program may select a concentra- you to accomplish your goals.
tion in Community Development, Natural Resources &
Environmental Planning, or Physical Planning and Design in B. The strength of the three letters of recommendation.
their course of study. These should be letters from people who are aware of
your academic and professional accomplishments. We
The educational model for this degree is based on the con- are interested in your seriousness and capability as a
cept of problem solving as a skill and as a context for broader student and as a future professional, so the commit-
understanding. Because much of planning practice involves tee carefully considers these letters in assessing your
solving complex social, physical, and resource allocation or potential. The standard recommendation form is con-
conservation problems, the ability to analyze problems is tained on the forms page of the UNM Office of Graduate
central to the educational process. The assets and skills of Studies website, which can be accessed at the follow-
a professional planner include: 1) a capacity for reasoned ing link: http://www.unm.edu/~grad/. This form is what
thought; 2) visionary (futuristic or alternative) thinking; 3) the an applicant partially fills out and then provides to each
communication of community-based planning concepts with writer of a letter of recommendation. Each writer then
clear graphic, written, and verbal information; 4) the ability to will need to mail the form with a letter attached directly
manage and resolve community and environmental conflicts; to the CRP Program.
5) a capacity to work with community-based planning strate- C. The demonstrated capacity to perform high quality
gies to address natural resource, community development, graduate study, based upon academic transcripts for
and physical planning problems to enhance sustainability. all undergraduate and graduate courses taken by the
applicant. A minimum Grade Point Average of 3.0 is
CRP students are assigned a personal academic advisor required for the last two years of an applicant’s under-
from among the core faculty at the time of admission. graduate study. The transcript is reviewed for course-
work that demonstrates preparation for a professional
Application Process degree in planning, such as social and life sciences,
statistics, economics, and ethnic, gender and area stud-
Applications are accepted primarily for the fall semester. ies.
Spring admission will be considered for special circum- D. The relevance of the applicant’s experience and back-
stances only. Applications are not considered for the summer ground, most commonly based upon a clear curriculum
term. vitae. A personal vitae helps the Admissions Committee
to understand your career path, especially your experi-
The priority postmark deadline for the fall semester is January
ence in some aspect of community-based or regional
30th; however, applications will be accepted through June 15
planning through employed or volunteer job experience,
on a space available basis. Prospective applicants should
publications, community service, and other outstanding
consult the Graduate Program section of the Catalog to
achievements.
review current policies and guidelines.
E. The fit with the CRP program in terms of our commu-
The following must be submitted to the UNM Office of nity-based planning philosophy and focus, the natural
Admissions, either electronically or by mail: resources, community development, and physical plan-
•UNM Graduate Admissions Application ning concentrations, and our concern with issues of
equity and social justice.
•$50.00 Application Fee
F. Recent and potential personal growth, a more sub-
The UNM Admissions Application is available online at the jective criterion that is based on our desire to admit
UNM Office of Admissions website, http://www.unm.edu/ students who are committed and motivated, who have
admissions/. already begun their intellectual development, and who
have real potential to continue that development in our
In addition, applicants must send the following materials to
program and as planning professionals.
the Community and Regional Planning Program:
•Letter of Intent
Admissions Decisions
•Three Letters of Recommendation (one must be from an
academic source, i.e. a professor or advisor) The Admissions Committee reviews, discusses, and ranks all
applications, identifying the degree to which each meets the
•Curriculum Vitae (Resume)
criteria and satisfies the academic prerequisites. Applicants
•Official transcripts from all higher educational institutions then are notified whether they are 1) admitted; 2) condi-
attended tionally admitted pending receipt of formal contents of the
application; 3) placed on the waiting list for admission should
CRP Program Mailing Address: a space open up; or 4) not admitted. Those who do not gain
Community & Regional Planning Program admission are encouraged to contact the CRP Director for
MSC04 2530 an explanation and to assess the feasibility of a successful
1 University of New Mexico reapplication.
Albuquerque, NM 87131-0001
203. Society and the Environment. (3) 433./533. Foundations of Physical Planning. (3)
(Also offered as ECON 203.) Introduction to environmental (Also offered as ARCH 430.) An introductory of physical
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and natural resource issues of both global and local scale. planning practice for Planning, Architecture and Landscape
Investigates basic causes and consequences of environ- students. Graphic methods of analysis, field trips, cross-disci-
mental problems, including interrelated physical and social plinary projects range from regional plans to design details of
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science dimensions. the built environment. {Spring}
265. Community Planning: Concepts and Methods. (3) 435./535. Community Economics for Planners. (3)
Teaches the basic concepts, processes and techniques of Explores the intersections of economics and contemporary
planning. Students learn to identify planning issues, problems economic development issues and policies. How do economic
and research questions; collect information to answer these decisions and policies impact the shaping of space and devel-
questions; organize and analyze information; and develop opment of communities? Covers strategies to strengthen local
policy recommendations. {Fall} economies. {Spring}
482./582. Graphic Communications. (3) 515. Natural Resources Field Methods. (3)
An introduction to hand drawing and graphic techniques. Lays a foundation for applying planning concepts and analyti-
Students will become comfortable in expressing and commu- cal techniques to identify the characteristics and limitations
nicating design thinking and ideas in graphic form. of natural resources in regions. Students will learn field tech-
niques for rapid assessment of natural systems. {Fall}
483./583. Introduction to Geographic Information
Systems (GIS). (3) 520. Planning Studio. [Urban Planning Studio.] (4)
Overview of GIS capabilities in the context of community Research and application of planning theory and meth-
issues and local government. Includes direct manipulation of ods appropriate to real urban settings from very large to
ArcView software, lectures, demonstrations and analysis of neighborhood scale. Emphasis on sustainable development,
urban GIS applications. {Spring} equity and regional appropriateness. May be co-taught/com-
bined with Architecture and Landscape.
484./584. Neighborhood Planning. (3) Prerequisite: 510.
Addresses the different issues that affect community residents,
including land use and zoning, traffic and streets, parks, social 521. Advanced Planning Studio. (5) [4]
services, education, crime prevention and job training. {Fall, Research and application of planning theory and methods
alternate years} appropriate to real client need. Students will engage in a
community-based problem/issue. May be co-taught.
485./585. Practice of Negotiation and Public Dispute Restriction: enrolled in CRP program. {Fall}
Resolution. (3)
Introduces students to new ways to negotiate and resolve 524./424. Environmental Planning Methods. (3)
disputes in the context of professional practice through col- Focuses on methods used to gather data and make judge-
laborative decision making and problem solving. {Spring} ment about projects. Presents an overview of current prac-
tices in environmental planning, with an emphasis on the
486./586. Planning Issues in Chicano Communities. (3) National Environmental Policy Act (NEPA). {Summer}
Applies planning concepts and techniques to develop-
ment issues facing Chicanos in New Mexico generally and 525./425. Urban Design Theory. (3)
Albuquerque specifically. Other Chicano communities are Explores the nature of urban design, main traditions that have
studied for the insights gained from a comparative approach. influenced it throughout history, and current topics such as
{Fall} pedestrian design, postmodernism, cultural landscape stud-
ies, the New Urbanism and community participation. {Fall}
487./587. Political Economy of Urban Development. (3)
Analyzes the political and economic factors shaping urban 527./427. Watershed Management. (3)
development with particular emphasis on the impacts of An introduction to the watershed as a rational planning unit,
economic restructuring. As planners, we study how these with case studies to illustrate principles of resource inventory,
changes affect the process of planning and policy forma- identification of land use problems and the formulation of
tion. {Fall} plans for protection and rehabilitation. {Spring}
500. Planning Theory and Process. (4) 528./428. Gender and Economic Development. (3)
A broad overview of planning theory and history, with a focus Examines women’s economic and social roles in economic
on current planning paradigms as they apply in practice. development, especially in Third World societies; prepares
Introduces students to the roles professional planners play in students to assess gender implications of development plans
practice and the strategies they employ and dilemmas they and projects; and provides analytical skills in gendered devel-
encounter. {Fall} opment planning. {Spring, alternate years}
Restriction: enrolled in CRP program.
530. Internship. (2)
508. Design and Planning Assistance Center. (3-6 to a Professionally based experience in professional planning
maximum of 12) ∆ practice in public, private or non-profit settings. Supervision
(Also offered as ARCH 508 and LA 508.) Architectural and is given in the field setting as well as at an academic setting.
planning services to organizations and groups throughout Offered on a CR/NC basis only.
the state who cannot afford traditional professional services.
Advance approval required. 531./431. Foundations of Community Development. (3)
Restriction: permission of program director. Explores what it takes to practice community development.
What are processes of community development and how can
510. Planning Communication Workshop. [Techniques planners enhance and build community in ways that promote
of Planning Communication.] (2) [4] fair and just distribution of resources and impacts. {Spring}
An introduction to basic planning communications techniques
with emphasis on applied skills using various modes of infor- 532. Foundations of Natural Resources. (3)
mation. Included are: teamwork, visual, graphic, oral, written A foundation for applying planning concepts and analytical
and electronic media communication techniques. Course techniques to natural systems in regions. Ecology and envi-
requires student presentation and applied problem solving ronmental policy, land suitability analysis, natural resources
skills. {Fall} Offered on a CR/NC basis only. accounting and impact assessment. {Spring}
Restriction: enrolled in C.R.P. program.
533./433. Foundations of Physical Planning. (3)
511. Analytical Methods for Planning. (4) (Also offered as ARCH 530.) An introductory course of
Introduction to comparative analysis of social, economic and physical planning practice for Planning, Architecture and
spatial data as integrated into a typical comprehensive plan. Landscape students. Graphic methods of analysis, field
Building data sets, organization of information, use of survey trips, cross-disciplinary projects range from regional plans to
research, preliminary forecasting methods. Descriptive statis- design details of the built environment. {Spring}.
tics a prerequisite. {Spring}
535./435. Community Economics for Planners. (3)
512. Planning Analysis and Forecasting. (3) Explores the intersections of economics and contemporary
Methods of modeling, assessment, evaluation and forecast- economic development issues and policies. How do economic
ing. Includes techniques of needs assessment, population decisions and policies impact the shaping of space and devel-
forecasting, economic impact studies and estimation. opment of communities? Covers strategies to strengthen local
Prerequisite: 511. economies. {Spring}
513./413. Qualitative Research Methods. (3) 536. Social Policy and Planning. (3)
Introduces students to the methods and techniques of (Also offered as PADM 536.) Explores the process of policy
qualitative inquiry. It focuses primarily on preparing students formation by examining current policy and planning issues.
to conduct rigorous qualitative research, community based Prerequisite: senior standing. {Fall, alternate years}
planning and analysis. {Spring}
537./437. Urban Systems. (3) in Latin America, Southeast Asia, Western Europe and the
The study of city systems, form, and development with U.S. as contexts for applied exercises. Relevant to B.A.E.P.D.
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emphasis on social, economic, political, and physical aspects {Fall, alternate years}
of cities as partial and total systems.
576./376. Human Settlements. (3)
543. Transportation Planning. (3) Development of the form and structure of human settlements
PLANNING
Introduction to urban transportation subject area in a seminar based on historical, cultural, economic and physical factors.
format. Characteristics of urban transportation systems in Course includes various theoretical explanations of why
U.S. and foreign cities are explored as are effects of urban settlements are organized, the way they are and how various
transportation on local economies, urban form, the environ- elements of settlement system interact. {Spring}
ment and the neighborhood. {Fall, alternate years}
577. Practice of Policy Development. (3)
544. Reflective Travel. (1-2 to a maximum of 3) ∆ (Also offered as PADM 577.) Introduction to practice of public
(Also offered as ARCH 513, LA 513.) This course is a com- policy development in technical and professional applications.
bination of reading, seminar discussion and guided indepen- Emphasis on writing, interpretation and implementation of pol-
dent study. It is intended to help students prepare, engage in icy documents. Required for the dual MPA-M.C.R.P. degree.
and reflect upon travel relevant to their design and planning
studies. Offered on a CR/NC basis only. 578. Latin American Development Planning. (3)
(Also offered as LTAM 578 and SOC 508.) This course covers
545. Land Use Controls. (3) the historical roots of development planning in Latin America
This course examines the legal context for the evolution and develops a theoretical background to evaluate current
of land use regulation in the United States, with particular policy options of Latin American countries at the local and
emphasis on the Southwest. regional scale. {Spring, alternate years}
Restriction: enrolled in CRP program. {Spring}
579. Introduction to Preservation and Regionalism. (3)
551./429. Problems. (1-3, no limit) ∆ (Also offered as ARCH, LA 591.) An introduction to the his-
Individual study of problems in planning undertaken with tory, theory and professional practices of historic preservation
faculty advisement and supervision. and regional contemporary design and planning.
Restriction: permission of instructor.
580./480. Community Growth and Land Use Planning. (3)
562./462. The Housing Process. (3) Study of land use planning and growth management dynam-
A broad introduction to the housing system, housing policies, ics at the local level, in its physical, legal administrative and
finance, funding mechanisms and development dynamics. economic contexts. {Spring}
{Fall, alternate years}
581./481. Computer Applications for Planning and
563. Housing Seminar. (3) Administration. (3)
Seminar on selected issues in housing at both regional and Use of computers to assemble, analyze and use data related
local levels; independent research topics include trends in to: demographics, public expenditures, socioeconomic vari-
federal policy and legislation, technology and the housing ables, physical growth, infrastructure requirements and map-
industry, the changing roles of participants and design impli- ping of geographic information. Problems based on urban
cation of energy constraints. planning and public administration cases. {Fall}
567./467. Regional Planning Process and Theory. (3) 583./483. Introduction to Geographic Information
Basic theories and practices of regional planning and develop- Systems (GIS). (3)
ment. The physical, demographic and functional structure of Overview of GIS capabilities in the context of community
regions. Problems of uneven development in the southwest; issues and local government. Includes direct manipulation of
implications on the economic and cultural welfare of the ArcView software, lectures, demonstrations and analysis of
region. urban GIS applications. {Spring}
Prerequisite: 511. {Fall, alternate years}
584./484. Neighborhood Planning. (3)
568. Advanced Urban Design. (4) Addresses the different issues which affect community
Analysis of complex urban design problems using various residents, including land use and zoning, traffic and streets,
regional settings. Designed for advanced students and pro- parks, social services, education, crime prevention and job
fessionals in the field. This is a studio format course. training. {Fall}
Prerequisite: 425 or 525 or 533.
585./485. Practice of Negotiation and Public Dispute
569. Rural Community Development. (3) Resolution. (3)
Principles and practice of rural area development. Emphasis (Also offered as PADM 588.) Introduces students to new
on rural issues of the Southwest. Includes field studies and ways to negotiate and resolve disputes in the context of pro-
analysis of theory. {Fall, alternate years} fessional practice through collaborative decision making and
problem solving. {Spring}
570. Seminar. (1-3, no limit) ∆
Various topics related to planning in the southwest. 586./486. Planning Issues in Chicano Communities. (3)
This course applies planning concepts and techniques to devel-
573./473. Planning on Native American Lands. (3) opment issues facing Chicanos in New Mexico generally and
The social, political and economic interrelations between Albuquerque specifically. We study other Chicano communities
tribal lands and their activities with the outside dominant for the insights gained from a comparative approach. {Fall}
society. Case studies are used to present views in support
of tribal autonomy and tribal integration. {Spring, alternate 587./487. Political Economy of Urban Development. (3)
years} Analyzes the political and economic factors shaping urban
development with particular emphasis on the impacts of
574./474. Cultural Aspects of Community Development economic restructuring. As planners, we study how these
Planning. (3) changes affect the process of planning and policy forma-
Development theory, community planning and human ecol- tion. {Fall}
ogy in different cultural settings. The course examines cases
588. Professional Project/Thesis Preparation Seminar. The Master of Landscape Architecture prepares students
(2 to a maximum of 6) ∆ for the thoughtful design and planning of outdoor space for
Development of project or thesis concept, investigation of human use. The degree is integrative, interdisciplinary and
data needs, initial data collection and assembly of written strongly concerned with the contribution of landscape archi-
and field materials necessary to conduct a professional tecture to human history and society and with the wise use
project or thesis. and re-use of natural resources.
Restriction: enrolled in CRP program. Offered on a PR/CR/
NC basis only. The master’s program in landscape architecture provides a
thorough background education in landscape architecture as
589. Professional Project II. (1 to a maximum of 6) ∆ well as specialized study. Students completing their degree
Development of a professional project reflective of advanced requirements should have developed:
work in the field. Project should have an identified client, a
time frame and a final product which demonstrates compe- 1. A broad view of and expertise in landscape architecture
tence to engage in professional level planning. Offered on a and site planning and the role of these disciplines in the
PR/CR/NC basis only. health and functioning of human society.
2. An understanding of landscape architecture as a syn-
590. Historic Research Methods. (3) thesis of environmental and cultural systems.
(Also offered as ARCH, LA 590.) An introduction to the meth- 3. The special, necessary skills and knowledge of the
ods for the documentation, research and analysis of historic landscape architect, which include but are not limited to:
built environments as preparation for historic preservation the history and theory of landscape architecture; plant
and contemporary regional design. selection and design; site analysis; creative site plan-
ning and design; landscape construction and materials;
592. [534.] Public Works. (3) design and sustainability; the function of landscape
(Also offered as ARCH, LA 592.) Seminar investigating the architecture as a social art; professional practice, meth-
social, urban, environmental and aesthetic issues of infra- ods, and ethics; computer applications; research as a
structure and public works. tool for environmental designers; and the relationship
Restriction: enrolled in M. Arch., M.L.A., M.C.R.P., M.S. in of landscape architecture to its closely allied disciplines
Civil Engineering or M. Construction Management. of engineering, planning, and architecture.
4. The ability to exercise critical thinking and original
593. [566.] Civic Places. (3) design in the practice of landscape architecture.
(Also offered as ARCH 593, LA 593.) Seminar investigating
the design, planning, and management of public spaces. New Mexico’s remarkable Southwestern setting, with its
ancient human made and natural landscapes and its growing
599. Master’s Thesis. (1-6, no limit) ∆ modern population, provides an excellent environment for
Development of a research project reflective of advanced the study of landscape architecture. In addition to basic stud-
inquiry into a planning topic. Thesis should make concrete ies, each student is expected to complete either a Master’s
contributions to guide planning practice. Offered on a PR/ Thesis/Project, based on a topic selected according to their
CR/NC basis only. interests and a vision of their own future in the discipline.
ARCHITECTURE
ARCHITECTURE
AND
AND PLANNING
This track is designed for students whose previous degree, in
most cases, is not design related. The program is normally 87 Professional Degree Program
credit hours in length, and takes approximately three years to
PLANNING
complete. For students entering with undergraduate or gradu- Required Courses
ate degrees in areas of study that have some content overlap
with the Landscape Architecture curriculum, the Director may Design
allow a program of study shorter than 87 credit hours, but not LA 501 Graduate Studio 1 6 credits
less than 75 credit hours. LA 502 Graduate Studio 2 6 credits
LA 503 Graduate Studio 3 6 credits
LA 508 DPAC Interdisciplinary Community Studio
Two-Year Program of Study 6 credits
LA 505 Graduate Studio 5 6 credits
This track is designed for students who have already earned LA 582 Graphic Communications 3 credits
a Bachelor of Landscape Architecture degree but have
not had extensive professional experience and are not History/Theory
licensed (minimum of 48 credit hours required) or a degree LA 563 Theory in Landscape Architecture &
in Architecture or Environment, Planning & Design (minimum Environmental Design 3 credits
of 57 credit hours required). Exact program requirements to LA 561 History and Theory of
be determined on a case-by-case basis by the LA Program Landscape Architecture 3 credits
Director. LA 560 Landscape Architecture in the
20th Century 3 credits
Post-Professional Program of Study Plants and their Ecosystems
LA 558 Plants 1 3 credits
Applicants for the Post-Professional program must be LA 559 Plants 2 3 credits
licensed, practicing landscape architects, with a minimum
of five years experience in the field. The student’s program Environmental Systems
of study is developed in consultation with the LA Program LA 556 Site and Environment 3 credits
Director and is thirty hours for Plan I (thesis option) and thirty- One additional 3 credit elective 3 credits
two hours for Plan II (non-thesis option). Contact the Program
Director for information and requirements. Construction Technology
LA 580 Landscape Architecture Technology 3 credits
Applications LA 581 Landscape Construction Materials
& Techniques 3 credits
All students applying for the Landscape Architecture Program
must possess, at the time of registration, a degree from an
Computing
accredited university recognized by The University of New
LA 521 AutoCAD® for Landscape Architects 3 credits
Mexico Office of Graduate Studies. In addition to Office of
Admissions application requirements, each student must Professional Practice
submit to the LA Program office: LA 531 Professional Practice in Landscape
Architecture 3 credits
1. A letter of intent outlining the applicant’s interest in the
LA 586 Professional Skills in Landscape
discipline of landscape architecture and the reasons for
Architecture 3 credits
seeking admission to the program;
2. Letters of reference from three individuals under whom Thesis / Project
the applicant has worked and/or studied. Two of the LA 596 LA Thesis/Project Preparation Seminar 3 credits
letters shall normally be from teachers or academic one of the following:
advisors who can comment on the applicant’s past LA 597 Project 6 credits
academic performance; –or–
3. A resume; and LA 599 Master’s Thesis 6 credits
4. A portfolio of creative work. All applicants with design
backgrounds must submit a portfolio. While this require- Electives
ment is not mandatory in the initial application for 9 credit hours of elective courses
students with non-design backgrounds , any evidence
of creative work will be very helpful to the admissions
committee. Portfolios should contain reproductions of Typical Sequence for Three-year
original work. Reproductions should be presented in
8.5 X 11 or similar format that can be easily handled
Program of Study
and stored. Applicants are encouraged to think about
the design and presentation of the portfolio document. Year 1
Those who wish to have their portfolio returned by mail
must include return postage. Fall
5. Copy of transcripts. LA 501 Graduate Studio 1 6 credits
LA 582 Graphic Communications 3 credits
Application Deadlines LA 561 History and Theory of Landscape
Fall semester: Architecture 3 credits
Priority deadline is February 15; however, applications will LA 556 Site and Environment 3 credits
be accepted until June 15 if space is available.
Spring
Spring semester: LA 502 Graduate Studio 2 (prerequisite: LA 501) 6 credits
On a case-by-case basis only until November 1 LA 563 Theory in Landscape Architecture &
Summer session: Environmental Design 3 credits
None accepted LA 558 Plants 1 3 credits
LA 580 Landscape Architecture Technology 3 credits
Year 2
Fall
LA 503 Graduate Studio 3 (prerequisite: LA 502) 6 credits
LA 521 AutoCAD® for Landscape Architects 3 credits
512. Seminar: Landscape Architecture. (2-3 to a maxi- tion materials and methods, with quality, longevity and ease
mum of 15) ∆ of maintenance as consistent objectives.
ARCHITECTURE
ARCHITECTURE
AND
AND PLANNING
A number of seminars on various aspects of landscape
architecture. 582. Graphic Communications. (3)
(Also offered as CRP 582.) An introduction to hand drawing
513. Reflective Travel. (1-2 to a maximum of 3) ∆ and graphic techniques. Students will become comfortable
PLANNING
(Also offered as ARCH 513, CRP 544.) This course is a com- in expressing and communicating design thinking and ideas
bination of reading, seminar discussion and guided indepen- in graphic form.
dent study. It is intended to help students prepare, engage in
and reflect upon travel relevant to their design and planning 585. Construction Documents: Working Drawings/
studies. Offered on a CR/NC basis only. Specifications. (3)
This course develops an understanding of the production of
521./421. AutoCAD® for Landscape Architects. (3) construction documents, including plans and specifications
LandCadd operates on AutoCAD® and is the most widely and contracts, as an integral and critical part of the design
used of computer programs in landscape architecture. An process.
essential basic course in LandCadd applications in the
profession. 586. Professional Skills in Landscape Architecture. (3)
This is a two-part course. One section investigates the pro-
531. Professional Practice in Landscape Architecture. fessional standards and conventions in the preparation of
(3) LA construction documents. The other section focuses on the
This course emphasizes the common role of the landscape technical aspects of irrigation design.
architect as a member of a design team that also includes
architects, engineers, planners and others. It focuses on the 590. Historic Research Methods. (3)
private and public practice of landscape architecture. (Also offered as ARCH, CRP 590.) An introduction to the
methods for the documentation, research and analysis of
556. Site/Environment. (3) historic built environments as preparation for historic preser-
Introduction to site analysis and site factors that inform vation and contemporary regional design.
design. Site scales from urban to regional are examined.
592. [567.] Public Works. (3)
558./458. Plant Materials. (3) (Also offered as ARCH, CRP 592.) Seminar investigating the
An introduction to plants and plant ecology, with an emphasis social, urban, environmental and aesthetic issues of infra-
on the use of plants in landscape architectural design. structure and public works.
Restriction: enrolled in M.Arch., M.L.A., M.C.R.P., M.S. in
559. Plant Materials in Landscape Design II. (3) Civil Engineering or M. Construction Management.
An advanced course in the use of plants in landscape design,
focusing on principles of xeriscape and their application. 593. [566.] Civic Places. (3)
Prerequisite: 558. (Also offered as ARCH, CRP 593.) Seminar investigating the
design, planning, and management of public spaces.
560. Landscape Architecture in the 20th Century. (3)
This course will examine currents of thought and social and 596. Master’s Project/Thesis Preparation Seminar. (3)
economic determinants over the last 100 years, and the way A seminar which studies different forms of research in the
these systems have influenced how we build our environ- discipline of landscape architecture and a variety of research
ments, our cities, our landscapes and buildings. methods and techniques. Each student identifies a topic
for, and methodological approach to, their thesis or project
561./461. History and Theory of Landscape research and develops their research proposal.
Architecture. (3)
A course covering the general history of landscape architec- 597. Master’s Project. (1 to a maximum 6) ∆
ture from its origins in early agriculture at the end of the last An applied research project developed and carried out by
Ice Age through its development in ancient civilizations to students as the final exit requirement for the M.L.A.. Project
the 20th century. proposals are reviewed based on their degree of complexity
and the fit with the student’s declared area of specialization.
562./462. Gardens in the Sand: New Mexico’s Historic The project is a research based document which explores
Landscapes. (3) larger theoretical issues and their conceptual and practical
The six historic eras of New Mexico’s landscape architectural application in an environmental design context. Offered on
history and their characteristic landscape architecture and a CR/NC basis only.
site planning will be studied in detail. Students will research a Restriction: permission of LA program director.
topic under the guidance of the professor.
599. Master’s Thesis. (1 to 6, no limit) ∆
563./463. Theory in Landscape Architecture and A research study which is developed on a topic and an
Environmental Design. (3) investigation of a set of hypotheses or questions. Students
An investigation and discussion of the major theoretical will design and carry out a study which articulates a clear
discourses in the environmental design disciplines and how method and process for addressing their questions. The
these positions have informed the design of 20th and 21st outcome is expected to contribute to the body of knowledge
Century environments. in the discipline of landscape architecture. Offered on a CR/
NC basis only.
579. Introduction to Preservation and Regionalism. (3) Restriction: permission of LA program director.
(Also offered as ARCH, CRP 579.) An introduction to the his-
tory, theory and professional practices of historic preservation
and regional contemporary design and planning.
Introduction CLEP
The College of Arts and Sciences offers bachelor of arts and Unless the University of New Mexico course equivalent is
bachelor of science degrees in a variety of subjects that relate specified, the College of Arts and Sciences accepts credit
earned through the general CLEP and the ACT only as elec-
ARTS
SCIENCES
to humanity’s cultural, social and scientific achievements.
ARTSAND
SCIENCES
Although the fields of study offered by the departments in tive credit, not as credit toward fulfillment of major, minor
the College underlie the more specialized work of graduate or group requirements. Subject CLEP may be used to fulfill
and professional schools, most of the degree programs are group requirements and toward elective credit but not for
not designed as vocational ends, but rather as the means for major or minor requirements.
AND
understanding society’s condition, achievements and prob-
lems. Students obtaining a degree from Arts and Sciences
should have a broad understanding of the world in which they Graduation Requirements
live and should be able to think logically and express them-
selves clearly. Consequently, the College requires prepara- A degree from the College of Arts and Sciences is designed
tion based on the offerings of several departments. to give students a relatively broad background while allowing
concentrated study in two disciplines. This is accomplished
through group requirements, the selection of a major and
Admission Requirements minor, and the opportunity to select electives. Students
formally declare a major and minor when they enter the
New students who are admitted to the College of Arts and College. They must attend a Graduation Planning Working
Sciences must visit the College Advisement Center before upon completion of 80 earned hours. Once the workshop is
registering for classes. The Center is located in University complete, students will submit a projected graduation date to
Advisement and Enrichment Center Rm. 135. Appointments the college. The student is solely responsible for being famil-
are available Monday through Thursday from 8:00 a.m. - 4:30 iar with and completing all graduation requirements.
p.m. Walk-ins are accommodated on Friday from 8:00 a.m. -
3:00 p.m. Late hours may be available. Call 277-4621 or visit A degree from the College of Arts and Sciences is awarded
www.unm.edu/~artsci for more information. upon completion or accomplishment of the following:
1. A minimum of 96 hours of courses taught by Arts and
Sciences departments. Exceptions are allowed for
Transfer from Other Units Within the majors in family studies (88 hours) and art (92 hours).
University Effective Fall 1997, 18 hours of honors courses count
for Arts and Sciences credit.
Students wishing to transfer from University College or any 2. A total of 128 acceptable hours.
other degree granting college at the University of New Mexico 3. A grade point average of at least 2.00 as defined in the
must meet the following minimum requirements. General Academic Regulations section of the catalog.
1. A minimum of 26 hours; 23 must be in courses accept- 4. Forty-two hours of upper-division course work (courses
able toward graduation. numbered 300 or 400) with a minimum grade point
2. A cumulative grade point average of at least 2.00 on all average of 2.00 on all upper-division hours accepted
work attempted. by the College. The College of Arts and Sciences does
3. Demonstrated competence in the writing of English as not accept in fulfillment of the upper-division require-
evidenced by one of the following: ment any lower-division course work transferred to
a. Completion of ENGL 102 with a grade of C (2.00) or the University of New Mexico as the equivalent of an
higher. upper-division course. While a particular topic may be
b. A score of 29 or better on the English portion of the adequately covered in such a lower-division course so
Enhanced ACT. as to be considered acceptable for fulfillment of major
c. A score of 650 or better on the verbal portion of the or minor course requirement from a disciplinary content
SAT. viewpoint, it does not meet the upper-division require-
d. Credit for ENGL 102 through CEEB advanced ment, as upper-division courses are taught assuming
placement program. a degree of maturity and sophistication on the Junior/
d. Acceptance of a writing proficiency portfolio (proce- Senior level. In other words, lower-division courses
dures available through the Department of English). accepted by substitution approval at a departmental
4. Students must declare a major and be accepted by that level DO NOT constitute substitution for the 42-hour
department prior to admission into the college. upper-division requirement.
5. Non-degree students must apply through the Office of 5. A major and minor or a double major, or one of the
Admissions. special curricula of the College (see approved programs
listed below). At least one of which must be housed
To transfer into A&S obtain a transfer form at University within the College of Arts and Sciences.
College or A&S Advisement Center. Forms may also be 6. The University of New Mexico Core Curriculum, as
downloaded at http://www.unm.edu/~artsci/advise/forms.html. described below.
The form includes a process checklist. 7. Arts and Sciences (A&S) College Group Requirements
as described below.
8. Demonstration of competence in the writing of English
Transfer from Accredited Universities as described above.
1. A cumulative grade point average of at least 2.00 on all 9. One semester/session of resident enrollment subse-
work attempted. quent to admission to the College of Arts & Sciences
2. A minimum of 26 hours; 23 must be in courses accept- with a minimum of 6 semester hours taught by Arts &
able to Arts and Sciences. Sciences departments.
3. Demonstrated competence in the writing of English (see 10. Students must comply with University requirements for
above). a Bachelor’s Degree as outlined in the Student Services
section of this catalog. Students who have not been in Social and Behavioral Sciences (minimum 6 hours): Two
continuous attendance must follow the current cata- courses chosen from American Studies 182, 185; Anthropology
log requirements upon re-enrollment. Existing degree 101, 130; Community and Regional Planning 181; Economics
summaries may have to be modified in accordance 105, 106; Engineering-F 200; Geography 102; Linguistics 101
with new University Core Curriculum requirements (AOA Anthropology 110); Political Science 110, 200, 220, 240;
and A&S Group alignments (see sections below: Core Psychology 105; Sociology 101.
Curriculum and A&S Groups).
11. All paperwork and requirements documenting transfer Humanities (6 hours): Two courses chosen from American
equivalencies, grade changes, removals of incomplete, Studies 186; Classics 107, 204, 205; Comparative Literature
substitutions and/or waivers awarded at the depart- and Cultural Studies 223, 224; English 150, 292, 293;
mental or college level must be filed in the College Foreign Languages (MLNG) 101; History 101L, 102L, 161,
Advisement Center by the last day of classes in the 162; Honors Legacy Seminars at the 100- and 200-level;
semester of graduation. Procedures for petition are Philosophy 101, 201, 202; Religious Studies 107, 263, 264.
available in the A&S Advisement Center. Foreign Language (non-English language; minimum
12. Students in the College of Arts & Sciences receive a 3 hours): One course chosen from any of the lower-
LoboTrax report detailing their status with respect to division non-English language offerings of the Departments
University and college requirements, as well as those of Linguistics (including Sign Language), Spanish and
in the major and minor areas of study. This automated Portuguese, Foreign Languages and Literatures, and foreign
degree-audit is intended to aid students in planning languages in other departments and programs.
their academic program.
Fine Arts (minimum of 3 hours): One course chosen from
Architecture 101; Art History 101, 201, 202; Dance 105;
University Core Curriculum Fine Arts 284; Media Arts 210; Music 139, 140; Theatre 122.
Students may elect to take one 3-hour studio course offered
New University requirements are applicable to students
by the Departments of Art and Art History, Music, Theatre and
starting at the University of New Mexico beginning Fall
Dance, and Media Arts to fulfill this requirement.
1999, including readmitted students and transfers to the
University of New Mexico. The University of New Mexico
Core Curriculum reflects the values of the University and its Group Requirements
faculty toward the value of a liberal arts education: students
graduating from the University of New Mexico should have The A&S Group Requirements reflect the College’s commit-
developed common skills and abilities based on shared ment to a broad liberal arts education. A&S students must
experiences regardless of their particular degree programs. exceed the University of New Mexico Core requirements in
These skills and abilities include 1) a high level of ability several of the subject areas. Course selections are from a
in written expression and communication; 2) mathematical broader list than applicable to the University of New Mexico
literacy–that is, the capacity to understand and utilize math- Core Curriculum (see below). Beginning in the Fall 1999,
ematics in the modern world; 3) the essential concepts in the students must complete A&S Group requirements in SIX of
physical and natural sciences and appreciation for the natural the following seven categories. All Core Curriculum (UNM
environment and methods of evaluating it; 4) an understand- CC) requirements in all areas must be completed as detailed
ing of the social and behavioral sciences and an elemental above, and these count toward completion of A&S groups
understanding of the human environment; and 5) an appre- of the same subject area. No single course may be applied
ciation of cultural values, creative expression and the history to more than one group. Because of their inter- and multi
and experience of human society through courses in the disciplinary nature, students planning to use courses from
humanities, fine arts and languages. Specific courses (listed Africana Studies, American Studies, Anthropology, Chicano
below) will fulfill the University of New Mexico Core in seven Studies, University Honors, Geography, Native American
subject areas delineated below. For updated information Studies or Women Studies to fulfill Group requirements must
regarding courses acceptable in fulfillment of the University of consult with the A&S Advisement Center regarding applica-
New Mexico Core Curriculum, see A&S Advisement Center. bility of the courses toward these requirements. Problems
Note that these requirements in many cases automatically courses (e.g., 490/499) cannot be used to fulfill group
fulfill the A&S Group requirements in the same designated requirements.
subject areas (described further below). Students should be I. Writing and Speaking: (9 hours total–may include same
familiar with BOTH the University of New Mexico Core and 9 hours as UNM CC): Not more than 6 hours from one
A&S Group Requirements in order to minimize the number area from offerings in English writing, Communication
of credit hours taken to satisfy both sets of requirements. A and Journalism, or Philosophy 156.
grade of C (not C-) is required in all courses used to fulfill the II. Mathematics (6 hours total–may include 3 hours from
requirements of the Core Curriculum. A grade of Credit (CR) UNM CC): See Math restrictions (page 230). MATH 111,
is acceptable for core courses except for Engl 102 as this is 112, 120 or 215 may not be used to satisfy any portion
also a University Graduation requiremetn. of the 6 hour total.
III. Physical and Natural Sciences (10 hours total, includ-
The University of New Mexico Core Curriculum, revised as of ing laboratory–may include 7 hours and laboratory from
Fall 2003, is as follows: UNM CC): From Astronomy, Biology, Chemistry, Earth
& Planetary Sciences, Natural Sciences, or Physics.
Writing and Speaking (3-9 hours): English 101 and 102 (or
Selected Anthropology or Geography courses may
equivalents) plus an additional course chosen from English
apply (A detailed list of acceptable courses is located
219, 220; Communication and Journalism 130; Philosophy
in this section of the LoboTrax audit). Not more than 7
156.
hours from any one area.
Mathematics: One course chosen from MATH 121, 129, 150, IV. Social & Behavioral Sciences (12 hours total–may
162, 163, 180, 181, 215, STAT 145. include 6 hours from UNM CC): From Economics,
Linguistics, Political Science (except 250, 291, 478 or
Physical and Natural Sciences: Two courses, one of which 499), Psychology or Sociology (except 338, 381, 481L,
must include a laboratory, chosen from Anthropology 150 478, 490 or 499). Selected Africana Studies, American
and 151L, 121L (lab required), 160 and 161L; Astronomy 101 Studies, Anthropology, Chicano Studies, Geography,
and 101L; Biology 110 and 112L, 123 and 124L; Chemistry Native American Studies or Women Studies courses
111L (lab required), (121 and 123L) or 131L (lab required), may apply (A detailed list of acceptable courses is
(122 and 124L) or 132L (lab required); Earth and Planetary located in this section of the LoboTrax audit). Not more
Sciences 101 and 105L (lab required), 201L (lab required); than 6 hours from any one area.
Environmental Science 101 and 102L; Geography 101 V. Humanities (9 hours total–may include 6 hours from
and 105L; Natural Sciences 261L (lab required), 262L (lab UNM CC): Not more than 6 hours from any one area
required), 263L (lab required); Physics 102 and 102L, 105, in literature, (including English, American, foreign and
151 and 151L, 152 and 152L, 160 and 160L, 161 and 161L. comparative literature), History, Philosophy (except
156), Religious Studies (except 333, 422 and 430). Distributed Minor. The major department may specify, in lieu
Selected Africana Studies, American Studies, Chicano of a specific minor, a distributed minor in courses in related
Studies, Native American Studies or Women Studies departments. A distributed minor shall consist of not less than
courses may apply (A detailed list of acceptable courses 30 semester hours or more than 36 hours. Information about
is located in this section of the LoboTrax audit). the department-specified distributed minor is available in the
VI. Second Language (4th semester or equivalent; 3 individual departments offering such a minor or in the A&S
hours minimum–UNM CC hours may not satisfy this Advisement Center. Students should consult with their major
requirement if courses selected are from lower than departmental advisor or chairperson if they wish to propose
4th semester equivalent): As many hours as needed a distributed minor.
to complete the fourth semester of a non-English lan-
guage. Fulfillment may be met through testing. Students The student-proposed distributed minor allows a student
with proficiency in a foreign language, (for example, to put together an individualized program of multidisciplinary
any student who uses English as a second language) study in support of the major or in another area of interest. In
should consult with the department offering that lan- order to apply for a student-proposed distributed minor, the
guage or the A&S Advisement Center for advisement, student must present a petition to the undergraduate advisor
placement and/or testing. in the major department as early as possible and not later
than two semesters prior to planned graduation. The petition
ARTS
SCIENCES
VII. Fine Arts (6 hours total–may include 3 hours from UNM
ARTSAND
SCIENCES
CC): Acceptable are selected courses in the history, must also contain a list of the specific courses proposed total-
appreciation and criticism of art, architecture, music, ing at least 30 hours. At least 15 hours of those included in
theatre and dance. Selected Africana Studies, American the student-proposed distributed minor shall be at the 300 or
Studies, Anthropology, Chicano Studies, Native American 400 (upper-division) level.
AND
Studies or Women Studies courses may apply (A
detailed list of acceptable courses is located in this sec- Course work must come from outside the major area of study
tion of the LoboTrax audit). Three hours of studio OR and represent multiple departments. The list should indicate
performance art may apply. courses already completed (including semester taken and
grade received), courses in progress and semester for
Transfer work without a direct equivalent to UNM course planned completion. Documentation for distributed minor
work may be applied to the University of New Mexico Core or programs of study must be included with the A&S Application
A&S Group, by approval of an A&S Senior Academic Advisor. for Degree.
Courses in University Honors or Undergraduate Seminar
programs may be counted toward selected group require- Double Major in the College of Arts and Sciences. The
ments. These coursese have typically been pre-assigned to college of Arts & Sciences allows students to have two majors
a specific group at the time of initial course offering. Please in lieu of or in conjunction with a minor. Only one degree is
check with the College Advisement Center for speific course awarded but the transcript will indicate both majors. Because
designation. No courses with the Introductory Studies des- there is one degree being earned, degree requirements must
ignation may be applied to any of the Core or A&S Group be completed only once. Students must choose which major
requirement. will determine degree designation (B.A. vs B.S.).
NOTE: Some departments may have major require- A combined program in the College of Arts and Sciences and
ments for grades which vary from the College’s the Anderson School of Management allows for a bachelor’s
established policies. For information contact the Arts and master’s degree upon completion of a five-year pro-
and Sciences Advisement Center or the major depart- gram. This “Three-Two” M.B.A. program allows students to
ment. complete Arts and Sciences group and major requirements
in the first three years and an M.B.A. in the fourth and fifth
The same courses may not be used to fulfill both major and years. M.B.A. course work in the fourth year will constitute the
minor requirements. If the same course(s) are required for student’s minor requirements. Requirements for admission to
both major and minor or for both majors in the case of double the “Three-Two” M.B.A. Program are outlined in the Anderson
majors, an equivalent number of approved hours shall be Schools of Management section of this catalog.
added to the total combined hours required. This does not
apply to courses condiered "Supportive Coursework." An Certification to Teach in High School. Students in Arts
example;p Biology majors are required to have 12 hours of and Sciences who wish to acquire certification as secondary
Chemistry included in their supportive coursework. If students school teachers should confer with appropriate personnel
have also selected a Chemistry minor, then they will be able in the College of Education regarding suitable majors and
to apply those same courses toward the minor. Contact the minors and necessary education courses.
College Advisement Center for further information.
ARTS
SCIENCES
Health, Medicine and
ARTSAND
SCIENCES
Human Values (B.A.) Major and minor requirements and course descriptions will be
International Studies (B.A.) found listed by departments.
Journalism & Mass Journalism & Mass
Communication (B.A.) Communication
Pre-professional and Other Curricula
AND
Latin American Studies (B.A.) Latin American Studies
Languages (B.A.): Students are cautioned against assuming that four-year col-
French French lege courses prepare them for professional work. At least one
German German year of specialized graduate work is advisable in many fields,
Greek even if not actually required.
Languages (B.A.)
(interdisciplinary): Japanese Pre-professional advisement is the responsibility of the Arts
Latin and Sciences Advisement Center where students will be
Portuguese Portuguese advised and/or referred to an appropriate faculty advisor.
Russian Russian
Spanish Spanish
Linguistics (B.A.) Linguistics Law School Admissions
Mathematics (B.S.) Mathematics
Information on Law School Admissions and on Law Schools
Medieval Studies
may be obtained in the The Official Guide To U.S. Law
Navajo Language and
Schools: Pre-Law Handbook, which may be obtained from:
Linguistics
Publications, LSAC/LSAS, Dept. 0, P.O. Box 63, Newtown,
Peace Studies
PA 18940-0063. See an Arts and Sciences Advisor or visit
Period Studies
the Pre-Law Web site at http://www.unm.edu/~pre/law.
Philosophy (B.A.) Philosophy
Physics (B.S.) Physics
Physics & Astrophysics (B.A.)
Political Science (B.A.) Political Science
Curriculum Preparatory to Medicine
Professional Writing Specific requirements for admission to medical schools in
Psychology (B.A. or B.S.) Psychology the United States and Canada are included in a volume
Religious Studies (B.A.) Religious Studies published by the Association of American Medical Colleges
Russian Studies (B.A.) Russian Studies and is titled Medical School Admission Requirements, U.S.A.
Signed Language and Canada. Interested students should consult this vol-
Interpreting (B.S.) ume and see an Arts and Sciences Advisor or visit the
Science, Technology and Pre-Med Web sites at http://www.unm.edu/~premed and
Society http://www.unm.edu/~artsci/advise/premed.html.
Sociology (B.A.) Sociology
Social Welfare
Speech and Hearing Speech and Hearing Sciences Curriculum Preparatory to Dentistry
Sciences (B.A.)
Specific requirements for admission to dental schools in the
Statistics (B.S.) Statistics
United States and Canada may be obtained by writing to the
Sustainability Studies
individual schools. Lists of the schools and their addresses
Women Studies (B.A.) Women Studies
can be obtained by contacting Dental Programs or by writ-
NOTE: Concentrations within major fields are avail- ing to the American Dental Association, 211 East Chicago
able or required in some departments. Students Avenue, Chicago, IL 60611. Students interested in dental
should consult the individual departments listed. school should see an Arts and Sciences Advisor or visit the
Pre-Dental Web site at http://www.unm.edu/~artsci/advise/
predental.html
Other Programs
The majors and minors listed below are not programs in
the College of Arts and Sciences. A student may elect to
Graduate Program
complete either a major or minor, but not both, from Programs of graduate study in the various departments and
the following programs outside the College of Arts and programs of the College of Arts and Sciences lead to the M.A.
Sciences. (Students should remember that they must have or M.S. and Ph.D. degrees as follows:
96 hours in Arts and Sciences.)
American Studies
Major Minor Anthropology
Art (B.A.) Art (Studio or History) Biology
Chicano Hispano Chemistry
Mexicano Studies Communication and Journalism
Community and Regional Comparative Literature (M.A. only)
Planning Earth & Planetary Sciences
Computer Science Economics
English
Alfred Dennis Mathewson, Ph.D., Acting Director IV. Eighteen hours of research and analytical skill develop
4023 Mesa Vista Hall ment courses. (See the Director for a list of acceptable
MSC06 3730 courses.)
1 University of New Mexico
Albuquerque, NM 87131-001 Students in Africana Studies take a distributed minor through
(505) 277-5644 requirements III and IV. Students interested in minoring in a
specific related field should contact the program director.
Faculty
B.A. in Africana Studies as a second major will require 27
Mohamed Ali, Ph.D., The University of New Mexico
credit hours. Plan of study will be designed by students and a
Finnie Coleman, Ph.D., Director (on leave)
faculty advisor to respond to student’s academic and profes-
Kadeshia Mathews, Ph.D., Johns Hopkins
sional needs. AFST 284 and 285 are required.
Admasu Shunkuri, Ph.D., University of Kansas
The program includes in its academic mission strong com-
munity based projects such as the Team of Excellence
Introduction Mentorship program.
Africana Studies is an interdisciplinary major degree-granting
program which provides to the University community the Minor Degree–General
African-American perspective to issues relevant to the edu-
cation of all people, especially African Americans, for the The General Minor requires 24 hours of Africana Studies
21st century. Some of the program courses are cross-listed courses which include AFST 101, 103, 284, 299 or 309 and
with Political Science, Language, Literacy and Sociocultural 12 hours of 300 level or above courses of which not more
Studies, American Studies, English, Communication and than 3 hours may be earned through independent study or
Journalism and other departments. All of these courses may problem courses. Substitution of courses from other disci-
be taken toward a degree, substitutes for required courses plines is possible with prior departmental approval.
may be made with prior approval of the student’s major depart-
ment, or as electives.
ARTS
SCIENCES
required to take 12 hours of AFST courses and the remain-
ARTSAND
SCIENCES
credits.
ing 12 hours to be taken from the department in which the
student focuses. A minimum of 6 of the 12 hours from each
of the two departments must be 300 level or above. AFST 284 Africana Studies (AFST)
AND
and 285 are required for this option.
101. Swahili I. (3)
Foundation course for all beginning students interested in
Plan B reading or speaking the language. {Offered upon demand}
284 African-American History I 3
285 African-American History II 3 102. Swahili II. (3)
300 & above electives (AFST) 6 This course builds directly upon AFST 101, and is designed to
300 & above electives (concentration) 6 bring the students beyond a novice-intermediate or intermedi-
Areas of focus: history, economics, 6 ate level of competence.
anthropology, psychology, political Prerequisite: 101.
science, sociology, etc. (300 and above)
103. Foundation of Africana Studies. (3)
Total 24
An exploration of the philosophical basis for the creation
and the existence of African-American Studies program.
Plan C (Arts and Sciences majors only) {Fall, Spring}
The Africana Studies minor requires 24 hours, 15 hours of
106. Elementary Arabic I. (3)
core courses and 9 hours of electives in the College of Arts
(Also offered as ARAB 101.) A course in elementary modern
& Sciences.
standard Arabic.
Required Core Courses (15 hours):
1. a. AFST 284 African-American History I 107. Elementary Arabic II. (3)
b. AFST 285 African-American History II (Also offered as ARAB 102.) A course for those with very
2. The following courses must be cross-listed with Arts minimal exposure to modern Arabic Language.
and Sciences department or be taken as courses in
115. Communication Across Cultures. (3)
such department
(Also offered as CJ 115.) An introduction to communication
a. AFST 329 African Politics (Political Science)
among people from different cultural backgrounds, emphasiz-
b. AFST 333 Black Political Theory (Political Science)
ing intercultural relations. The class seeks to identify, honor
c. AFST 397 African-American Literature (English)
and enhance the strengths of different cultural perspectives.
–or–
AFST 392 Black Liberation and Religion (English) 206. Intermediate Arabic I. (1)
–or– (Also offered as ARAB 201.) The course covers the writing
ENGL 411 (when topic is appropriate) system, phonology, vocabulary, morphology and syntax
Electives (9 hours): structures of the Arabic language. Students will attend lan-
Nine hours of electives must be taken in one of the following guage laboratory to enhance their listening, comprehension
departments: Political Science, Economics, Anthropology, and pronunciation skills.
History, English. A list of approved courses is on file with Prerequisite: 106 and 107. Restriction: permission of
the Africana Studies department. instructor.
The CMR Hall also organizes public lectures and panel dis- 251. African-American Literature I. (3)
cussions. These lectures and panels address the presence (Also offered as ENGL 281.) The course introduces students
and contributions of Africans and African-Americans to the to the African American classics of the slavery era. Daily
Southwest. Periodically, the CMR Hall organizes major exhi- experiences of the characters in these books become the
bitions of its rare photographs and other artifacts. Interested basis for discussing race, class, gender, revolt, freedom,
organizations may request rental of the Hall’s traveling exhibi- peace and humanity.
tion of The Charlie Morrisey collections of rare photographs
and artifacts.
280. African-American Culture. (3) for in-depth discussion of inhumanity, protests, self definition,
(Also offered as AMST 250.) An analysis of the political, race relationships, liberalism, etc.
economic, religious and familial organization of African-
American communities in the United States. 385. The African World. (3)
An interdisciplinary introduction to the study of Africa; its
284. African-American History I. (3) political and economic geographies; its traditional and new
(Also offered as HIST 284.) A comprehensive survey of the societies; and its politics in global perspectives.
story of African-Americans from pre-European days in Africa
to the Civil War, U.S. 386. Peoples and Cultures of the Circum-Caribbean. (3)
(Also offered as ANTH 387.) Outlines the sociocultural
285. African-American History II. (3) transformation of the region since 1492. Emphasis upon
(Also offered as HIST 285.) This course will explore each of cultural legacies of, and resistance, to colonialism, the Afro-
the major historical events, Black leaders of those times and Caribbean and Hispanic heritages, and the contemporary
their influence on the social and political advancement of trans-nationalization of island identities.
African-American from the Civil War to the present.
Restriction: permission of instructor. 388. Blacks in Latin America I. (3)
A comprehensive analysis of the plight of Black people in
297. Interdisciplinary Topics. (1-3) Latin America as compared with their experiences in North
Special topic courses in specialized areas of African-American America, from the 15th to 19th century.
Studies. Community Economic Development; Race and
American Law; Culture and Personality. 391. Problems. (1-3 to a maximum of 12) ∆
299. Black Leaders in the U.S. (3) 392. Black Liberation and Religion. (3)
A comparative study of major African-American leaders and (Also offered as RELG 392.) Introduction to some traditional
their impact on race relations in the United States. western religious schools of thought as a basis for intensive
examination of the works of prominent Black liberation
301. Advanced Arabic I. (3) theologians.
(Also offered as ARAB 301.) Improves functional use of
Arabic language and culture. Class is for students with four 395. Education and Colonial West Africa. (3)
years of Arabic study or for heritage speakers. Students will A study of European education and its psychological, socio-
attend language laboratory to enhance their listening, com- logical and cultural impact on traditional African society.
prehension, and pronunciation skills. {Fall, Spring}
303. Introduction to Black Liberation and Religion. (3) 396. Emancipation and Equality. (3)
(Also offered as RELG 303.) Students will be introduced to The course examines the ending of and aftermath of slavery
the Black experience, which necessitates the redefinition focusing on Silversmith’s The First Emancipation and also the
of God and Jesus Christ in the lives of Black people as the general emancipation of the Civil War era.
struggle for transcendental and political freedom.
*397. Interdisciplinary Topics. (1-3, no limit) ∆
307. Blacks in the U.S. West. (3) Special topic courses in specialized areas of African-American
(Also offered as AMST 351.) A survey of the lives of Blacks in Studies. African-American Literature; Sociopolitics: Africa;
the American West (1528–1918). Politics of Southern Africa; Black Books III, Education and
African-American Education and Free Society. {Fall, Spring}
309. Black Politics. (3)
(Also offered as POLS 309.) A study of the history and 399. Culture and Education. (3)
diverse educational and political maturation processes of (Also offered as LLSS 424.) Analysis of the different child-rear-
elected American officials and functions of the political pro- ing practices and their effects on the academic performances
cess. {Fall} of children. Analyzes the role of culture in education.
318. Civil Rights Politics and Legislation. (3) 453. African American Art. (3)
(Also offered as POLS 318.) An analysis of the dynamics (Also offered as ARTH 453.) This class provides an overview
of the major events, issues and actors in the civil rights of African American artists and contextualizes their creativity
movement (and legislations) in view of the theories of U.S. within the wider framework of U.S. art. What, for example,
politics. are the benefits and pitfalls of assigning race to any creative
Prerequisite: 103. practice?
320. Arabic Study Abroad. (1-6) to a maximum of 6) ∆ *490. Black Liberation and Religion. (3)
(Also offered as ARAB 320.) An introduction to Arabic cultures (Also offered as RELG 490.) Introduction to some traditional
and language through study abroad. Course locations vary western religious schools of thought as a basis for intensive
according to course content. examination of the works of prominent Black liberation
theologians.
329. Introduction to African Politics. (3)
(Also offered as POLS 329.) An introductory course in the *491. African-American Religious Traditions. (3)
volatile politics in Africa. The various ideologies that underlie (Also offered as RELG 491.) This course will examine the
political movements and influence African governments will bipolarity of religion in African-American history, showing how
be explored. Black religion in the U.S. has served as an institution both for
acculturation and also for self and cultural assertion.
333. Black Political Theory. (3)
Survey course of the literature and philosophy of the Black
Diaspora. Related Courses
380. African Literature. (3) LLSS 493. Topics. (1-3, no limit) ∆
An analytical look at the works of major African writers and Education and Free Society.
their usage of African symbols to portray Africa of the past, Education and the African-American.
present and the future.
LLSS 516. Educational Classics. (3)
381. African-American Literature II. (3) This course focuses on influential educational perspectives
(Also offered as ENGL 381.) This is the second phase of a that have provided a foundation for contemporary or emerg-
three-part journey through the African-American experience ing critical educational thought.
in search of humanity and peace. The vehicle is post-slavery
LLSS 518. Comparative Education. (3)
books written by and about African-American people. Issues
Explores the connection between modes of education and
raised and the characters in the books provide the occasion
the construction of inequality within and between nation-
states. The impact of race, ethnicity, gender, religion, class, Arts, Humanities and Communications (Philosophy,
and politics on educational systems around the world will be Linguistics, Fine Arts, Communication & Journalism,
considered. Comparative Literature)
Natural History (Biology, Earth and Planetary Sciences,
LLSS 615. Contemporary Philosophies of Education. Chemistry) 15
(3) 5. Senior Program: after consultation with faculty advisor,
Focuses on the most recent trends in educational thought choose 12 hours in courses numbered 300 and above.
from the U.S. and other societies. Special attention is paid to a. 9 interdepartmental hours in courses centering
texts that speak directly to issues of race, class, and gender. around a particular topic or problem in American
culture. Of the 9 hours required in this section and
the 15 hours required in 4 above (a total of 24),
18 must be in American Studies. 9
AMERICAN STUDIES b. American Studies Seminar and Thesis (485)
Total Hours
3
36
A minor (18–26 hours in another department) is required.
Alex Lubin, Chairperson
MSC03 2110
ARTS
SCIENCES
ARTSAND
SCIENCES
1 University of New Mexico
Albuquerque, NM 87131-0001
Minor Study Requirements
(505) 277-3929 Undergraduate students majoring in the departments of
Anthropology, Art History and Criticism, Economics, English,
AND
Professors History, Philosophy, Political Science or Sociology may elect
Laura E. Gómez, Ph.D., Stanford University; J.D. Stanford a minor in American Studies. Students in other majors need
Law School special approval of both their major advisor and the American
A. Gabriel Meléndez, Ph.D., The University of New Mexico Studies office.
Vera Norwood, Ph.D., The University of New Mexico
Gerald Vizenor, Emeritus, University of California at The minor in American Studies is designed to introduce stu-
Berkeley dents to the interdisciplinary study of the culture of the United
States. The requirement is 24 hours, including 18 hours in
Associate Professor American Studies: 3 hours from 180, 182, 183, 184, 185, or
Alex Lubin, Ph.D., University of Minnesota 186; 285, 385 and 9 hours at the 300 level. Students take
Rebecca Schreiber, Ph.D., Yale University the remaining 6 hours in an integrated program chosen from
Assistant Professors other departments (Anthropology, Art History, Economics,
Amy Brandzel, Ph.D., University of Minnesota English, Geography, History, Political Science, Philosophy,
Alyosha Goldstein, Ph.D., New York University Psychology or Sociology) or American Studies courses. All of
Michael Trujillo, Ph.D., University of Texas, Austin these 6 hours must be from courses at the 300 level or above.
With proper selection of courses a student may elect a minor
Lecturers in American Studies with an emphasis in African American,
Laura J. Hall, Ph.D., University of California at Berkeley Chicano, Native American or Women Studies. A student may
choose to focus his or her minor program on other important
Professor Emeriti themes in American culture, such as the popular arts or
M. Jane Young, Ph.D., University of Pennsylvania ecology in America, or may emphasize the interdisciplinary
study of a region or the nation as a whole. All students should
Introduction consult with their major advisor and the American Studies
undergraduate advisor as early as possible to obtain approval
American Studies is designed for the student interested in of their minor program.
the interdisciplinary study of American culture. It encourages
flexibility and innovation within a general structure of areas
of interest, including but not limited to: Cultural Studies;
Major or Minor:
Southwest Studies; Environment, Science and Technology; Southwest Concentration
Popular Culture; Gender and Sexuality Studies; Race, Class
and Ethnicity. The student will work closely with an under- The wealth of courses in various departments and colleges
graduate advisor in putting together the major and must at the University of New Mexico dealing with the American
receive the advisor’s approval for all course work. Nine hours Southwest and the Mexican Borderlands supports this con-
of courses in American Studies may overlap with Arts and centration. Recognizing the unique contributions of Southwest
Sciences group requirements. regional cultural development to the larger United States, the
American Studies concentration in Southwest Cultural Studies
Undergraduate advisor varies, contact department office. provides undergraduates and graduates with an interdisciplin-
ary program that is both structured and flexible.
cases. Students are encouraged to develop a broad Requirements for Graduate Minor in
comparative analysis (for example, a U.S. national
cultural context or a Latin American context) or an American Studies
extended chronological emphasis, not simply a concen-
The “declared minor” in American Studies is only available
tration on a single narrow topic.
for Master’s level students at present. To complete the
3. American Studies 385: Theories & Methods in American
minor, students must complete 9 hours of 500-level courses
Studies (3)
(seminars) under Plan I. Under Plan II students need 12
4. Senior Program: After consultation with the American
hours of 500-level courses. Under either plan, 1–3 hours
Studies undergraduate advisor, choose from courses
of Independent Study with a faculty member in American
numbered 300 and above:
Studies can count toward the minor. AMST 500 is a restricted
a. 9 interdepartmental hours in courses centered around a
course and does not count toward the minor.
specific topic or problem in Southwest Cultural Studies.
The theme of this final course work generally emerges American Studies graduate students who wish to do a minor
from the previous broad sampling (section 2 above). Six in another department should do so in consultation with their
hours should be in American Studies. academic advisor and should contact the other department
b. American Studies 486: Senior Seminar in Southwest for specific guidelines for the minor. Faculty members in
Studies (3): a course in which the interdisciplinary impli- American Studies may opt to waive their right to serve on
cations of each student’s major topic are explored. a committee of studies outside American Studies. Plan I
students may take no more than 9 hours of graduate course
Minor in Southwest Culture Studies work in any other single department, and Plan II students may
do no more than 15 hours of graduate course work in any
This minor is designed to introduce students to the interdisci- other single department.
plinary study of the culture of the Southwest. The requirement
is 24 hours, including 18 hours in American Studies: 186, 285,
385, and 9 additional hours at the 300 level. Students take Admission
the remaining 6 hours in an integrated program chosen from
other departments (Anthropology, Art History, Economics, The program is offered at the master’s and doctoral levels.
English, Geography, History, Political Science, Philosophy, The doctorate usually requires a Master of Arts degree
Psychology or Sociology) or American Studies courses. All of in such majors as American Studies, Art History, History,
these 6 hours must be from courses at the 300 level or above. English, Philosophy, Economics, Education, Political Science,
Within the concentration, students may study the broad issue Sociology or Anthropology. In making application, candidates
of Southwest Culture or focus on a specific area such as are expected to submit a substantive letter of intent with a
Native American Studies, Chicano Studies, or cultural ecol- clear statement of their American Studies research interests
ogy. Hours requirements are identical with the minor specified and their goals in pursuing such investigations on a graduate
above with the exception that the student must take American level. Only candidates who show purpose and promise and
Studies 186, Introduction to Southwest Studies, as part of the whose research needs can be appropriately met will be admit-
18 hours of required American Studies courses. ted by a committee of the department faculty.
Degrees Offered All graduate students must take the pro-seminar, American
Studies 500 American Culture Study in the first fall semester
of their graduate career and at least four other American
M.A. in American Studies Studies seminars.
Ph.D. in American Studies
The Department of American Studies is committed to the Foreign Language
interdisciplinary study of American culture and society as a In addition to the course requirements for the doctorate, the
whole. Besides general courses in American life and thought, American Studies Department language requirement may be
six areas of study are offered: Cultural Studies (including folk- fulfilled either through the various options approved by the
lore and material culture); Southwest Studies; Environment, Office of Graduate Studies or through satisfactory completion
Science and Technology; Popular Culture; Gender Studies; of an alternative methodology option to be determined by the
Race, Class and Ethnicity. Students consult with department student in consultation with the student’s committee on stud-
faculty to develop individual, inter-departmental programs of ies and the chairperson of the department.
study in the humanities and social sciences that focus on
these or other significant aspects of American society and
thought. Examinations
Students are expected to form a committee on studies after
completing 12 hours of graduate credit. Decisions about
course work and its distribution, the foreign language to
be presented and any special problems related to the pro- 600. Research Methods. (3 to a maximum of 6) ∆
posed area of concentration will be reached in consultation This seminar reviews: 1) archival and library research; 2)
between the candidate and the committee on studies. All data collection and fieldwork (plus subsequent analysis and
graduate students are required to take two exams. The first presentation of data); 3) processes of hypotheses and theory
is the American Culture Study (ACS) exam, taken one year building; and 4) development of a research proposal.
after entry into the program and based on the required pro- Prerequisite: 500. {Spring}
seminar and the ACS reading list. The second is taken after
completion of course work. It is a written comprehensive 697. Individual Study. (1-3 to a maximum of 6) ∆
examination, the primary purpose of which will be to ascertain For Ph.D. candidates only.
the candidate’s ability at synthesizing the subject matter and
various methodologies covered during his or her time in the 699. Dissertation. (3-12, no limit) ∆
program. Detailed guidelines for the comprehensive exami- Offered on a CR/NC basis only.
nation are available through the department.
Cultural Studies
Dissertation 303. Law in the Political Community. (3)
(Also offered as POLS 303.) Introduction to the role of law
ARTS
SCIENCES
ARTSAND
SCIENCES
The dissertation will concern itself with at least two disciplines and legal institutions in politics and society.
in a specific area of American life and usually with more
than two. 309./509. Topics in Social Movements. (3 to a maxi-
mum of 6) ∆
AND
An interdisciplinary approach to the analysis of social move-
American Studies (AMST) ments, focusing on cultural and social formations of these
movements. Topics include: folklore of social movements;
labor struggles; peace movements; land conflicts.
General Courses
180. Introduction to American Studies. (3) 310./510. Topics in Cultural Studies. (3 to a maximum
Introduces 19th and 20th century American culture. of 6) ∆
Demonstrates interdisciplinary approaches to American cul- Varying topics undergraduate course. An in-depth study of
ture studies. Content varies by semester and topics include one subject in the field of interdisciplinary culture studies.
popular culture, comparative studies of race and ethnicity, Topics may include material culture, folklore, consumerism,
nationalism and citizenship, critical regionalism. public culture, critical theory, cultural identity and language
and representation.
200. Topics in American Studies. (3 to a maximum of 6) ∆
The content of this course varies by semester. Topics include: 311./511. Material Culture in America. (3)
America in the 50s; America in the 60s–70s; the American (Also offered as MSST 311/511.) This course covers the
family; power and culture; schooling in America. theory and practice of material culture study as it has been
used to define American culture. Course content includes
285. American Life and Thought. (3) architecture, technology, religious art and artifacts, literary,
Examination of the development of American cultural values folk and “fine” arts.
and attitudes from the 17th to the early 20th centuries.
Demonstrates the use of interdisciplinary modes of inquiry. 313. American Folklore and Folklife. (3)
An introduction to the informal, vernacular facets of American
385. Theories and Methods of American Studies. (3) culture with a focus on the artistic and symbolic dimensions
Introduces students to interdisciplinary approaches in the of daily life as expressed in oral traditions, folkloric events and
study of American culture, focusing on “Race, Ethnicity, material culture. {Fall}
Gender and National Identity,” “Media, Popular Culture, and
Cultural Studies,” “Critical Regionalism,” and “Environment, 315./515. Race, Class & Gender in the Culture Industry.
Science and Technology.” (3)
This course will focus on 20th century U.S. cultural history
485. Senior Seminar in the Culture of the United States. and cultural studies. Proceeding chronologically, the course
(3) integrates a range of cultural mediums to investigate the con-
An analysis of the value of synthesis in liberal scholarship. struction of social identity.
Focus will be on cooperative interdisciplinary research.
{Spring only} 317./517. Visual Culture. (3)
This course will investigate the role of visual experience in
497. Individual Study. (1-3 to a maximum of 9) ∆ everyday life. The assigned works represent a variety of inter-
disciplinary approaches to American visual culture, including
*498. Internship. (1-6) photography, film, television, material culture, and public art.
Involves internships in off-campus learning experiences
related to the study of American and regional culture and 508./308. Cultural Autobiography. (3)
character, such as work in local communities and with rel- This course is concerned with meaning, identity and subject
evant institutions. formation in the autobiographical text. Readings will focus
on contemporary critical theory about autobiography and
499. Honors Thesis. (3) post-colonial studies. Students will draw on a broad range
Development and writing of senior honors thesis under super- of personal accounts that result from the construction of
vision of faculty advisor. race, gender, class and ethnicity in the United States past
Prerequisite: 285. Restriction: permission of undergraduate and present.
director. {Spring}
509./309. Topics in Social Movements. (3 to a maximum
500. American Culture Study Seminar. (3) of 6) ∆
Examines the basic texts and methods in the field of American An interdisciplinary approach to the analysis of social move-
studies through discussion and critical/analytical writing assign- ments, focusing on cultural and social formations of these
ments. Required for all American Studies graduate students; movements. Topics include: folklore of social movements;
restricted to graduate students in the department. {Fall} labor struggles; peace movements; land conflicts.
597. Individual Study-Master’s Degree. (1-3 to a maxi- 510./310. Topics in Cultural Studies. (3 to a maximum
mum of 3) ∆ of 6) ∆
An in-depth study of one subject in the field of interdisciplinary
599. Master’s Thesis. (1-6, no limit) ∆ culture studies. Topics may include material culture, folklore,
Offered on a CR/NC basis only. consumerism, public culture, critical theory, cultural identity
and postcolonial studies.
511./311. Material Culture in America. (3) 422./522. The Atomic Bomb: Los Alamos to Hiroshima.
(Also offered as MSST 311/511.) This course covers the (3)
theory and practice of material culture study as it has been Considers three interrelated sections: the political and scien-
used to define American culture. Course content includes tific history of the Manhattan Project; strategic alternatives to
architecture, technology, religious art and artifacts, literary, the use of the atomic bomb; and the literature of the hiba-
folk and “fine” arts. kusha survivors of the destruction of Hiroshima.
513. Theories and Methods of Folklore Study. (3) 434. Synthesis of Sustainability Perspectives and
This course examines key methods and theoretical Innovations. (3)
approaches to the study of folklore, focusing on the artistic (Also offered as ANTH 434, ARCH 449, SUST 434.) Presents
and symbolic dimensions of daily life as expressed in oral frameworks for complex and creative analysis, including sys-
traditions, folkloric events and material culture. tems thinking and synergistic integration of the three pillars of
sustainability: environment, equity, economy. Examines inno-
515./315. Race, Class & Gender in the Culture Industry. vative local and international case studies in environment,
(3) business, policy, and community development.
This course will focus on 20th century U.S. cultural history Prerequisite: SUST 134 and (ECON 106 or ECON 203.)
and cultural studies. Proceeding chronologically, the course
integrates a range of cultural mediums to investigate the con- 520. Topics in Environment, Science and Technology.
struction of social identity. (3 to a maximum of 6) ∆
Graduate study of subjects in Environment, Science and
516. Language and Cultural Representation. (3) Technology. Content varies by semester and topics include:
An intensive study of various contemporary theories about science/technology studies, environmental justice, the envi-
the intersection of language and culture. Readings focus on ronment and political and social development, ecology in
the interdisciplinary study of language, drawing especially on America, gender and nature.
postmodern theory.
522./422. The Atomic Bomb: Los Alamos to Hiroshima.
517./317. Visual Culture. (3) (3)
This course will investigate the role of visual experience in Considers three interrelated sections: the political and scien-
everyday life. The assigned works represent a variety of inter- tific history of the Manhattan Project; strategic alternatives to
disciplinary approaches to American visual culture, including the use of the atomic bomb; and the literature of the hiba-
photography, film, television, material culture, and public art. kusha survivors of the destruction of Hiroshima.
518. Post-Colonial Theory. (3) 523./323. Environmental Justice. (3)
This is a graduate-level introduction to the interdisciplinary This course is designed as a multicultural/interdisciplin-
field of post-colonialism. The readings will cover areas in ary approach to the study of environmental justice. Topics
post-structuralism, post-modernism, semiotics, discourse include: environmental racism, internal/nuclear colonialism,
analysis, textuality, Western Marxism, cultural nationalism, harmful technologies, industrial pollution, and other toxins in
colonialism(s) and imperialism. communities of color.
519. Topics in Cultural History. (3 to a maximum of 6) ∆ 525. Environmental Theory and Practice. (3)
Graduate seminars; content varies. Topics include: democ- This course surveys key methods and model case studies in
racy, culture and history; American landscapes; history and ecological history, in impacts of technology on the environ-
narrative. ment and in the role of cultural values and ethics in natural
resource policy decisions.
Environment, Science, Technology
134. Creating a Sustainable Future: Introduction to Gender Studies
Environmental, Social, and Economic Health. (3) 183. Introduction to Gender Studies. (3)
(Also offered as ANTH, SUST 134.) An introduction to This course focuses on the interdisciplinary study of the
creating a sustainable future that supports environmental construction of gender as a category. Readings will span
health and restoration, social equity, and economic vitality. cross-cultural and historical materials, including literary, artis-
Examines challenges and examples of integrated, creative tic and popular representations of masculinity and femininity
strategies on local, regional, national, and global levels. in America.
182. Introduction to Environment, Science and 330./530. Topics in Gender Studies. (3 to a maximum
Technology. (3) of 6) ∆
An introduction to the socially and politically constructed val- Varying subjects deriving from the contemporary cultural
ues directing Americans’ attitudes toward nature, science and studies focus on matters of gender. Topics include: feminist
technology and to the impacts of those attitudes on built and theory; gender and nature; the factor of gender in disciplinary
natural environments regionally, nationally and globally. and interdisciplinary studies.
320. Topics in Environment, Science and Technology. 332. Sexuality and Culture. (3)
(3 to a maximum of 6) ∆ An introduction to a range of interdisciplinary readings in cul-
The content of this course varies by semester. Topics include: tural studies of sexuality. The focus of the course is to inquire
environmental justice, ecology in America, gender and nature, into the construction of sexualities and to assess their impact
ethics and genetics, automobiles in American culture. in shaping scholarship and cultural theory.
323./523. Environmental Justice. (3) 332L. Sexuality and Culture Recitation. (1)
This course is designed as a multicultural/interdisciplin- A discussion section focused on readings in the theory and
ary approach to the study of environmental justice. Topics methods of sexuality and cultural studies. This recitation sec-
include: environmental racism, internal/nuclear colonialism, tion is taken concurrently with 332.
harmful technologies, industrial pollution and other toxins in Corequisite: 332.
communities of color.
333./533. Gender and Tradition. (3)
324. Environmental Conflicts in the U.S. West. (3) A study of the connections between gender, the traditions
This course covers environmental conflicts in the U.S. West associated with women and men, and the intricate linkages
from World War II to the present. Topics include: natural of gender and tradition with systems of power and oppression
resource debates, impacts of such technologies as dams in various cultures and time periods.
and nuclear reactors, agricultural conflicts and environmental
justice.
530./330. Topics in Gender Studies. (3 to a maximum 252. The Native American Experience. (3)
of 6) ∆ (Also offered as NATV 252.) Introductory survey of Native
Varying subjects deriving from the contemporary cultural American History, culture and contemporary issues. Students
studies focus on matters of gender. Topics include: feminist read literature by and about Native Americans covering a
theory; gender and nature; the factor of gender in disciplinary variety of topics including tribal sovereignty, federal policy,
and interdisciplinary studies. activism, economic development, education and community
life.
533./333. Gender and Tradition. (3)
A study of the connections between gender, the traditions 350./550. Topics in Race, Class, Ethnicity. (3 to a maxi-
associated with women and men, and the intricate linkages mum of 6) ∆
of gender and tradition with systems of power and oppression Offers specialized topics on an alternating basis dealing with
in various cultures and time periods. race, class and ethnicity in the formation of American life and
society. Subject areas include immigration, class formation,
536. Masculinities. (3) (may be repeated for credit with conquest, colonization, public policy and civil rights.
permission from AMST graduate advisor)
Introduction to changing meanings of masculinity in America 351. Blacks in the U.S. West. (3)
from WW II through the present. Focus on cultural construc- (Also offered as AFST 307.) A survey of the lives of Blacks in
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tion of masculinity and men’s experiences in spheres of work, the American West (1528–1918).
family, leisure, war and sexuality.
352./552. Native American Cultural Production. (3)
This course examines contemporary Native American cultural
AND
Popular Culture production including literature, art and film with an emphasis
on historical, political and cultural contexts. Topics may
184. Introduction to American Popular Culture. (3)
include: definitions of cultural production, sovereignty, colo-
Survey of basic concepts of popular culture and methods for
nialism, cultural survival and identity.
its study. Source materials are drawn from diverse areas–
television, film, comics, music and sports. 353./553. Race Relations in America. (3)
An interdisciplinary investigation of the development of race
340. Topics in Popular Culture. (3 to a maximum of 6) ∆
as a set of power relations, lived identities and ideas. Pays
Content varies by semester. Topics include: popular music,
particular attention to the relationship of race to work, immi-
popular culture of the 1960s; sex and gender in popular
gration, gender, culture and intellectual life.
culture; chicano/a vernacular culture; black popular culture;
popular environmentalism. 354./554. Social Class and Inequality. (3)
This course is an interdisciplinary approach to the study of
341./541. Topics in Film. (3 to a maximum of 6) ∆
class formations in society. Topics include: culture, ideology,
Varying subjects, based in theoretical and/or historical
politics, history, Marxism, Weberian sociology, (post-) structur-
approaches. Topics include: sex and gender in popular film;
alism, colonialism, textuality, praxis and desconstructionism.
films of the nuclear age; African-American film; ethnicity in
American cinema; film theory. 356./556. Topics in Native American Studies. (3 to a
maximum of 6) ∆
342. Television in American Culture. (3)
Topical survey of theoretical approaches, research method-
This course is an introduction to the history of television as a
ologies and subject areas within the interdisciplinary field of
medium from its origins through the present moment. In the
Native American Studies.
course we will focus on the structure of the television’s role
within American society, and television as a site of cultural 357./557. Topics in African-American Studies. (3 to a
representation. maximum of 6) ∆
Offers topics addressing African-American social, cultural,
540. Topics in Popular Culture. (3 to a maximum of 6) ∆
political and intellectual life. Topics include: black social
Content varies by semester. Topics include: popular music,
movements, African-American intellectual history, black cul-
popular culture of the 1960s; sex and gender in popular
tural studies, slavery in the Americas.
culture; chicano/a vernacular culture; black popular culture;
popular environmentalism. 358./558. Topics in Latino/a Studies. (3)
This interdisciplinary topics course examines the fastest
541./341. Topics in Film. (3 to a maximum of 6) ∆
growing population in the U.S. and includes Latino intellectual
Varying subjects, based in theoretical and/or historical
history, political and economic relations, recovery projects,
approaches. Topics include: sex and gender in popular film;
music, film and media representations and environment,
films of the nuclear age; African-American film; ethnicity in
community and post-colonial studies.
American cinema; film theory.
359./559. Interracialism in America. (3)
545. Theories & Methods of Popular Culture. (3)
This course introduces students to historical and contem-
Graduate seminar surveying approaches to the study of
porary debates about the meaning of interracial romance,
popular culture and major theoretical debates in the field.
marriage and sexuality–and its relationship to definitions
Students also work with popular culture texts, including film,
of American citizenship and democracy. Through engaged
television, toys, fashion, music and advertising.
study of primary and secondary, social and cultural forms,
students will develop an interdisciplinary understanding of
Race, Class and Ethnicity race, gender and sexuality.
185. Introduction to Race, Class and Ethnicity. (3) 362./562. Native American Representation and
An interdisciplinary introduction to the issues of race, class Resistance. (3)
and ethnicity in American life and society. {Fall, Spring} This course will examine popular representations of Native
Americans from American literature, film, policy, science and
250. African-American Culture. (3) popular culture. Topics include critical and cultural theories
(Also offered as AFST 280.) An analysis of the political, eco- of representation and identity and Native resistance and
nomic, religious and familial organization of African-American cultural production.
communities in the United States.
550./350. Topics in Race, Class, Ethnicity. (3 to a maxi-
251. The Chicano Experience in the United States. (3) mum of 6) ∆
Investigation of the historical and social conditions that have Offers specialized topics on an alternating basis dealing with
shaped the development of Chicano life. race, class and ethnicity in the formation of American life and
society. Subject areas include immigration, class formation,
conquest, colonization, public policy, and civil rights.
552./352. Native American Cultural Production. (3) 361. Native American Folklore of the Southwest. (3)
This course examines contemporary Native American cultural An in-depth study of the expressive behavior of Native
production including literature, art and film with an emphasis American peoples of the Southwest with special emphasis
on historical, political and cultural contexts. Topics may on the traditional material culture, music, dance, oral tradition
include: definitions of cultural production, sovereignty, colo- and festivals of Puebloans, Navajos and Apaches.
nialism, cultural survival and identity.
363./563. Chicano/Latino Film. (3)
553./353. Race Relations in America. (3) Covers the Chicano/Latino experience through its depiction
An interdisciplinary investigation of the development of race on film and from the perspective of Latino filmmaking. The
as a set of power relations, lived identities and ideas. Pays course analyzes film as communication, film narration, sym-
particular attention to the relationship of race to work, immi- bolism and subjectivity.
gration, gender, culture and intellectual life.
486. Senior Seminar in Southwest Studies. (3)
554./354. Social Class and Inequality. (3) Capstone course for majors/minors in the Southwest Studies
This course is an interdisciplinary approach to the study of that synthesizes current scholarship on critical regionalism:
class formations in society. Topics include: culture, ideology, borderlands studies, trans-nationalism, indigeneity, immigra-
politics, history, Marxism, Weberian sociology, (post-) structur- tion and other topics. Students develop research, analysis
alism, colonialism, textuality, praxis and desconstructionism. and writing to produce an original research paper.
555. Theories and Methods of Race, Class, Ethnicity. (3) 560./360. Topics in Southwest Studies. (3 to a maxi-
This course will survey the theoretical and methodological mum of 6) ∆
convergence/divergence of race, class and ethnicity. This Offers topics dealing with the social, cultural and technologi-
class is designed as a graduate-multidisciplinary approach cal developments among the people of the Southwest. Topics
to racial, class and ethnic formations, relations, structures, include folk art and material culture; rural, urban and border
institutions and movements. communities; traditional healing; travel and tourism; Hispano/
Chicanos after 1848.
556./356. Topics in Native American Studies. (3 to a
maximum of 6 ) ∆ 563./363. Chicano/Latino Film. (3)
Seminar offering topical survey of theoretical approaches, Covers the Chicano/Latino experience through its depiction
research methodologies and subject areas within the inter- on film and from the perspective of Latino filmmaking. The
disciplinary field of Native American Studies. course analyzes film as communication, film narration, sym-
bolism and subjectivity.
557./357. Topics in African-American Studies. (3 to a
maximum of 6) ∆ 565. Politics of Cultural Identity in the Southwest. (3)
Offers topics addressing African-American social, cultural, This seminar examines cultural and ethnic representations in
political and intellectual life. Topics include: black social the tri-cultural Southwest. The course includes consideration
movements, African-American intellectual history, black cul- of works by native and Hispano/Chicano authors who exam-
tural studies, slavery in the Americas. ine and contest the cultural ideation of the Southwest.
Joseph F. Powell, Ph.D., University of Texas A&M Majors who select a concentration will take an additional
Ann F. Ramenofsky, Ph.D., University of Washington 17 to 18 hours of concentration requirements and electives.
Beverly R. Singer, Ph.D., University of New Mexico The student who does not select a concentration must take
the major requirements and can take courses in any of the
Assistant Professors concentrations so long as appropriate prerequisites have
Ronda Brulotte, Ph.D., University of Texas (Austin) been completed. In either case, 12 of the additional 17–18
Heather Edgar, Ph.D., Ohio State University (Research) credits must be upper-division (300–400 level). In other
Patrick F. Hogan, Ph.D., Washington State (Research) words, there must be a minimum of 18 upper-division credits
Keith L. Hunley, Ph.D., University of Michigan in the major. No more than 6 hours of individual study or field
Martin Muller, Ph.D., University of Southern California research courses may be applied toward the major.
Sherry Nelson, Ph.D., Harvard University
Keith Prufer, Ph.D., Southern Illinois University In addition to fulfilling the general curriculum and unit distri-
Professors Emeriti bution requirements for the B.A. degree, students desiring
Anita L. Alvarado, Ph.D., University of Arizona a B.S. degree must concentrate (see below) in archaeol-
Richard A. Barrett, Ph.D., University of Michican ogy, biological anthropology or human evolutionary ecology,
Keith H. Basso, Ph.D., Stanford University including an advanced laboratory course or summer field
Garth L. Bawden, Ph.D., Harvard University school of at least 4 credits in the major or the minor. To com-
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Lewis R. Binford, Ph.D., University of Michigan plement the B.S. in anthropology, students must also take at
Philip K. Bock, Ph.D., Harvard University least 6 hours of mathematics (as approved for A&S group
John Martin Campbell, Ph.D., Yale University requirements) and have a minor in or distributed among
Louise A. Lamphere, Ph.D., Harvard University astrophysics, biochemistry, biology, chemistry, computer sci-
AND
Carole Nagengast, Ph.D., University of California (Irvine) ence, earth and planetary science, mathematics, geography,
J. Stanley Rhine, Ph.D., University of Colorado psychology or physics.
Mari Lyn Salvador, Ph.D., University of California (Los
Angeles) The Department of Anthropology encourages anthropology
Karl H. Schwerin, Ph.D., University of California (Los majors to take a creative and self-motivated approach to
Angeles) their education. In close consultation with an advisor, majors
James M. Sebring, Ph.D., University of California (Berkeley) may utilize upper level (300-400 level) electives from multiple
concentrations to complete the elective requirements of any of
the five concentrations. In any case all students interested in
Introduction majoring or minoring in anthropology are urged to consult with
one of the department undergraduate advisors as early in their
Our educational program is based on the premise that academic careers as possible.
Anthropology more than any other discipline provides insights
into who we are, how we became this way, and what our
future might be. The more students understand about both Concentrations
the past and current nature of biological and cultural diversity, Archaeology (36 Credits)
the better able they are to cope with complex problems and For a concentration in archaeology take:
make meaningful contributions to society locally, nation- ANTH 101 (3 credits)
ally and internationally. Whether undergraduates choose to ANTH 121L (4 credits)
pursue graduate training in anthropology or some other field, ANTH 220 (3 credits)
or move directly into the workforce, we seek to provide them ANTH 320 (3 credits)
with a broad education by offering large and small lecture
classes and a variety of laboratories and field classes across Students must also take one additional course from each of
the concentrations of anthropology. Our graduate degrees three groups (A, B, C) for a total of at least 9 credits:
prepare students to follow either academic or applied careers Group A: Technical (ANTH 373, 375, 480, 482L)
in Anthropology. Group B: Europe, SW Asia, Africa (325, 326, 327,
328, 329*)
Group C: North and South America and Pacific (ANTH
Major Study Requirements 321, 323, 324, 329*, 371, 376)
*cannot use 329 to satisfy BOTH Group B and Group C
(36 credits) ANTH 420 may be applied to the above groups, depending
All majors are required to complete a general curriculum on topic.
(18–20 hours) that provides an integrated preparation for In addition, a student must complete one additional core
study in any of the five anthropological concentrations. This sequence within anthropology, plus an elective from a third
curriculum includes ANTH 101, two of the following concen- concentration, plus elective credits to complete the minimum
tration core curriculum sequences and one additional 200- of 36 credits in anthropology.
400 level elective course in a third concentration.
Evolutionary Anthropology (36 Credits)
Courses in the anthropology core curriculum include: For a concentration in evolutionary anthropology take:
Archaeology: ANTH 101 (3 credits)
ANTH 121L Archaeological Method or Theory ANTH 150 (3 credits)
–or– ANTH 220 World Archaeology ANTH 151L (1 credit)
ANTH 320 Strategy of Archaeology ANTH 350 (3 credits)
ANTH 351L (4 credits)
Evolutionary Anthropology:
–or–
ANTH 150 Evolution and Human Emergence
ANTH 160 (3 credits)
–or–
ANTH 161L (1 credit)
ANTH 160 Human Life Course
ANTH 360 (3 credits)
ANTH 350 Human Biology ANTH 462 (3 credits)
–or–
ANTH 360 Human Behavioral Ecology Plus two upper-division courses (300–400 level) in evolution-
ary anthropology (6-8 credits).
Ethnology:
ANTH 130 Cultures of the World In addition, a student must complete one additional core
ANTH 330 Principles of Cultural Anthropology sequence within anthropology, plus an elective from a third
concentration, take at least one 200-400 level elective in
Linguistic Anthropology: a third concentration, and complete enough other elec-
ANTH 110 Language, Culture and the Human Animal tive hours within anthropology to meet the 36 credit hour
ANTH 310 Language and Culture minimum.
All students are required to complete a master’s examination. option). The M.S. option in Public Archaeology requires
For students who do not intend to continue in anthropology at least 6 additional graduate credits in sciences, such as
beyond the master’s degree, the examination will focus on Chemistry, Biology, Geology, and Mathematics. A final report
the content of their course work and its relations to anthropol- developed through the 9 hours of the internship experience
ogy as a whole. For students wishing to enter the doctoral will serve as part of the final examination that will also include
program in anthropology, this examination will also serve as a an oral component to be administered by the committee.
Ph.D. qualifying exam; its form and content will depend upon Students earning an M.A./ M.S. with a concentration in Public
the anthropological concentration (archaeology, evolutionary Archaeology who wish to earn a Ph.D. in Anthropology must
anthropology, ethnology/linguistic anthropology) appropriate apply for and gain admission to the doctoral concentration
to the student's research interests. Further details about in Archaeology.
the master’s examination can be obtained from the depart-
ment office. a) Core requirements (18 hours):
Group I (9 hours).
Anthropology Concentrations Required ANTH 574 History and Theory of Archaeology
ANTH 578 Science in Archaeology
Coursework ANTH 579 Current Debates in Archaeology
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Group II (6 hours).
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Archaeology
a) Core requirements: ANTH 592 Managing Cultural Resources
STAT 527 Advanced Data Analysis I ANTH 593 Cultural Resource Management Archaeology
ANTH 574 History & Theory in Archaeology Group III (3 hours).
AND
ANTH 579 Current Debates in Archaeology ANTH 581 Ethics in Archaeology
ANTH 570 Adv T: Science in Archaeology b) Thematic electives (9 hours):
b) Plus one of the following laboratory courses: Group I (3 hours required; up to 9 hours can be taken in
ANTH 573L Lab Meth in Arch; Arch Meas – Lab Analysis Group I).
ANTH 580 Ceramic Analysis ANTH 522 Lithic Analysis
ANTH 570 Adv T: Lithic Analysis ANTH 573 Topics: Technical Studies, Zooarchaeology
ANTH 570 Adv T: Zooarchaeology ANTH 580 Ceramic Analysis
ANTH 582L Geoarchaeology
All other course work consists of electives. On the advice of (Or equivalent courses in Biology, Chemistry, Earth and
their Thesis Advisor, students who are completing a Plan 1 Planetary Sciences, Geography, etc.)
(Thesis) Master’s degree may petition the faculty to modify
the number of course requirements for the Master’s degree. Group II (0-6 hours).
The M.S. degree requires at least 6 additional graduate Appropriate courses from other departmentst such as
hours in sciences such as Chemistry, Biology, Geology, and Community Planning or Architecture may be substituted
Mathematics. with the approval of the advisor.
ANTH *421 Historical Archaeology of the Spanish
Evolutionary Anthropology Borderlands
The Evolutionary Anthropology program does not offer a ANTH 501 Native American Art I
Master's Thesis option. In consultation with their faculty advi- ANTH 503 Native American Art II
sor, students should construct a program of courses within ANTH 509 Seminar in Native American Art
Evolutionary Anthropology, the Department of Anthropology, ANTH 521 Southwest Archaeology
and other Departments to provide a breadth of training to best ANTH 523 Archaeology of Eastern North America
prepare them for their research. The core classes introduce ANTH 531 Indigenous Peoples of North America
students to the substance and theory of genetics, paleoan- ANTH 576 Seminar: Southwestern Archaeology
thropology, human biology/physiology, behavioral ecology, ANTH 582 Museum Practices
primates, and human life history. ANTH 585 Seminar in Museum Methods
ANTH 586 Practicum: Museum Methods
Core Requirements:
c) Internship/Practicum (9 hours):
a) ANTH 555 Human Genetics
ANTH 575 Archaeology Field Session
b). One of the following: ANTH 557 Paleoanthropology or ANTH 597 Problems
ANTH 550 Topics: Human Behavioral Evolution ANTH 598 Advanced Research
c) One of the following: ANTH 561 Seminar: Human
Reproductive Ecology & Biology, ANTH 554 Human Internship/Practicum is the capstone for the concentration
Paleopathology, ANTH 550 Topics: Human Growth and with a defined project in public archaeology that would
Development, or ANTH 550 Topics: Primate Endocrinology result in a written proposal and a final report on the project's
and Behavior results. M.A. graduate concentration in Public Archaeology
consists of 36 credits. The M.S. degree requires at least 6
d) One of the following: ANTH 667 The Evolution of Sociality, additional graduate credits in sciences such as Chemistry,
ANTH 560 Topics: Evolutionary Medicine, or ANTH 661 Biology, Geology, and Mathematics. Students earning an
Behavioral Ecology and Biology of Sex Roles M.A./M.S. with concentration in Public Archaeology who
d) One of the following: ANTH 662 Great Apes: Mind and wish to earn an Anthropology Ph.D. must apply for and
Behavior or ANTH 563 Primate Social Behavior gain admission to the doctoral program concentration in
Archaeology.
e) ANTH 562 Human Life History
All Evolutionary Anthropology must complete STAT 527 & Ethnology
STAT 528 Advanced Data Analysis I & II prior to taking the A two-semester sequence in socio-cultural anthropology and
Comprehensive Exam. The other course work consists of a seminar in linguistic anthropology are required in prepara-
electives. Students interested in osteology should take ANTH tion for the Master’s (Comprehensive) Examination:
351L Anthropology of the Skeleton their first semester if ANTH 546 Theory in Ethnology I (Fall)
they have not yet had a similar course. Students interested ANTH 547 Theory in Ethnology II (Spring)
in behavioral ecology are encouraged to take a seminar ANTH 510 Linguistic Pro-seminar
in Evolutionary Psychology and ANTH 560 Topics: PIBBS One methods course, such as:
Seminar. The M.S. degree requires at least 6 additional ANTH 530 T: Visual Anthropology, ANTH 540 T: Autobiography
graduate hours in sciences such as Chemistry, Biology, and Life History in Anthropology, ANTH 530 T: Discourse
Geology, and Mathematics. Analysis, ANTH 572 Analytic Methods in Anthropology, ANTH
Public Archaeology 541 Problems and Practice in Ethnography.
The M.S. graduate concentration in Public Archaeology
requires 36 credits and is only offered as Plan II (exam
Four additional seminars in Ethnology with at least a 3.0 GPA. ANTH 576 Seminar: Southwestern Archaeology
If more than four are taken, the four with the highest grades ANTH 570 Adv. T: Iron Age Europe
will fulfill this requirement.
Complex Societies:
In consultation with their faculty advisor, Master’s students ANTH 522 Mesoamerican Prehistory
should choose elective courses and seminars according to ANTH 524 American Archaeology: South America
their particular focus. ANTH 528 Near Eastern Archaeology
ANTH 529 Archaeology of Complex Societies
The successful completion of the M.A. requires passing the ANTH 420/570 Medieval Archaeology
Master’s (Comprehensive) Exam, completing the Second- Occasionally, graduate level topics courses such as ANTH
Year Master’s Paper, and the Second-Year Graduate Plan of *420 or 570 may satisfy the Foraging, Middle or Complex
Study. Further details can be obtained from the department category requirements (examples: Pleistocene Transition,
office. Chaco Canyon Archaeology). Consult with the graduate advi-
sor to determine whether and how such courses will.
Ph.D. in Anthropology d) In the spring of the third year, students take:
Concentrations: archaeology, evolutionary anthropology, eth- ANTH 675: Archaeological Research Proposals
nology anthropology. (must be completed after the student has passed the compre-
hensive examination with at least a Ph.D. pass).
The Doctor of Philosophy in Anthropology is offered accord-
Remaining course work consists of electives defined by
ing to the general requirements as specified earlier in this
the student after consultation with the Archaeology Faculty,
catalog. No more than 12 hours of problems courses and no
Graduate Advisor, and their committee.
more than 9 hours of field courses may be applied toward the
48 credit hours required for the degree. NOTE: All incoming students must meet with the
Archaeology Graduate Advisor to discuss program
Admission to the Ph.D. program from the master’s program requirements. Students entering the program with an
will depend upon the student’s performance in the master’s M.A. or M.S. in Anthropology, with a concentration
comprehensive/Ph.D. qualifying examination and on the stu- in Archaeology, may petition the faculty to modify
dent’s ability to form a committee on studies in fields appropri- the number and content of requirements and elec-
ate to the student’s research interests. The committee, which tives based on their previous graduate coursework.
will assist in planning the student’s program of study, must Students entering the program with a degree in
include one professor from outside the department and out- another field may have deficiencies in their back-
side of Anthropology (not the committee chairperson). Since ground. If the Graduate Advisor identifies deficien-
the Anthropology Department cannot supervise research in cies, the student must take additional course work in
all areas of anthropology, students who cannot form such general Anthropology (i.e., ANTH 320, 330, 321 and/
a committee will not be accepted into the doctoral program. or 310). The student may request an exception from
Students entering the graduate program with an M.A., or these courses by petitioning the Archaeology faculty.
its equivalent, in anthropology must pass the qualifying
exam in the appropriate subfield. Students entering with an Evolutionary Anthropology
M.A. or M.S. in another discipline must pass the qualifying Evolutionary Anthropology students admitted to the Ph.D.
examination. program are required to follow the Plan II (Non-Thesis)
option for their coursework prior to the Comprehensive Exam.
Prior to initiating major research for the dissertation, the stu- Some Master's level work can be accepted from transfer
dent must: 1) demonstrate proficiency in at least two foreign students when appropriate.
languages and/or other skills as determined by the student’s
Committee on Studies; 2) pass a Ph.D. comprehensive The additional coursework requirements for a Ph.D. include:
examination; and 3) present the major topic of the proposed 1. One of the following: ANTH 663 HEE Research Methods
dissertation and explain the intended content. and Design or ANTH 675 Anthropological Research
Proposals
Anthropology Concentrations–Required 2. A course in specialized, quantitative analyses suited for
the student's research. Suitable courses include ANTH
Coursework 552 Quantitative Methods, STAT 574 Survival Analysis,
Archaeology or an equivalent with the student's Advisor's permission
The initial Ph.D. degree course work requirement consists of 3. Completion of further training in skills should be deter-
the following courses, which must be completed by the end mined by the student in consultation with the advisor and
of the student’s second year in residence: other faculty if needed. These skills can be completed
within or outside the department but must be appropri-
a) Core requirements: ate to the student's dissertation project and career
STAT 527 Advanced Data Analysis I (Preferably STAT 528 trajectory.
as well)
ANTH 574 History & Theory of Archaeology All other coursework consists of electives.
ANTH 579 Current Debates in Archaeology
Ethnology Anthropology
ANTH 570 Adv. T: Science in Archaeology
ANTH 546 Theory in Ethnology I
b) And one of the following laboratory courses: ANTH 547 Theory in Ethnology II
ANTH 573L Lab Meth in Arch; Arch Meas- Lab Analysis ANTH 510 Linguistic Pro-Seminar
ANTH 580 Ceramic Analysis
ANTH 570 Adv. T: Lithic Analysis One methods course such as: ANTH 530 T: Visual
ANTH 570 Adv. T: Zooarchaeology Anthropology, ANTH 540 T: Autobiography and Life History
in Anthropology, ANTH 530 T: Discourse analysis, ANTH 572
c) In addition, one course from each of the following three Analytic Methods in Anthropology, ANTH 541 Problems and
groups must be completed by the end of the second year, Practice in Ethnography.
or fourth semester.
Foraging Societies: Four additional seminars in Ethnology with at least a 3.67
ANTH 525 Stone Age Europe GPA. If more than four are taken, the four with the highest
ANTH 527 African Prehistory grades will fulfill this requirement.
ANTH 570 Adv. T: Paleoindians
Coursework completed for a previous master’s degree may
ANTH 577 Seminar: European Prehistory
be substituted for these required courses with the permission
Middle Range Societies: of the Ethnology Graduate Advisor. ANTH 530 T: “Proposal
ANTH 521 Southwest Archaeology Writing” (can be taken only by post-M.A. students) is encour-
ANTH 523 Archaeology of Eastern North America aged, but not required.
ANTH 526 Late European Prehistory
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linguistics. The biological, structural, psychological and social
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nature of language; implications for cross-cultural theory, ment. At the end of each course description, a letter designa-
research and applications. tion signifies the concentration specialization for which this
class can be used. (“A” for Archaeology; “EV" for Evolutionary
121L. Archaeological Method and Theory. (4) Anthropology; “E” for Ethno-Linguistics.)
AND
Introduction to archaeological method and theory. Lectures
cover basic concepts and strategy. Labs provide hands-on 304./504. Current Research in Anthropology. (1-3)
experience with methods of analyzing archaeological This course familiarizes students with current, active research
remains. in Anthropology by the University of New Mexico faculty and
visiting scholars. It also teaches students to critically assess
130. Cultures of the World. (3) and discuss research questions. (A, EV, E)
Basic concepts and methods of cultural anthropology.
Selected cultures, ranging from preliterate societies to 310./511. Language and Culture. (3)
aspects of urban civilization. Meets New Mexico Lower- (Also offered as CJ 319, LING 359.) Examination of the inter-
Division General Education Common Core Curriculum Area. relations of language and speech with other selected aspects
of culture and cognition.
134. Creating a Sustainable Future: Introduction to Prerequisite: 110 or LING 101 or LING 301. (E)
Environmental, Social, and Economic Health. (3)
(Also offered as AMST, SUST 134.) An introduction to *312. Oral Narrative Traditions. (3)
creating a sustainable future that supports environmental Western and non-Western myths, epics, folk tales, life-stories
health and restoration, social equity, and economic vitality. and personal experience narratives as cultural and aesthetic
Examines challenges and examples of integrated, creative expressions. (E) {Offered periodically}
strategies on local, regional, national, and global levels.
317./517. Phonological Analysis. (3)
150. Evolution and Human Emergence. (3) (Also offered as LING 304.) Introduction to patterns in sound
Fundamentals of biological anthropology and principles of structure, with an emphasis on problem-solving. Topics
organic evolution, in relation to the biology, ecology and include distinctive features, common phonological processes,
behavior of primates and fossil humans. Biological anthropol- autosegmental theory and syllable structure.
ogy concentrators are required, and others are encouraged, Prerequisite: LING 301 or LING 303 or SHS 303. (E) {Fall}
to enroll concurrently in 151L. Meets New Mexico Lower-
Division General Education Common Core Curriculum Area. *318. Grammatical Analysis. (3)
(Also offered as LING 322 and 522.) Principles of morpho-
151L. Human Evolution Laboratory. (1) logical and syntactic analysis and introduction to functional
The factual basis of human evolution, from the comparative and formal theories of grammar. Descriptive analysis of gram-
study of living and fossil primates to interpretation of recent matical structures and problems from a variety of languages.
human fossils. Recommended, but not required, that this be Prerequisite: LING 301 or SIGN 305 or SPAN 351. (E)
taken concurrently with 150. Two hours lab. {Spring}
325./525. Stone Age Europe. (3) 344. Comparative Ethnic Relations. (3)
The prehistory of Europe with emphasis on hunter-gatherer Ethnic and race relations are examined through focus on
adaptations of the Pleistocene and early Holocene, using case studies from the Americas. Basic questions are pursued
primary data sources. about the nature of and relationships among ethnicity, race,
Prerequisite: 101 or 121L or 220. (A) {Alternate years} gender and class. (E) {Alternate years}
326./526. Late European Prehistory. (3) 345./535. Spanish-Speaking Peoples of the Southwest. (3)
An intensive survey of the later prehistory of Europe, from the Analysis of the ethnohistory and modern culture patterns of
development of agricultural communities through the Roman Spanish-speaking peoples of the Southwest. (E) {Alternate
Empire. (A) {Alternate years} years}
research on campus or at the zoo will focus on the impor- Mexico’s earliest settlement at 10,000 B.C. to the advent of
tance of determining appropriate data collection methods. early pithouse villages at about A.D. 500 is covered each fall
Recommended: Upper-division standing and 360 or 362 or semester. (A) {Alternate years}
363. Can be taken concurrently with 363. (EV) {Alternate
years} 394. Ancient New Mexico II. (3)
Ancient New Mexico is Part II of a two-semester general
*371. Pre-Columbian Cultures of Ancient Mexico. (3) series on the archaeology of New Mexico. The period from
Archaeological survey of the cultures of ancient Mexico from the advent of early pithouse villages (A.D. 500) through the
earliest inhabitants to the period of the Spanish Conquest. rise and fall of Chacoan Society, to the arrival of Spanish set-
This course explores environmental, social, and political tlers in 1595. (A) {Alternate years}
aspects of the rise and fall of societies across Mexico. (E)
395./595. The First Americans. (3)
372./572. Analytic Methods in Anthropology. (4) Presents and interprets the earliest archeology of North
Introduction to basic qualitative and quantitative analytic America from the terminal Pleistocene through the early
methods in anthropology. (A) Holocene including relevant archeological evidence from
eastern Eurasia and South America.
*373. Technical Studies in Archaeology. (3 to a maxi- Restriction: permission of instructor.
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ARTSAND
SCIENCES
mum of 6) ∆
Technical course with variable content dealing with such 399. Introduction to Field & Laboratory Research. (1-6 to
issues as dating, paleoenvironmental and subsistence stud- a maximum of 9) ∆
ies in archaeology. (A) {Offered periodically} Directed study under the supervision of a faculty member.
AND
Restriction: permission of instructor. (A, E, EV) {Offered
375./575. Archaeology Field Session. (2-6 to a maxi- upon demand}
mum of 12) ∆
Intensive instruction in archaeological field and laboratory 401./501. Native American Art I. (3)
techniques and the opportunity for independent student (Also offered as ARTH 402.) Archaeological and historic art
research. forms of the Arctic Northwest coast and the eastern wood-
Restriction: permission of instructor. (A) lands of North America. (E) {Fall}
*376. Maya Prehistory and Archaeology. (3) 402./582. Museum Practices. (3 to a maximum of 9) ∆
Surveys the development of the Maya civilizations in (Also offered as MSST, ARTH 407.) History, philosophy and
Mesoamerica from the origins of agriculture through the purposes of museums. Techniques and problems of museum
Spanish Conquest. The course will explore archaeologi- administration, education, collection, exhibition, conservation
cal, ethno-historidal, linguistic, and environmental data and and public relations. (E)
accounts.
Prerequisite: ANTH 101 or 121L or 220 or 320. (A) 403./503. Native American Art II. (3)
(Also offered as ARTH 406.) Archaological and historic art
*380. Women, Culture & Society. (3) forms of the Plains, Southwest and western regions of North
(Also offered as WMST 380.) An overview of women’s and America. (E) {Spring}
men’s experience in our own and other cultures. We will read
case studies about gender relations in Native North America, 410./510. Topics in Linguistic Anthropology. (3 to a
Mexico, Africa, the Middle East and differing ethnic and class maximum of 15) ∆
segments of the U.S. Issues to be covered include reproduc- Topics from various areas of anthropological linguistics
tion, the family, work and colonialism. (E) including, but not limited to, ethnosemantics, the ethnography
of communication and the biology of language. (E)
381./581. Ethics in Anthropology: A Four Field
Approach. (3) 413./512. Linguistic Field Methods. (3)
The class examines topical issues such as human rights, (Also offered as LING 413.) Practice in transcribing from
indigenous rights, researcher rights, and professional and oral dictation, phonemic analysis, introduction to problems
scientific responsibility that face the various subfields of of morphology.
anthropology in its everyday practice. (A, E, EV) {Spring} Prerequisite: (317 or LING 304) and (318 or LING 322).
Restriction: permission of instructor. (E) {Offered upon
384./584. Peoples of Mexico. (3) demand}
Emergence of the modern Indian and Mestizo cultures of
Mexico and Guatemala. Persistence and change in social 415./515. Native American Languages. (3)
institutions and cultural patterns. (E) {Alternate years} (Also offered as LING 415.) Survey of Indian languages of
North America, with special emphasis on languages of New
385./588. Images of the Indian in American Culture. (3) Mexico. Topics: linguistic structure in particular languages
Analysis of literary, historical, ethnographic and contemporary and language families; relationship of languages and cul-
texts, written by both Indians and non-Indians, to understand tures; and language loss, maintenance and preservation. (E)
Native American peoples’ reaction and adjustment to con-
quest and domination. (E) {Offered periodically} 416./516. Introduction to Language Change. (3)
Prerequisite: 331. (Also offered as LING 446.) Theories and methods of com-
parative and historical linguistics, emphasizing change in
387./587. Peoples and Cultures of the Circum- English, Indo-European and Native American languages.
Caribbean. (3) Prerequisite: 317 or LING 304. (E) {Alternate years}
(Also offered as AFST 386.) Outlines the sociocultural trans-
formation of the region since 1492. Emphasis upon cultural *420. Topics in Archaeology. (3 to a maximum of 15) ∆
legacies of and resistance to colonialism, the Afro-Caribbean Topics of archaeological interest including gender in archae-
and Hispanic heritages, and the contemporary trans-national- ology, European contact and post-processualism. (A)
ization of island identities. (E)
*421. Historical Archaeology of the Spanish
392./594. Arctic Archaeology. (3) Borderlands. (3)
Outlines archeology of northern North America and adjacent Using archaeology and history, this course focuses on
regions (including eastern Siberia and NW Coast) from the change and continuity of native populations that occurred
late Pleistocene to contact with Euro-American cultures. with Spanish colonization across the Borderlands. Topics
Restriction: permission of instructor. include demography, missionization, technologies and settle-
ment organization. Format includes lecture and discussion.
393. Ancient New Mexico I. (3) (A) {Offered periodically}
Ancient New Mexico is Part I of a two-semester general
series on the archaeology of New Mexico. The period of New
448./548. The Anthropology of Music and Sound. (3) 482L./582L. Geoarchaeology. (3)
(Also offered as MUS 448./548.) The cultural study of music (Also offered as EPS 482L.) Application of geological con-
and sound. Course materials are drawn from written and cepts to archaeological site formation with emphasis on
audio music enthnographies of contemporary indigenous, pre-ceramic prehistory of the southwestern United States.
diasporic, refugee, exile, and industrial communities. (E) Quaternary dating methods, paleoenvironment, landscape
evolution, depositional environments. Quaternary stratigra-
449./549. New Guinea Representations. (3) phy, soil genesis, sourcing of lithic materials, site formation
Through writings, films, radio, and Internet, the course processes. Required field trip.
explores how the island of New Guinea has been repre- Prerequisite: 121L and 220 and EPS 101 and EPS 105L.
sented, both by indigenous New Guineans, and by visiting Restriction: junior standing. (A) {Alternate Years}
explorers, adventurers, colonizers, missionaries, tourists,
scientists and artists. (E) 485./585. Seminar in Museum Methods. (3 to a maxi-
mum of 6) ∆
*450. Topics in Biological Anthropology. (3-4 to a maxi- (Also offered as MSST, ARTH 485.) Theoretical and practical
mum of 15) ∆ work in specific museum problems.
(EV) Prerequisite: 402 or ARTH 407. (E)
451./651. Bioarcheology. (3) 486./586. Practicum: Museum Methods. (3 to a maxi-
The analysis of the skeletal remains from past human popula- mum of 6) ∆
tions, oriented at the mortality, morbidity and genetic affinities (Also offered as MSST, ARTH 486.) Practicum in museum
of those extinct populations. methods and management.
Prerequisite: 351L. (EV) {Alternate years} Prerequisite: 402 or ARTH 407. Restriction: permission of
instructor. (E)
454./554. Human Paleopathology. (3)
Ancient disease through the study of normal and abnor- 491./591. Population Genetics. (3)
mal bone remodeling processes and dental conditions. (Also offered as BIOL 491.) This course investigates how
Population health evaluated by descriptive and radiologic genetic variation is patterned within and between and how
analyses of human remains. these patterns change over time. Topics include neutral the-
Prerequisite: 351L. (EV) {Alternate years} ory, population structure, phylogenetics, coalescent theory,
molecular clock, and laboratory methods. (EV)
455./555. Human Genetics. (3)
(Also offered as BIOL 452.) Fundamentals of human trans- 495./596. Summer Institute in Cultural Resource
mission, cellular, molecular, developmental and population Management. (9)
genetics. Summer Institute in Cultural Resource Management. Two
Prerequisite: 150 or BIOL 110 or BIOL 123 or BIOL 201 or weeks lecture, six weeks internship. Classes introduce knowl-
BIOL 202. (EV) {Alternate years} edge/skills needed for a career in CRM. Supervised work
experience in government or private firms.
456./656. Field School in Evolutionary Anthropology. Restriction: permission of instructor.
(3-6 to a maximum of 12) ∆
A course in the field and laboratory techniques used in 497. Individual Study. (1-3 to a maximum of 6) ∆
Biological Anthropology. The focus varies by instructor to Directed study of topics not covered in regular courses. (A,
include human osteology, primate and human evolution, or E, EV)
genetics.
Prerequisite: 150 or BIOL 110 or BIOL 123 or BIOL 201 or 498. Honors Seminar. (3)
BIOL 202. (EV) {Intersession and Summer} Readings and discussions concerning anthropological
research methods, sources, goals and professional ethics.
457./557. Paleoanthropology. (3) Open to upper-division majors and concentrators whose
Events and processes leading from the appearance of the applications for the honors program have been approved.
human lineage to the beginnings of agriculture, with discus- (A, E, EV)
sions of Australopithecus and the genus Homo, through Restriction: permission of instructor. {Fall}
Homo sapiens.
Prerequisite: 351L. (EV) {Alternate years} *499. Field Research. (2-6 to a maximum of 9) ∆
Field research for qualified advanced undergraduate or
462. Human Evolutionary Ecology. (3) graduate students with previous experience in archaeology,
The capstone course for Anthropology concentrators in biological anthropology, human evolutionary ecology, linguis-
Human Evolutionary Ecology. Provides students with a broad, tics or general ethnology. Problems are selected on the basis
but deep, overview of the major theoretical issues in HEE and of student-faculty interest and field research opportunities.
of empirical data brought to bear on them. Restriction: permission of instructor. (A, E, EV) {Offered
Prerequisite: 360. (EV) upon demand}
464./564. Human Behavioral Evolution. (3)
Behavioral transitions throughout human evolution, including
social systems, diet, life history, intelligence and locomotion.
Focus on hominid origins, the transition from ape-like to
human-like hominid, and the origin of our own species.
Prerequisite: 357.
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ARTSAND
SCIENCES
Restriction: admitted to Anthropology graduate program.
509. Seminar in Native American Art. (3, no limit) ∆
(Also offered as ARTH 559.) 523./323. Archaeology of Eastern North America. (3)
Restriction: permission of instructor. (E) A survey of the archaeology of Eastern North America that
AND
Prerequisite: 501 and 503. {Offered upon demand} begins with human entry into the East and terminates with
European discovery and settlement. (A) {Alternate years}
510./410. Topics in Linguistic Anthropology. (3 to a
maximum of 15) ∆ 524./324. South American Archaeology. (3)
Topics from various areas of anthropological linguistics Archaeology of South America from the Paleo-Indian to
including, but not limited to, ethnosemantics, the ethnography the European colonial period. Emphasizes the origins and
of communication and the biology of language. (E) evolution of Andean civilization and associated interpretive
problems. (A) {Alternate years}
511./310. Language and Culture. (3)
(Also offered as CJ 519 and LING 559.) Examination of the 525./325. Stone Age Europe. (3)
interrelations of language and speech with other selected The prehistory of Europe with emphasis on hunter-gatherer
aspects of culture and cognition. adaptations of the Pleistocene and early Holocene using
Prerequisite: 110 or LING 101 or LING 301. (E) {Spring} primary data sources.
Prerequisite: 101 or 121L or 220. (A) {Alternate years}
512./413. Linguistic Field Methods. (3)
(Also offered as LING 513.) Practice in transcribing from 526./326. Late European Prehistory. (3)
oral dictation, phonemic analysis, introduction to problems An intensive survey of the later prehistory of Europe, from the
of morphology. development of agricultural communities through the Roman
Prerequisite: 317. Restriction: permission of instructor. (E) Empire. (A) {Alternate years}
{Offered upon demand}
527./327. African Prehistory. (3) Straus
513. Functional Syntax. (3) The prehistory of Africa from the appearance of the first homi-
(Also offered as LING 523.) Description and explanation of nids to the development of complex societies.
morphological, syntactic and discourse phenomena, both in Prerequisite: 101 or 121L or 220. (A) {Alternate years}
language-specific and topological perspective, in terms of
their cognitive representations and the cognitive and interac- 528./328. Near Eastern Archaeology. (3)
tional processes in which they function. A survey of the Near Eastern culture area from the origins of
Prerequisite: LING 322. (E) agriculture to the development of Bronze Age civilization. (A)
{Offered periodically}
514. Seminar: Linguistic Theory. (3)
(Also offered as LING 554.) Current topics and issues in 529./329. Archaeology of Complex Societies. (3)
phonology, syntax or semantics. (E) Comparative approach to origin and development of stratified
societies and pristine states as known from the archaeologi-
515./415. Native American Languages. (3) cal record. (A)
(Also offered as LING 515.) Survey of Indian languages of
North America, with special emphasis on languages of New 530. Topics in Ethnology. (3, no limit) ∆
Mexico. Topics: linguistic structure in particular languages Current topics in ethnology to be explored in experimental
and language families; relationship of languages and cul- seminars. (E)
tures; and language loss, maintenance and preservation. (E)
531./331. Indigenous Peoples of North America. (3)
516./416. Introduction to Language Change. (3) Major culture types and selected ethnographic examples of
(Also offered as LING 546.) Theories and methods of com- North American Indian cultures. (E) {Offered annually}
parative and historical linguistics, emphasizing change in
English, Indo-European and Native American languages. 532./332. Indigenous Peoples of South America. (3)
Prerequisite: 317. (E) {Alternate years} Culture and history of indigenous peoples of South America.
Selected examples from lowland and highlands regions. (E)
517./317. Phonological Analysis. (3) {Offered periodically}
(Also offered as LING 504.) Introduction to patterns in sound
structure, with an emphasis on problem-solving. Topics 533./333. Ritual Symbols and Behavior. (3)
include distinctive features, common phonological processes, (Also offered as RELG 533.) Ethnographic studies and a
autosegmental theory and syllable structure. variety of anthropological approaches to ritual are read to
Prerequisite: LING 303. (E) {Fall} examine the defining characteristics of ritual activity and its
contemporary significance in peoples' lives.. (E) {Offered
519. Cognitive Linguistics. (3) annually}
(Also offered as LING 519.) Introduction to cognitive linguistic
approaches (e.g., Cognitive Grammar, Construction Grammar) 535./345. Spanish-Speaking Peoples of the Southwest. (3)
to syntax, morphology, and semantics. Grammatical phenom- Analysis of the ethnohistory and modern culture patterns of
ena at various scales from morpheme to discourse and in a Spanish-speaking peoples of the Southwest. (E) {Alternate
variety of languages. (E) years}
Prerequisite: LING 322 or 522 or SPAN 351.
ARTS
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ARTSAND
SCIENCES
analysis and interpretation of data.
Prerequisite: 320. (A) {Alternate years} 587./387. Peoples and Cultures of the Circum-
Caribbean. (3)
574. History and Theory of Archaeology. (3) Outlines the sociocultural transformation of the region since
AND
Advanced discussion of concepts and theories within world 1492. Emphasis upon cultural legacies of, and resistance
archaeology. The course emphasizes the structure of archae- to, colonialism, the Afro-Caribbean and Hispanic heritages
ological thought in culture history, new archaeology, evolu- and the contemporary trans-nationalization of island identi-
tionary theory and post-modernism. (A) {Fall} ties. (E)
Restriction: admitted to ANTH graduate program.
588./385. Images of the Indian in American Culture. (3)
575./375. Archaeology Field Session. (2-6 to a maxi- Analysis of literary, historical, ethnographic and contemporary
mum of 12) ∆ texts, written by both Indians and non-Indians, to understand
Intensive instruction in archaeological field and laboratory Native American peoples’ reaction and adjustment to con-
techniques and the opportunity for independent student quest and domination. (E)
research. Prerequisite: 331. {Offered periodically}
Restriction: permission of instructor. (A)
591./491. Population Genetics. (3)
576. Seminar: Southwestern Archaeology. (3) (Also offered as BIOL 591.) This course investigates how
In-depth analysis of current research issues and topics in genetic variation is patterned within and between and how
Southwest archaeology. (A) these patterns change over time. Topics include neutral the-
ory, population structure, phylogenetics, coalescent theory,
577. Seminar: European Prehistory. (3 to a maximum molecular clock, and laboratory methods. (EV)
of 9) ∆
Explores critical issues and debates in different periods of 592. Managing Cultural Resources. (3)
European prehistory, based on primary sources. (A) Examines the history and philosophy of statutes, regula-
tions, consultation processes, research directions and fund-
579. Current Debates in Archaeology. (3) ing sources underlying management of archaeological sites,
Advanced discussion of current theoretical debates in archae- traditional cultural properties, historic buildings, cultural and
ology, including Processual and Post-processual paradigms, historical landscapes, and museum collections. (A)
formation processes; middle-range, optimal foraging, evolu-
tionary, hunter-gatherer mobility theories; cultural ecology; 593. Cultural Resource Management Archaeology. (3)
and origins of agriculture and complex society. (A) This course covers basic business practices in archaeologi-
cal consulting; research designs and proposals in a contract
580./480. Ceramic Analysis. (3) environment; best-practice fieldwork and analytical strate-
Basic concepts, methods and approaches used in the analy- gies; and the requirements for legal compliance.
sis of archaeological pottery. Lectures cover concepts and
strategies. Labs give practical experience with techniques 594./392. Arctic Archaeology. (3)
of analysis. (A) Outlines archeology of northern North America and adjacent
regions (including eastern Siberia and NW Coast) from the
581./381. Ethics in Anthropology: A Four Field late Pleistocene to contact with Euro-American cultures.
Approach. (3)
The class examines topical issues such as human rights, 595./395. The First Americans. (3)
indigenous rights, researcher rights, and professional and Presents and interprets the earliest archeology of North
scientific responsibility that face the various subfields of America from the terminal Pleistocene through the early
anthropology in its everyday practice. {Spring} Holocene including relevant archeological evidence from
eastern Eurasia and South America.
582./402. Museum Practices. (3)
(Also offered as MSST, ARTH 507.) History, philosophy and 596./495. Summer Institute in Cultural Resource
purposes of museums. Techniques and problems of museum Management. (9)
administration, education, collection, exhibition, conservation Summer Institute in Cultural Resource Management. Two
and public relations. {Offered upon demand} (E) weeks lecture, six weeks internship. Classes introduce knowl-
edge/skills needed for a career in CRM. Supervised work
582L./482L. Geoarchaeology. (3) experience in government or private firms.
(Also offered as EPS 582L.) Application of geological con-
cepts to archaeological site formation with emphasis on 597. Problems. (1-3 to a maximum of 6) ∆
pre-ceramic prehistory of the southwestern United States. Limited to graduate majors in the master’s program. (A, E,
Quaternary dating methods, paleoenvironment, landscape EV)
evolution, depositional environments. Quaternary stratigra-
phy, soil genesis, sourcing of lithic materials, site formation 598. Advanced Research. (3, no limit) ∆
processes. Required field trip. (A) {Alternate Years} Limited to graduate majors in the master’s program. (A,
E, EV)
663. Human Evolutionary Ecology Research Methods Twelve of the 24 art studio courses must be upper division.
and Design. (3)
The major with a concentration in art history is
Provides an overview of research design and methods
as follows:
utilized in the social/behavioral sciences and public health.
It introduces a ‘top-down,’ problem-oriented approach to Twenty-seven hours in art history courses:
question development, sample selection, design decisions, 9 hours: ARTH 201, 202 and 250.
specific methods, data analysis. (EV) {Alternate years} One course selected from: 261, 262, 315, 321, 322, 331,
332 or 340.
664. Human Evolutionary Ecology Data Analysis. (3) One course selected from: 251, 343, 401, 402, 406, 411
Utilizes existing datasets (student- or instructor-generated). or 412.
Provides ‘hands-on’ training in data analysis with goal of At least 12 of the 27 hours must be upper-division art
publishable article. Focuses on data issues, selection of history.
appropriate models and problems of interpretation. (EV) Six hours in art studio fundamentals: ARTS 106; and either
Prerequisite: ECON 509 or ECON 510 or STAT 527 or STAT 125 or 126.
528 or STAT 574. Restriction: permission of instructor.
Writing and speaking and second language must be
667. The Evolution of Sociality. (3) selected as two of the seven group requirements in Arts
This course focuses on a survey of the recent literature on the and Sciences.
evolution and behavioral ecology of human social behavior.
Topics include kin selection, social group formation, coopera-
tion, territoriality, status, striving behavior, costly signaling, eth-
nicity and inter-group violence. (EV) {Offered periodically} ARTS AND SCIENCES
675. Anthropological Research Proposals. (3)
Mark Ondrias, Associate Dean
Exploration and evaluation of practical anthropological
Ortega Hall, Room 201
research designs. Exhaustive preparation of realistic grant
MSC03 2120
proposals for specific student-generated projects, with inten-
1 University of New Mexico
sive group criticism.
Albuquerque, NM 87131-0001
Prerequisite: M.A. or semster in which M.A. will be received.
(505) 277-6720
(A, E, EV)
ARTS
SCIENCES
ARTSAND
SCIENCES
Students enrolled in the Cooperative Education Program are Beulah M. Woodfin, Ph.D., University of Illinois (Urbana)
required to register in AS COP 105 while on work phase.
Students also are encouraged to enroll in one of the appropri-
ate evaluation courses in the semester immediately following Major Study Requirements
AND
each work phase
The Department of Biochemistry and Molecular Biology of the
105. Arts and Sciences Co-op Work Phase. (0) School of Medicine is responsible for teaching Biochemistry
A mechanism for registered work phase students from the courses and for administering the Biochemistry Major in Arts
College of Arts and Sciences as full-time students while work- and Sciences. It is expected that students will spend at least
ing. Offered on a CR/NC basis only. three semesters (not including summer) completing required
biochemistry courses.
409. Evaluation of Arts and Sciences Co-op Work
Phase V. (1-3)
Offered on a CR/NC basis only. Bachelor of Arts
410. Evaluation of Arts and Sciences Co-op Work MATH 162–163 (or 180-181)
Phase VI. (1-3) PHYC 151–151L, 152–152L (or 160–160L, 161–161L, 262)
Offered on a CR/NC basis only. BIOL 201–202
CHEM 131L (or 121 and 123L); 132L (or 122 and 124L plus
253L); CHEM 301–302, or 307–308; 303L–304L; CHEM 315
(or 311–312)
ASIAN STUDIES BIOC 445L–446L
In addition to the core courses the Bachelor of Arts requires:
BIOC 448L or 3 credit hours from an approved advanced
See International Studies. course in Biochemistry or a related discipline; CHEM 315;
six credit hours from approved elective Biochemistry courses
above Biochemistry 450 and approved courses in related
ASTRONOMY disciplines to a minimum of a total of 62 credit hours. BIOC
497, 498, and 499 may not be applied to elective rquirements.
No minor study is required.
See Physics and Astronomy
Bachelor of Science
BIOCHEMISTRY In addition to the core courses listed under the Bachelor of
Arts degree, the Bachelor of Sciences requires: BIOC 448L;
CHEM 311–312 or CHEM 315 (or CHEM 311) and BIOC
William L. Anderson, Ph.D., Chairperson 451; six (6) credit hours from approved electiveBiochemistry
Basic Medical Sciences Building, Room 249 courses above BIOC 450 and the minimum total of approved
MSC08 4670 courses in related disciplines is 65 credit hours. MATH 264
1 University of New Mexico is a required corequisite for CHEM 311–312. BIOC 497, 498,
Albuquerque, NM 87131-0001 and 499 may not be applied to elective rquirements. No minor
(505) 272-3333 study is required.
Professors
Jeffrey K. Griffith, Ph.D., Purdue University Departmental Honors
Tudor I. Oprea, M.D., Ph.D., University of Medicine and
Pharmacy, Timisoara, Romania Students who will have completed 6 hours of Senior Research
(Biochemistry 497–498) may submit a Senior Thesis based
Associate Professors on their Senior Research project. The award of Honors will be
William L. Anderson, Ph.D., University of Minnesota based on the quality of the thesis and on an oral presentation
Chien-An Andy Hu, Ph.D., Ohio State University of the research. (Note that the University requires an overall
Robert A. Orlando, Ph.D., University of California (Irvine) grade point average of 3.20 for Departmental Honors.)
Marcy P. Osgood, Ph.D., Rensselaer Polytechnic Institute
Vallabh Shah, Ph.D., Maharaja Sayajirao University, Baroda, The Chairperson of the Department of Biochemistry and
India Molecular Biology will be responsible for the administration
of the Biochemistry Major Program and will submit an Annual
Assistant Professors Report on the program to the Dean of the College of Arts and
William Sherman Garver, Ph.D., New Mexico State Sciences. As with other Arts and Sciences Programs, the
University Biochemistry Undergraduate Major may not be significantly
Karlett J. Parra, Ph.D., State University of New York modified without prior advice and approval from the Arts
(Syracuse) and Sciences Curriculum Committee and from the Arts and
Marco Bisoffi, Ph.D., University of Basel Sciences Faculty.
*446L. Intensive Introductory Biochemistry II. (4) 564./464. Biochemistry of Disease II. (1-3)
An introduction to intermediary metabolism and hormonal (Also offered as BIOM 554.) Five three-week topics, each
control of catabolic and anabolic pathways. designed to develop some basic concepts of biochemistry,
Prerequisite: 445L. Graduate students see 546L. {Spring} cell and molecular biology in the context of disease states.
Prerequisite: 423 or 546L.
*448L. Biochemical Methods. (3)
Biochemical techniques including chromatographic and elec-
trophoretic purification of enzymes, determination of enzyme
BIOLOGY
parameters (Vmax, Km), fractionation of subcellular organ-
elles, isolation of chromatin, biosynthesis of protein, analysis
of DNA.
Pre- or corequisite: 446L. {Spring}
Richard Cripps, Chairperson
451. Physical Biochemistry. (4) Castetter Hall 167A
A quantative physical chemical approach to analyzing macro- MSC03 2020
molecular structure and function; electrophoretic and hydro- 1 University of New Mexico
dynamic methods; mass spectrometry; optical and vibrational Albuquerque, NM 87131-0001
spectroscopic methods; nuclear magnetic resonance; diffrac- (505) 277-3411
tion methods; and computational techniques.
Prerequisite: 445 and (CHEM 311 or 315). {Spring} Distinguished Professors
James H. Brown, Ph.D., University of Michigan
463./563. Biochemistry of Disease I. (3) Eric L. Charnov, Ph.D., University of Washington
Five three-week topics, each designed to develop some basic Randy Thornhill, Ph.D., University of Michigan
concepts of biochemistry, cell and molecular biology in the
context of disease states. Regents’ Professor
Prerequisite: 423 or 445L. Graduate students see 563. {Fall} Eric S. Loker, Ph.D., Iowa State University
Margaret Werner-Washburne, Ph.D., University of Wisconsin
464./564. Biochemistry of Disease II. (3) (Madison)
Five three-week topics, each designed to develop some basic
concepts of biochemistry, cell and molecular biology in the Professors
context of states. Scott Collins, Ph.D., University of Oklahoma
Prerequisite: 423 or 445L. Graduate students see 564. Joseph A. Cook, Ph.D., The University of New Mexico
{Spring} Richard M. Cripps, D.Phil., University of York
Clifford N. Dahm, Ph.D., Oregon State University
*465. Biochemistry Education. (3) Astrid Kodric-Brown, Ph.D., University of Southern California
Seminars and readings in current methods of Biochemistry Timothy K. Lowrey, Ph.D., University of California (Berkeley)
education. The course includes a practical experience in Diane L. Marshall, Ph.D., University of Texas
Biochemistry education techniques and practices. Robert D. Miller, Ph.D., Thomas Jefferson University
Prerequisite: minimum grade of B in BIOC 446. Restriction: Bruce T. Milne, Ph.D., Rutgers University
permission of instructor. Donald O. Natvig, Ph.D., University of California (Berkeley)
Mary Anne Nelson, Ph.D., University of Colorado
497. Senior Honors Research. (1-3 to maximum of 6) ∆ Robert Sinsabaugh, Ph.D., Virginia Polytechnic Institute and
Senior thesis based on independent research. State University
Restriction: permission of instructor. {Summer, Fall} Howard L. Snell, Ph.D., Colorado State University
Stephen A. Stricker, Ph.D., University of Washington
498. Senior Honors Research. (1-3 to a maximum of Eric C. Toolson, Ph.D., Arizona State University
3) ∆ Thomas Turner, Ph.D., Florida International University
Senior thesis based on independent research. Robert Waide, Ph.D., University of Wisconsin (Madison)
Restriction: permission of instructor. {Spring}
Associate Professors
499. Undergraduate Research. (1-3 to a maximum of Coen Adema, Ph.D., Free University (Amsterdam)
3) ∆ Charles Cunningham, Ph.D., University of Aberdeen,
Offered on a CR/NC basis only. Scotland
Restriction: permission of instructor. {Summer, Fall, Spring} David Hanson, Ph.D., University of Wisconsin (Madison)
William T. Pockman, Ph.D., University of Utah
Steven Poe, Ph.D., University of Texas (Austin)
Felisa Smith, Ph.D., University of California (Irvine)
Andreas Wagner, Ph.D., Yale University include 201, 202, 203L, 204L; at least one of the follow-
Blair Wolf, Ph.D., Arizona State University ing: 351 and 352L, 360L, 371L, 386L. The remainder
hours are to be earned in elective biology courses.
Assistant Professors (BIOC 423 may be included.)
Ulfar Bergthorsson, Ph.D., University of Rochester B. To satisfy an upper-division breadth requirement for
Vaishali Katju, Ph.D., Indiana University the Biology B.S., each student must complete at least
Marcy E. Litvak, Ph.D., University of Colorado three 400-level courses that are spread across three of
Kelly Miller, Ph.D., Cornell University the following five categories: 1) Cell/Molecular (CM);
Cristina Vesbach, Ph.D., Montana State University 2) Physiology (PH); 3) Organismal (OR); 4) Ecology/
(Bozeman) Evolution (EE) or 5) Interdisciplinary Science (ID). Note:
Helen Wearing, Ph.D., Heriot-Watt University the category to which each eligible course belongs is
Christopher Witt, Ph.D., Louisiana State Univeristy listed in parentheses (CM, PH, OR, EE, or ID), and
completing three of these courses from only one or two
Lecturers categories will NOT satisfy the breadth requirement.
Cara Lea Council-Garcia, M.S., Iowa State University C. Required Supportive Courses for the B. S.: MATH 180-
Lee Couch, M.S., The University of New Mexico 181 or 162-163; PHYC 151-152 (or 160-161); CHEM
Paul Farnsworth, Ph.D., University of London
ARTS
SCIENCES
121, 123L, 122, 124L (or 131L-132L) and 301-303L (or
ARTSAND
SCIENCES
Christina Fridrick, M.S., The University of New Mexico 212). (For those interested in microbiology, molecular/
Bruce Hofkin, Ph.D., The University of New Mexico cellular biology, physiology or medicine, CHEM 301-
Kelly Howe, Ph.D., The University of New Mexico 303L and 302-304L are recommended.)
Marieken Shaner, M.S., University of New Mexico D. The. B.A. Program requires a minimum of 32 credit
AND
Jim Swan, M.S., Florida State University hours earned in biology courses. These courses must
include 201, 202, 203L, 204L. The remainder of the
Professors Emeriti
total required credit hours is to be earned in elective
J. Scott Altenbach, Ph.D., Colorado State University
biology courses. The elective courses must include two
Oswald G. Baca Ph.D., University of Kansas
upper-division courses (300 or 400 level) each of which
Larry L. Barton, Ph.D., University of Nebraska
carries at least 3 credit hours and is exclusive of BIOL
Earl W. Bourne, Ph.D., Oklahoma State University
400, 402, and 499. (BIOC 423 may be included.) (BIOL
Clifford S. Crawford, Ph.D., Washington State University
110, 112L, 123L and 239L are not allowed for biology
William G. Degenhardt, Ph.D., Texas A&M University
major credit.)
Howard J. Dittmer, Ph.D., State University of Iowa
E. Required Supportive Courses for the B.A.: A total of
Donald W. Duszynski, Ph.D., Colorado State University
seven semesters of math, physics, and chemistry
James S. Findley, Ph.D., University of Kansas
courses must be completed from the following four sets
Gordon V. Johnson, Ph.D., University of Arizona
of courses: 1) two semesters of math courses: (MATH
William W. Johnson, Ph.D., University of Minnesota
180 or MATH 162) and (MATH 181 or MATH 163 or
Paul Kerkof, Ph.D., University of California (Berkeley)
STAT 145 or CS 150L); and 2) two semesters of physics
J. David Ligon, Ph.D., University of Michigan
courses: (PHYC 151 and 152) or (PHYC 160 and 161)
William C. Martin, Ph.D., Indiana University
or (PHYC 102 and E&PS 101); and 3) two semesters
Manuel C. Molles, Ph.D., University of Arizona
of general chemistry courses: (CHEM 121/123L and
Loren D. Potter, Ph.D., University of Minnesota
CHEM 122/124L) or (CHEM 131L and CHEM 132L);
John Trujillo, Ph.D., University of Texas Medical Branch
and 4) one semester of organic chemistry: (CHEM
(Galveston)
301/303L or CHEM 212).
Kathryn G. Vogel, Ph.D., University of California
(Los Angeles) For both the B.A. and B.S., a grade of C or better is required
for: i) the Biology core (201, 202, 203L, 204L), ii) all required
Introduction supporting courses in Computer Sciences, Chemistry, Earth
and Planetary Sciences, Mathematics, and Physics; and iii)
Students majoring in Biology learn about the basic orga- all elective courses in Biology. No credit toward the major will
nization, processes and dynamics of the living world. The be given for courses completed with a grade of C- or below.
program of study provides students with a liberal education Transfer students must obtain 19 Biology credits at UNM
emphasizing the life sciences. The many subdisciplines of for the B.S., or 16 credits for the B.A. Only Biology courses
biology can prepare students for a wide range of careers and completed within the previous ten years will apply.
professional schools.
Areas of Study
Museum of Southwestern Biology The courses offered by the Biology Department can be used
The Museum of Southwestern Biology (MSB) is an integral to pursue specialized programs in the following areas: Botany,
part of the University of New Mexico Department of Biology. Computational Biology, Evolution/Ecology, Microbiology,
It contains collections of plants and animals of national and Molecular/Cellular Biology, Physiology, Systematics, and
international significance. The MSB also maintains a division Zoology. Departmental advisement is recommended for stu-
devoted to frozen tissues, which is among the largest in dents who wish to complete one of these informal specializa-
the world. The western research collections of the National tions. A formal concentration in Conservation biology is also
Biological Service are integrated with those of the MSB. offered (see below).
The museum concentrates on research and teaching and
is not open to the public except by appointment. The MSB
publishes two scholarly periodicals, Occasional Papers and Concentration in
Special Publications.
Conservation Biology*
The growing emphasis on Conservation in the biological
Major Study Requirements sciences supports this concentration. Students may receive
Majors in biology seeking a Bachelor of Science degree either the Bachelor of Science or Bachelor of Arts degree in
must satisfy the requirements given in sections A, B, and C. Biology with a concentration in Conservation Biology. The
Majors in biology seeking a Bachelor of Arts degree must concentration provides students with a strong background
satisfy the requirements given in sections D and E. (Biol. in biology as well as the complementary interdisciplinary
110, 112L, 123, 124L and 239L are not allowed for biology skills critical to understanding and addressing contemporary
major credit.) conservation questions.
A. The B.S. Program requires a minimum of 37 credit Majors in biology seeking a Bachelor of Science degree
hours earned in biology courses. These courses must with a concentration in Conservation Biology must satisfy
M.S. I. General requirements for this degree in biology are 203L. Ecology and Evolution. (4) Collins, Cook, Dahm,
presented earlier in this catalog. Milne, Poe, Sinsabaugh, Snell, Thornhill, Turner
Darwinian principles, origin of the earth, the fossil record
M.S. II. General requirements for this degree are presented and diversification of ancient life, evolution of populations,
earlier in this catalog. The program of studies will be origin of species, phylogenetics, introduction to ecology and
determined in consultation with the student’s major the biosphere, behavioral ecology, population ecology, com-
advisor. munity ecology, ecosystem ecology and conservation biology.
Three lectures, 3 hours lab. Lab material includes a survey
Non-Biological Skills. Candidates for both M.S. degrees are
of the diversity of life.
required to satisfy one non-biological skill, while Ph.D. can-
Prerequisite: 202 and (CHEM 132L or 122 and 124L ) Pre- or
didates must satisfy two skill areas. Areas of non-biological
corequisite: MATH 162 or 180. {Fall, Spring}
tool skills include advanced training in mathematics and/
or statistics, computer science, chemistry or biomedical 237. Human Anatomy and Physiology I for the Health
instrumentation. A minimum of 6 credits per skill with a grade Sciences. (3) Swan
point average of 3.0 (B) or better can satisfy the requirement. An integrated study of human structure and function to
Courses taken to meet the non-biological skill requirements include histology, skeletal, muscular and nervous systems.
cannot be counted toward semester hour credits required for Prerequisite: (123 and 124L) or 201 and (CHEM 111L or 121
ARTS
SCIENCES
ARTSAND
SCIENCES
graduate degrees. Tool skill requirements may also be met and 123L). Three lectures. {Fall, Spring}
by demonstrating proficiency in consultation with a student’s
graduate committee. 238. Human Anatomy and Physiology II for the Health
Sciences. (3) Swan
AND
Biology (BIOL) A continuation of 237 to include cardiovascular, respiratory,
digestive, excretory, reproductive and endocrine systems.
Biology 121, 122, 219 and 221 can substitute for Biology Prerequisite: 237. Three lectures. {Fall, Spring}
201, 202, 203L and 204L as prerequisites for upper-
division courses. 239L. Microbiology for Health Sciences and Non-
110. Biology Non-Majors. (3) Farnsworth Majors. (4) Couch
Biological principles important for the non-major in today’s Introduction to microbiology with emphasis on principles of
world. Ecological, evolutionary and molecular topics. Three infection and immunity. Not accepted toward a Biology major
lectures. (Credit not allowed for both 110 and 123/124L.) or minor. (Credit not allowed for both 239L and 351–352L.)
Meets New Mexico Lower-Division General Education Prerequisite: (123 and 124L) and (CHEM 111L or 121 and
Common Core Curriculum Area III: Science (NMCCN 1114). 123L) or 201 and (CHEM 111L or 121 and 123L). {Fall,
{Fall or Spring} Spring}
112L. Biology Laboratory for Non-Majors. (1) Council- 247L. Human Anatomy and Physiology Laboratory I. (1)
Garcia Laboratory work using cadavers. Anatomy stressed with
An optional laboratory which may be taken concurrently with appropriate physiological work. Topics integrated with 237.
or subsequent to 110. One 3-hour lab per week including Pre- or corequisite: 237. Three hours lab. {Fall, Spring}
plant and animal diversity, techniques and investigation of
248L. Human Anatomy and Physiology Laboratory II. (1)
current issues. Meets New Mexico Lower-Division General
Continuation of BIOL 247L. Topics integrated with 238.
Education Common Core Curriculum Area III: Science
Pre- or corequisite: 238. Three hours lab. {Fall, Spring}
(NMCCN 1114). {Fall, Spring}
Pre- or corequisite: 110. 249L. Human Anatomy Laboratory. (1)
Accelerated human anatomy course using cadavers for stu-
123. Biology for Health Related Sciences and Non-
dents who have completed 8 hours of anatomy and physiol-
Majors. (3) Fridrick, Howe, Shaner
ogy with labs but lack cadaver study.
Principles of cell biology, genetics and organismic biology.
Prerequisite: (237 and 247L) and (238 and 248L). Restriction:
(Credit not allowed for both 123 and 110. Not accepted
permission of instructor. Three hours lab. {Spring}
toward a Biology major.) {Fall, Spring}
300. Evolution. (3) Thornhill
124L. Biology for Health Related Sciences and Non-
Basic principles, and contemporary issues of evolution.
Majors Lab. (1) Council-Garcia
Prerequisite: 203L and 204L. Three lectures. {Spring}
One credit optional laboratory to accompany 123.
Pre- or corequisite: 123. 310L. Principles of Ecology. (4) Milne
A comprehensive survey of the ecology of individuals, popu-
201. Molecular and Cell Biology. (4) Adema,
lations, communities and ecosystems.
Cunningham, Hofkin, Howe, Loker, Natvig, Stricker, Vesbach
Prerequisite: 203L and 204L. Three lectures, 3 hours lab or
The scientific method, the role of water in cell biology, carbon
field exercise. {Fall, alternate Springs}
and molecular diversity, macromolecules, introduction to
metabolism, tour of cell structures and functions, membrane 324L. Natural History of the Southwest. (4) Shepherd
structure and function, cellular respiration, photosynthesis, (Also offered as UHON 324–324L.) Biogeography, natural
cell communication and the cell cycle. Three lectures, 1 history and ecological processes of the Southwest. Focusing
discussion section. on the land, climate, flora and fauna of the region. Field trips
Pre- corequisite: CHEM (121 and 123L) or 131L. (Credit not and labs.
allowed for both BIOL 201 and 219.) {Fall, Spring} Prerequisite: 203L and 204L. {Fall}
202. Genetics. (4) Bergthorsson, Cripps, Hofkin, Howe, **351. General Microbiology. (3) Sinsabaugh, Vesbach
Miller, Natvig, Nelson Anatomy, physiology and ecology of microorganisms.
Mitosis, meiosis, Mendelian genetics, chromosomes and Principles of bacterial techniques, host-parasite relationships
inheritance, molecular basis of inheritance, genes to proteins, and infection and immunity.
genetic models (viruses and bacteria), eukaryotic genomes, Prerequisite: 203L. Three lectures. (Credit not allowed for
genetic basis of development and overview of genomes. both 351–352L and 239L.) {Fall, Spring}
Three lectures, 1 discussion section.
Prerequisite: 201 and (CHEM 121 and 123L or CHEM131L). **352L. General Microbiology Laboratory. (1)
Pre- or corequisite: (CHEM 122 and 124L) or CHEM132L. Methods and techniques used in microbiology.
(Credit not allowed for both BIOL 202 and 221.) {Fall, Pre- or corequisite: 351. 1 hr. lab. {Fall, Spring}
Spring}
360L. General Botany. (4) Hanson, Marshall 408L./508L. Bosque Internship. (3 to a maximum of 9)
Overview of plant anatomy, physiology, classification, evolu- ∆ Crawford
tion and ecology. Covers both higher and lower plants. UNM students train as interns with the Bosque Ecosystem
Prerequisite: 203L and 204L. Two lectures, 4 hours lab. Monitoring Program to mentor K-12 students and teach-
{Fall} ers in monthly data collection at field sites along the Rio
Grande floodplain. Study includes ecosystem dynamics
365. Evolution of Human Sexuality. (3) Thornhill and environmental education components. Weekly on- and
An examination of how natural selection has shaped the off-campus meetings. (K-12 interaction limited in summer
sexual psychologies of men and women and how evolution- session). (EE)
ary theory can guide the study of sexual psychology and Prerequisite: 110 or 203L. {Summer, Fall, Spring}
behavior.
Prerequisite: 203L and 204L. {Spring} 409./509. Topics in Ecology/Evolution. (3, no limit) ∆
Continually changing selection of sections that satisfy
*371L. Invertebrate Biology. (4) Hofkin, Loker, Stricker upper-division Ecology/Evolution breadth requirement. (EE)
Survey of the major invertebrate groups with emphasis on Prerequisite: 203L and 204L. Restriction: junior or senior
evolutionary and ecological relationships, and the correlation standing and permission of instructor.
of structure with function.
Prerequisite: 203L and 204L. Three lectures, 4 hours lab. 410./510. Ecological and Evolutionary Genomics. (4)
{Fall} Wagner
This course focuses on methods, both experimental and
379. Conservation Biology. (3) Snell, Turner computational, to study the structure of genomes and to
Importance of biological diversity from ecological, aesthetic, analyze gene expression and protein function on a genome-
economic and political viewpoints. Extinction as a past, pres- wide scale. Computational topics include graph approaches
ent and future process, and the roles of genetics, levels of in sequence assembly; discriminant analysis in gene find-
biological organization, reserves and laws in the protection ing; dynamic programming in sequence comparison; and
and recovery of endangered organisms. clustering techniques in the analysis of gene expression
Prerequisite: 203L and 204L. {Spring} data. (CM)
Prerequisite: 203L and 204L. Three lectures.
386L. General Vertebrate Zoology. (4) Poe, Snell, Turner
Ecology, behavior, sociology, adaptations, and evolution of *412. Developmental Biology. (3) Cripps, Stricker
the vertebrates. Comparative biology of animal development emphasizing
Prerequisite: 203L and 204L. Three lectures, 3 hours lab. regulatory mechanisms. (CM)
{Fall, Spring} Prerequisite: 203L and 204L. {Spring}
Upper-Division Courses for Undergraduates To satisfy an *416L. Histology. (4) Stricker
upper-division breadth requirement for the Biology B.S., each Microscopic structure of vertebrate tissues, emphasizing cor-
student must complete at least three 400-level courses that relation of structure and function. (PH)
are spread across three of the following five categories: 1) Prerequisite: 203L and 204L. Three hours lecture, 3 hours
Cell/Molecular (CM); 2) Physiology (PH); 3) Organismal (OR); lab. {Fall}
4) Ecology/Evolution (EE) or 5) Interdisciplinary Science (ID).
Note: the category to which each eligible course belongs is 419./519. Topics in Interdisciplinary Science (3, no
listed in parentheses (CM, PH, OR, EE, or ID), and complet- limit) ∆
ing three of these courses from only one or two categories will Continually changing selection of section that satisfy upper-
NOT satisfy the breadth requirement. division Interdisciplinary breadth requirement. (ID)
Prerequisite: 203L and 204L Restriction: junior or senior
400. Senior Honors Thesis. (1-3, no limit) ∆ standing and permission of instructor.
Original theoretical and/or experimental work under supervi-
sion. Work for the thesis is carried on throughout the senior *425. Molecular Genetics. (3) Nelson
year. A maximum of 4 hours credited towards a biology major; Molecular biology of the gene. (CM)
credits over 4 contribute to upper level Arts and Sciences Prerequisite: 203L and 204L. {Spring}
requirements. {Summer, Fall, Spring}
*428. Human Heredity. (3)
*401. Topics in Cell and Molecular Biology (3, no limit) ∆ Genetic principles applied to humans. (CM)
Continually changing selection of sections that satisfy upper- Prerequisite: 203L and 204L. {Fall}
division Cell/Molecular breadth requirement. (CM)
Prerequisite: 203L and 204L. Restriction: junior or senior *429. Molecular Cell Biology I. (3)
standing and permission of instructor. Cellular processes with emphasis on membranes; includes
reading original landmark papers in cell biology. (CM)
402./502. Topics in Biology. (1-3, no limit) ∆ Prerequisite: 201 and 202 and (CHEM 212 or 301 and
Maximum of 4 hours credited towards the biology major and 303L). {Fall}
2 hours towards the biology minor; credits over 2 contribute
to upper level Arts and Sciences requirements. 430./530. Conservation and Indigenous Peoples. (3)
Restriction: senior standing and permission of instructor. Trotter
{Summer, Fall, Spring} (Also offered as NATV 430.) Cultural diversity fosters biodi-
versity. Students work on conservation projects initiated by
404./504. Topics in Physiology. (3, no limit) ∆ native ecologist on Southwestern native lands. Short field
Continually changing selection of sections that sat- trips and one longer field trip. (ID)
isfy upper-division Physiology breadth requirement. (PH)
Prerequisite: 203L and 204L. Restriction: junior or senior *435L. Animal Physiology. (4) Altenbach, Toolson, Wolf
standing and permission of instructor. The function of organ systems in animals, emphasizing neu-
romuscular, cardiovascular, gastrointestinal and renal physiol-
405./505. Ecosystem Dynamics. (3) Collins ogy. (PH)
Understand structure and function of diverse ecological sys- Prerequisite: 371L or 386L. Three lectures, 3 hours lab.
tems of North America; use of on-line Long-term Ecological Restriction: permission of instructor. {Every other Spring}
Research databases. (EE)
Prerequisite: 203L. {Spring} 436L./536L. Phylogenetics. (4) Poe
Principles of phylogenetic inference using morphological and
*406. Topics in Organismal Biology (3) molecular data. Applications of phylogeny to ecology, system-
Continually changing selection of sections that satisfy upper- atics and molecular evolution. (EE)
division Organismal Biology breadth requirement. (OR) Prerequisite: 203L and 204L. Three hours lecture, 2 hours
Prerequisite: 203L and 204L. Restriction: junior or senior lab. {Spring}
standing and permission of instructor.
437./537. Evolutionary Genetics. (3) week field trip to the Caribbean and field trip fee is required.
Mutation, natural selection, genetic drift; how evolutionary Open to majors and/or non-majors. (EE)
forces shape population structure. Mechanisms of speciation. Prerequisite: 203L and 204L. {Spring}
Macroevolution of biochemical processes essential to higher
organisms, such as signal transduction pathways, develop- *463L. Flora of New Mexico. (4) Lowrey
mental genes and complex organs. (EE) Identification, classification, nomenclature, and geography of
Prerequisite: 203L and 204L. {Spring} vascular seed plants in New Mexico. Survey of adaptations
and evolutionary trends in plants of the Southwest. Field
444./544. Genomes and Genomic Analyses. (3) Werner- trips. (OR)
Washburne Prerequisite: 360L. Three lectures, 3 hours lab. {Fall}
Overview of genomic analyses from DNA sequence to gene
expression and proteomics. (CM) 465./565. Sociobiology and Evolutionary Ecology. (3)
Prerequisite: 203L and 204L. Restriction: permission of Charnov
instructor. {Fall} Evolutionary and social biology; speciation, adaptation, popu-
lation ecology. (EE)
445./545. Biology of Toxins. (3) Toolson Prerequisite: 203L and 204L and (MATH 163 or MATH 181).
Principles of toxicology; pharmacology and biotransforma- {Fall}
ARTS
SCIENCES
ARTSAND
SCIENCES
tion of xenobiotics. Mechanism of action, medical uses, and
evolutionary ecology of biological toxins. (PH) 466./566. Immunogenetics. (3) Miller
Prerequisite: 204L. {Spring} Classical and molecular genetics of immune responses,
presented as a survey of the fundamental literature in immu-
AND
446./546. Laboratory Methods in Molecular Biology. (4) nology. Genetics of histocompatibility and the generation of
Adema, Cripps, Hanson, Natvig, Vesbach diversity in the immune system. (CM)
Principles of DNA and RNA purification, enzymatic manipula- Prerequisite: 456. {Spring, alternate years}
tion of nucleic acids, molecular cloning, gel electrophoresis,
hybridization procedures and nucleotide sequencing. (CM) 467./567. Evolutionary Plant Ecology. (3) Marshall
Restriction: permission of instructor. Two hours lecture, hours Evolutionary approach to the study of plants and plant popu-
lab. {Fall} lations. Will cover plant life history strategies, plant population
biology and plant reproduction with an emphasis on empirical
*447. Prosection. (3) Swan studies. (EE)
Human gross anatomy, dissection of human cadaver. Prerequisite: 203L and 204L and (310L or 360L).
Anatomy topics integrated with Biology 237 and 238. (PH)
Prerequisite: 237 and 247L. Restriction: permission of instruc- 470./570. Biology: Discovery and Innovation (4)
tor. {Fall, Spring} Werner-Washburne
Critical-thinking, research-based, survey of a biological area.
*448. Microbial Evolution and Diversity. (3) Primarily for students interested in research. 2.5 hour class,
Advanced course surveying microbial diversity (bacteria, 1 hour of discussion. (ID)
archaea and protist eukaryotes) and examining the evo- Prerequisite: 203L and 204L. Restriction: permission of
lutionary mechanisms responsible. A central theme is the instructor.
molecular evolutionary mechanisms of microbes (especially
those differing from macro-organisms). (OR) 471./571. Plant Physiological Ecology. (3) Pockman
Interaction of plants with their environment, covering plant
*450. General Virology. (3) Hofkin, Miller water relations, carbon gain and utilization and soil mineral
Structure, properties and chemistry of viruses; virus-host nutrition. Common research methodologies will be demon-
interactions, multiplication, serological properties, used as strated in class. (ID)
probes in molecular biology; effects of physical and chemical Prerequisite: 310L and 360L. {Spring, alternate years}
agents, classification. (CM)
Prerequisite: 351 and 352L and (429 or BIOC 423 or BIOM 475./575. Plant Community Ecology. (3) Collins
511). {Spring} Plant community structure and dynamics in North American
deserts and grasslands. Field trip to Sevilleta LTER required.
*451. Microbial Ecology. (3) Sinsabaugh, Vesbach (EE)
Role of microorganisms in terrestrial and aquatic ecosystems. Prerequisite: 203L and 204L. Restriction: permission of
Emphasis on biogeochemistry and nutrient cycling. (EE) instructor. {Spring}
Prerequisite: 203L and 204L. Three lectures. {Fall}
478L./578L. Plant Physiology. (4) Hanson
452. Human Genetics. (3) Plant function examined from molecular to whole organism
(Also offered as ANTH 455.) Fundamentals of human trans- levels. Core areas include: nutrition and water balance,
mission, cellular, molecular, developmental and population photosynthesis and metabolism, and growth and develop-
genetics. (ID) {Alternate years} ment. (PH)
Prerequisite: 110 or 123 or 201 or 202 or ANTH 150. Prerequisite: 204L. Three hrs lecture, 3 hrs lab. {Spring}
*455. Ethology: Animal Behavior. (3) Kodric-Brown 482L./582L. Parasitology. (4) Adema, Hofkin, Loker
A survey of behavior patterns in animals, with emphasis on The protozoa and worms important in human and veterinary
adaptive significance. (EE) medicine. Emphasis on life histories, epidemiology and eco
Prerequisite: 203L and 204L. {Spring} logy of parasites with laboratory practice in identification and
experimentation. (OR)
456./556. Immunology. (3) Cunningham, Hofkin, Miller Prerequisite: 203L and 204L. Three lectures, 3 hours lab.
Immunoglobulin structure, anitigen-antibody reactions, immu- {Spring}
nity and hypersensitivity; experimental approach will be
emphasized. (PH) 485L./585L. Entomology. (4) K. Miller
Prerequisite: 203L and 204L. Three lectures. {Fall, Spring} Classification, phylogeny, natural history and literature of
insects. (OR)
*460. Microbial Physiology. (3) Prerequisite: 203L and 204L. Three lectures, 3 hours lab.
Physiological and biochemical activities of bacteria and fungi {Spring}
with emphasis on cell energetics. (PH)
Prerequisite: 351 and 352L. Three lectures. {Spring} *486L. Ornithology. (4) Witt, Wolf
Classification phylogeny, natural history and literature of
461L. Introduction to Tropical Biology. (3) Cook birds. Field trips required. (OR)
Marine and terrestrial tropical environments, primarily in the Prerequisite: 203L and 204L. Three lectures, 3 hours lab.
Caribbean; topics stressed may include organisms, com- {Fall, alternate years}
munities, structure, function, distribution, geology, history,
politics, ecology and others. Two lectures, 2 hours lab, one-
*488L. Herpetology. (4) Poe, Snell 504./404. Topics in Physiology (3, no limit) ∆
Classification, phylogeny, natural history and literature of Continually changing selection of sections that sat-
reptiles and amphibians. All-day field trips and one or more isfy upper-division Physiology breadth requirement.
overnight field trips required. (OR) Prerequisite: 203L and 204L. Restriction: permission of
Prerequisite: 386L. Two lectures, 6 hours lab. instructor.
*496L. Limnology Laboratory. (1) Dahm 514. Ecosystem Studies. (3) Collins, Dahm
Techniques for studying the biology, chemistry and physics of Study of biological communities emphasizing the interactions
aquatic ecosystems. between living and non-living parts and the flow of materials
Pre- or corequisite: 495. {Spring} and energy between these parts. Three lectures. {Fall}
497./597. Principles of Gene Expression. (3) Cripps, 515. Research in Field Biology. (3) Collins, Pockman, Wolf
A detailed and critical study of how different genes are regu- Planning, execution and write-up of field research conducted
lated during the life of an organism, principally at the level of during Spring Recess. Twelve-day field trip, and lab fee
transcription. (CM) required. Three hours lecture/discussion. {Spring}
Prerequisite: 203L and 204L.
516. Basic Graduate Ecology. (4) Brown, Charnov,
499. Undergraduate Problems. (1-3, no limit) ∆ Collins, Milne, Sinsabaugh, Wolf
Maximum of 2 hours credited towards a biology major. Credit Major themes in current ecological research, with in-depth
not allowed toward a biology minor. {Summer, Fall, Spring} exploration of the theoretical and empirical literature of
Restriction: junior or senior standing and permission of individual, population, community, ecosystem and landscape
instructor. ecology. Recommended for all Biology Department graduate
students in any field of ecology, evolution and behavior. Three
500. New Graduate Student Seminar. (1) lectures, 1.5 hours lab/discussion. {Fall}
Offered as a CR/NC basis only.
517. Basic Graduate Evolution. (4) Cook, Kodric-Brown,
502./402. Topics in Biology. (1-3, no limit) ∆ Natvig, Poe, Thornhill, Wagner
Maximum of 4 hours credited towards the biology major. An in-depth coverage of the primary literature and ideas
Restriction: permission of instructor. {Summer, Fall, Spring} in the major areas of evolutionary biology: adaptationism,
social evolution, phylogeny, molecular evolution, speciation.
Recommended for all Biology Department graduate students 546./446. Laboratory Methods in Molecular Biology. (4)
in any field of ecology, evolution and behavior. Three lectures, Cripps, Hanson, Natvig, Vesbach
1.5 hours lab/discussion. {Spring} Principles of DNA and RNA purification, enzymatic manipula-
tion of nucleic acids, molecular cloning, gel electrophoresis,
518. Ecological Genomics. (3) hybridization procedures and nucleotide sequencing.
Emerging role of genomics in ecological sciences; genomic Restriction: permission of instructor. Two hours lecture, 5
approaches to ecological research; application of ecological hours lab. {Fall}
theory to genomics.
Prerequisite: 201, 202, 203L, 204L and calculus. {Fall} 547. Advanced Techniques in Light Microscopy. (4)
Stricker
519./419. Topics in Interdisciplinary Science (3, no Theory and practical methods of modern light microscopy
limit) ∆ (e.g., photomicroscopy, DIC optics, immunofluorescence
Continually changing selection of section that satisfy upper- microscopy, video microscopy, image processing, confocal
division Interdisciplinary breadth requirement. microscopy, microinjection). One lecture, 1 lab. {Spring}
Prerequisite: 203L and 204L. Restriction: permission of
instructor. 551. Research Problems. (1-12, no limit) ∆
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520. Topics in Interdisciplinary Biological and 556./456. Immunology. (3) Cunningham, Hofkin, Miller
Biomedical Sciences. (3, unlimited) ∆ Immunoglobulin structure, anitigen-antibody reactions, immu-
(Also offered as ANTH 620, CS 520, ECE 620, STAT 520) nity and hypersensitivity; experimental approach will be
Varying interdisciplinary topics taught by collaborative scien- emphasized. Three lectures. {Fall, Spring}
AND
tists from UNM, SFI, and LANL.
558. Geomicrobiology. (3) Crossey, Dahm
521. Advanced Behavioral Ecology. (3) Kodric-Brown (Also offered as EPS 558.) The role of microbes in min-
Analysis of behavior and social systems in an ecological eral precipitation, dissolution and diagenesis; interactions
and evolutionary context. {Fall, alternate years} between microbes and geochemistry/mineralogy.
524. Collaborative Interdisciplinary Teaching. (3) 561. Tropical Biology. (3) Cook
(Also offered as ANTH 624, CS 524, ECE 524, STAT 524) Marine and terrestrial tropical environments, primarily in the
Course designed to develop the methods content and Caribbean; topics stressed may include organisms, commu-
assessment of effective interdisciplinary biological courses; nities, structure, function, distribution, geology, history, poli-
Students will develop and teach an undergraduate interdisci- tics, ecology and others. Two lectures, 2 hours lab, one-week
plinary topics course. Topics vary. field trip to the Caribbean and field trip fee is required. Open
Restriction: permission of instructor. to majors and/or non-majors. {Alternate years}
530./430. Conservation and Indigenous Peoples. (3) 565./465. Sociobiology and Evolutionary Ecology. (3)
Trotter Charnov, Thornhill
(Also offered as NATV *430.) Cultural diversity fosters biodi- Evolutionary and social biology; speciation, adaptation, popu-
versity. Students work on conservation projects initiated by lation ecology. {Fall}
native ecologist on Southwestern native lands. Short field
trips and Fall break field trip. 566./466. Immunogenetics. (3) R. Miller
Classical and molecular genetics of immune responses,
535. Freshwater Ecosystems. (3) Dahm presented as a survey of the fundamental literature in immu-
(Also offered as EPS 535.) Integration of physical and chemi- nology. Genetics of histocompatibility and the generation of
cal components of drainage basins and groundwater systems diversity in the immune system.
with biological metabolism, growth and reproduction along Prerequisite: 556.
functional gradients of stream, wetland, reservoir, lake and
groundwater ecosystems. {Spring} 567./467. Evolutionary Plant Ecology. (3) Marshall
Evolutionary approach to the study of plants and plant
536L./436L. Phylogenetics. (4) Poe populations. Will cover plant life history and strategies, plant
Principles of phylogenetic inference using morphological and population biology and plant reproduction with an emphasis
molecular data. Applications of phylogeny to ecology, system- on empirical studies. {Spring}
atics and molecular evolution.
Restriction: permission of instructor. Three hours lecture, 2 570./470. Biology: Discovery and Innovation (4)
hours lab. {Spring} Werner-Washburne
Critical-thinking, research-based, survey of a biological area.
537./437. Evolutionary Genetics. (3) Wagner Primarily for students interested in research. 2.5 hour class,
Mutation, natural selection, genetic drift; how evolutionary 1 hour of discussion. (ID)
forces shape population structure. Mechanisms of speciation. Prerequisite: 203L and 204L. Restriction: permission of
Macroevolution of biochemical processes essential to higher instructor.
organisms, such as signal transduction pathways, develop-
mental genes and complex organs. 571./471. Plant Physiological Ecology. (3) Pockman
{Spring, alternate years}
540. The Soil Ecosystem. (3) Sinsabaugh
Interrelationship between the abiotic and biotic factors in 575./475. Plant Community Ecology. (3) Collins
soils; influence of soils on above-ground biota. Plant community structure and dynamics in North American
Prerequisite: 201, 202, 203L, 204L, CHEM 121, 123L, 122, deserts and grasslands. Field trip to Sevilleta LTER required.
124L or 131L–132L. {Fall} {Spring}
544./444. Genomes and Genomic Analyses. (3) Werner- 576. Landscape Ecology and Macroscopic Dynamics.
Washburne (4) Milne
Overview of genomic analyses from DNA sequence to gene Conceptual and methodological approaches to landscape
expression and proteomics. {Fall} ecology. Emphasis on climate, paleoecology and the quan-
titative representation, analysis and modeling of spatial
545./445. Biology of Toxins. (3) Toolson complexity. {Spring, alternate years}
Principles of toxicology; pharmacology and biotransforma-
tion of xenobiotics. Mechanism of action, medical uses, and 578L./478L. Plant Physiology. (4) Hanson
evolutionary ecology of biological toxins. Plant function examined from molecular to whole organism
Prerequisite: 204L. {Spring} levels. Core areas include: nutrition and water balance, pho-
tosynthesis and metabolism, and growth and development.
Prerequisite: 204L. Three hrs lecture, 3 hrs lab. {Spring}
second and third tier universities' graduate programs (M.S. least 3.20 overall and 3.50 in chemistry. This minimum must
or Ph.D.) in chemistry. Some institutions may require the stu- be maintained throughout the junior and senior years. Course
dent to complete additional undergraduate courses following requirements for graduation with honors are as follows: 121,
matriculation into their graduate program. 122, 123L, 124L, or (131L, 132L) 301, 302, 303L, 304L,
311, 312, 351L, 352, 411L, 421, 431, 432L and 6 hours of
General B.A.: CHEM 315, and eight additional hours of additional courses from 325–498, including at least 3 hours of
chemistry electives. Electives must be selected from the fol- 497-498. A senior honors thesis will be written based on the
lowing courses: CHEM 421 (or BIOC 423), 425, 351L, 431, senior honors research and submitted to the faculty. An oral
approved CHEM 471 topics, 495-496 (no more than 2 credit presentation will also be made in a departmental or divisional
hours in 495-496). The General B.A. concentration must also seminar. Honors students will also take the Graduate Record
include MATH 162 (or 180), MATH 163 (or 181), and PHYC Examination Advanced Test in Chemistry in their senior year
151, 151L, 152, and 152L. and must obtain a satisfactory score.
For the degree of Bachelor of Science: CHEM 121, 123L, Any deviation from the requirements prescribed above must
122, 124L, 301, 302, 303L, 304L, 311, 312, 351L, 352, 411L, be approved in writing.
431, 432L and at least 6 additional hours selected from
courses numbered CHEM 325-498. The program must also
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Graduate Program
ARTSAND
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include PHYC 160, 160L, 161, 161L, mathematics equivalent
to MATH 264 and one course from MATH 311-316. Up to 3
credits of CHEM 495-498 or 2 credits of 495-498 and 1 credit Graduate Recruitment
of 325/326 may be counted toward the B.S. degree. NOTE: Professor Wei Wang
AND
CHEM 131L may be substituted for CHEM 121 and 123L and
Application Deadlines
132L may be substituted for CHEM 122 and 124L.
Domestic:
NOTE: Physics and mathematics courses required for Fall semester: July 31
the B.S. or B.A. degree may not be taken on the credit/ International:
no credit grade option. Fall semester: February 1
NOTE: If changing from a B.A. to a B.S., students will NOTE: Recommendations for admission by
be required to complete Math 162 and Math 163 and the Department are made until all financial aid is
PHYC 160, 160L, 161, 161L. exhausted. Typically, aid resources are committed by
Students wishing to have their B.S. degree certified by the February 1. The department does not generally rec-
American Chemical Society (ACS) must include CHEM 421 ommend admission without financial aid. Exceptions
and 3 hours of research in their 6 hours of electives. to this policy must be negotiated with the Department
Chairperson and the Graduate Recruitment and
No distributed minors are allowed for B.A. majors. Selection Committee.
earlier in this catalog, the candidate for a Plan I degree must 132L. Principles of Chemistry. (4)
present a seminar on his or her research work and pass a Thermodynamics, equilibria and kinetics in chemical terms.
series of cumulative examinations; the candidate for a Plan II Continuation of General Chemistry I. .
degree must prepare and orally defend a research proposal Pre- or corequisite: MATH 163 or MATH 181 or MATH 264.
or related paper and may need to pass a series of written Prerequisite: (121 and 123L) or 131L. {Spring}
cumulative examinations. (Credit not allowed for both (122 and 124L) and 132L)
General requirements for the Ph.D. degree are given in the 212. Integrated Organic Chemistry and Biochemistry. (4)
earlier pages of this catalog. A significant department modi- Survey interrelating the major principles of organic chemistry
fication is that the comprehensive examination has two con- and biochemistry with special emphasis toward interests of
stituent parts: 1) a research proposal and oral defense and students in the health sciences. Credit not allowed for both
2) a series of written cumulative examinations. Further details 212 and 301.
are given in the department’s Graduate Program Handbook Prerequisite: 111L or 121. {Fall, Spring}
mentioned above.
253L. Quantitative Analysis. (4)
For additional Biochemistry courses, see listings under
Theory and techniques of chemical analysis.
Biochemistry.
Three lectures, 4 hours lab. {Summer, Fall, Spring}
Prerequisite: 122 and 124L.
Chemistry (CHEM) **301. Organic Chemistry. (3)
111L. Elements of General Chemistry. (4) Chemistry of the compounds of carbon.
One-semester course in general chemistry, especially for non- Prerequisite: (122 and 124L) or 132L. {Summer, Fall,
science majors in the health sciences except premedicine and Spring}
medical technology. (Credit not allowed for both 111L and
**302. Organic Chemistry. (3)
121 and 123L.) Three lectures, 3 hours demo lab/recitation.
Continuation of 301.
Prerequisite: ACT=>22 or SAT=>510 or MATH 120 or 121
Prerequisite: 301. {Summer, Fall, Spring}
or MATH 150 or MATH 162 or MATH 163 or MATH 180
or MATH 181 or MATH 264. Meets New Mexico Lower 303L. Organic Chemistry Laboratory. (1)
Division General Education Common Core Curriculum Area Teaches basic organic chemistry laboratory techniques,
III: Science (NMCCN 1114). {Summer, Fall, Spring} including separations, thin-layer chromatography, gas chro-
matography, and set up of apparatus for organic synthesis.
121. General Chemistry I. (3)
Three hours lab.
Introduction to the chemical and physical behavior of matter.
Prerequisite: (122 and 124L) or 132L. Pre- or corequisite:
Prerequisite: ACT=>25 or SAT=>570 or MATH 121 or MATH
301. {Summer, Fall, Spring}
123 or MATH 150 or MATH 162 or MATH 163 or MATH 180
or MATH 181 or MATH 264. Corequisite: 123L. Meets New 304L. Organic Chemistry Laboratory. (1)
Mexico Lower Division General Education Common Core Teaches synthesis of organic compounds using reactions
Curriculum Area III: Science (NMCCN 1214). {Summer, Fall, learned in CHEM 302 and spectroscopic characterization of
Spring} the products. Three hours lab.
Prerequisite: 303L. Pre- or corequisite: 302. {Summer, Fall,
122. General Chemistry II (3)
Spring}
Continuation of 121.
Prerequisite: (ACT=>25 or SAT=>570 or MATH 121 or **311. Physical Chemistry. (3)
MATH 123 or MATH 150 or MATH 162 or MATH 163 or An introduction to quantum chemistry that starts from
MATH 180 or MATH 181 or MATH 264) and (121 and the postulates of quantum mechanics and simple mod-
123L) or 131L. Pre- or Co-requisite: 124L. Meets New els and covers structure of polyatomic molecules.
Mexico Lower Division General Education Common Core Prerequisite: 132L or (122 and 124L) and Math 163 and
Curriculum Area III: Science (NMCCN 1224). {Summer, Fall, (PHYC 152L or PHYC 161L).
Spring} Pre- or corequisite: MATH 264.
123L. General Chemistry I Laboratory. (1) **312. Physical Chemistry. (3)
Introduction to basic chemical laboratory principles and An introduction to chemical thermodynamics. Topics will
techniques. include basic thermodynamic principles, phase diagrams,
Prerequisite: ACT=>25 or SAT=>570 or MATH 121 or MATH and solution phase thermodynamics.
123 or MATH 150 or MATH 162 or MATH 163 or MATH Prerequisite: 132L or (122 and 124L) and MATH 163 and
180 or MATH 181 or MATH 264. Pre- or Co-requisite: 121. (PHYC 152L or PHYC 161L). Pre- or corequisite: MATH
{Summer, Fall, Spring} 264.
124L. General Chemistry II Laboratory. (1) **315. Introductory Physical Chemistry. (4)
Experiments illustrating the fundamental principles and tech- Fundamentals of physical chemistry with primary emphasis
niques of chemistry. (3 hour lab) upon biological and biochemical applications. Cannot be
Prerequisite: (ACT=>25 or SAT=>570 or MATH 121 or used for credit toward B.S. Credit not allowed for both (CHEM
MATH 123 or MATH 150 or MATH 162 or MATH 163 or 311 or 312) and 315.
MATH 180 or MATH 181 or MATH 264) and (121 and 123L) Prerequisite: (122 and 124L) or 132L and (MATH 163 or
or 131L. Pre- or Co-requisite: 122. {Summer, Fall, Spring} MATH 181) and (PHYC 152 or PHYC 161).
131L. Principles of Chemistry. (4) **325. Special Topics for Undergraduates. (1-3, may be
Chemical and physical behavior of matter, atomic and repeated once) ∆
molecular structure and chemical periodicity. Introduction to Possible topics are: chemical literature, environmental chem-
quantitative laboratory techniques and chemical instrumenta- istry, photochemistry, stereochemistry, macromolecules,
tion. Strongly recommended for students intending to major C-13-NMR, natural products.
in chemistry.
Prerequisite: ACT=>28 or SAT=>640 or Pre-or Corequisite: **326. Special Topics for Undergraduates. (1-3 to a
MATH 162 or MATH 180 or MATH 264. Three lectures, 3 maximum of 6) ∆
hours lab. (Credit not allowed for both (121 and 123L) Possible topics are: chemical literature, environmental chem-
and 131L.) {Fall} istry, photochemistry, stereochemistry, macromolecules,
C-13-NMR, natural products.
351L. Instrumental Analysis. [Integrated Chemical 442./552. Molecular Structure Analysis. (3)
Laboratory I.] (3) Introduction to using X-ray, Mass Spec, and NMR techniques
Hands-on introduction to analytical methods, including to determine structure. Suggested for students planning to
instrumental technique. Students will learn how to perform use X-ray/Mass Spec facilities, required for those requesting
quantitative lab operations and data analysis, including NMR training.
spectroscopic, electrochemical, mass spectrometic and chro- Prerequisite: 312.
matographic instrumentation.
Prerequisite: (131L and 132L) or 253L. {Fall} 471. Advanced Topics in Chemistry. (2-3 to a maximum
of 6) ∆
352. Analytical Chemistry. (3) Current topics requiring a background in physical chemistry
This course will introduce students to the theory of chemical such as spectroscopy, reaction mechanisms, advanced
analysis, including equilibrium calculations, classical meth- synthesis, polymer chemistry and materials chemistry.
ods, optical spectroscopy, mass spectrometry, electrochemi- Prerequisite: 302 and either 315 or 311–312.
cal analysis, and analytical separations.
Prerequisite: 351L. 495. Undergraduate Problems. (1-3)
**391. Readings in Selected Topics. (1-3 to a maximum 496. Undergraduate Problems. (1-3 to a maximum of 4) ∆
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of 6) ∆
Advanced topics not covered in general offerings. 497. Senior Honors Research. (1-3 to a maximum of 4) ∆
Senior paper based on independent research.
**392. Readings in Selected Topics. (1-3, may be
AND
repeated once) ∆ 498. Senior Honors Research. (1-3 to a maximum of 4) ∆
Advanced topics not covered in general offerings. Senior paper based on independent research.
534. Physical Methods in Inorganic Chemistry. (3) 650. Research/Readings. (2-12, no limit) ∆
Survey of the theory and application principles of spectro- Offered on a CR/NC basis only.
scopic methods typically utilized in solving molecular and elec-
tronic structure problems in inorganic chemistry. This usually 699. Dissertation. (3-12, no limit) ∆
includes electronic spectroscopies, vibrational spectroscopies, Offered on a CR/NC basis only.
magnetic resonance spectroscopies, x-ray diffraction analysis,
mass spectrometry and surface spectroscopies.
625. Chemistry Divisional Seminar. (1, no limit) ∆ For admission to any degree program, a cumulative grade
Student presentations and discussion of current research by point average of 2.50 is required. Requirements of the
students and faculty in the same traditional division of chem- degrees include:
istry. Offered on a CR/NC basis only. 1) Complete major courses as specified by the depart-
ment.
627. Chemistry Instrumentation Seminar. (1 to a maxi- 2) Earn a grade of C (not C-) or better in each course used
mum of 2) ∆ to fulfill major requirements.
Training and practice in use of research instrumentation 3) Earn a 2.50 grade point average for all course work in
required by a student’s graduate research. Offered on a the major, and
CR/NC basis only. 4) Have a cumulative grade point of 2.0 at graduation.
ARTS
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Communication majors must also complete 9 credits in must take STAT 145 Introduction to Statistics as well as 80
one of the concentrations in the department–intercultural or more semester hours in courses outside the department,
communication, interpersonal communication, organizational with no fewer than 65 semester hours in the basic liberal arts
communication, and public communication. The first course and sciences.
AND
in the sequence–noted in bold type–is required. Students
may select the remaining 6 units from the other courses in Journalism and mass communication majors must also
the track. Courses within the concentration may be taken complete 12 hours in one of the concentrations–advertising,
in any order. public relations, or multimedia journalism. The courses
Intercultural Communication should be taken in order.
314 Intercultural Communication Advertising
318 Language, Thought and Behavior CJ 380 Introduction to Advertising
320 Mediation CJ 381 Advertising Media Planning
323 Nonverbal Communication CJ 384 Advertising Creative
413 Studies in Intercultural Communication CJ 482 Advertising Campaign
469 Multiculturalism, Gender and Media Digital Field Broadcast
Interpersonal Communication No Minor is required for this concentration.
221 Interpersonal Communication CJ 278 Writing and Editing for Multimedia Journalism
318 Language, Thought and Behavior CJ 360 Broadcast News I
320 Mediation CJ 375 Intermediate Reporting
323 Nonverbal Communication CJ 475 Advanced Multimedia Journalism
344 Interviewing IFDM 105 Inter and New Media Studies
421 Communication and Relationships CS 152L Computer Programming Fundamentals
Mass Media IFDM 205 Studio I: Activating Digital Space
461 Media Criticism IFDM 210 Introduction to Modeling and Postproduction
268 Media Theories IFDM 300 Critical Intermediations
335 Sociology of Mass Communication IFDM 310 Studio II: Writing Digital Narrative
365 History of the Media IFDM 400 Ethics, Science and Technology
465 Mass Media Ethics IFDM 410 The Business and Law of Film and New Media
467 Mass Communication: International IFDM 450 IFDM Capstone I Senior Projects Course
Perspectives IFDM 451 IFDM Capstone II Senior Projects Course
469 Multiculturalism, Gender, and Media Multimedia Journalism
Critical Studies in Mass Media CJ 278 Writing and Editing for Multimedia Journalism
(No minor is required for this concentration) CJ 360 Broadcast News I
461 Media Criticism CJ 375 Intermediate Reporting
6 hours (2 courses) from: CJ 475 Advanced Multimedia Journalism
268 Media Theories Public Relations
335 Sociaology of Mass Communication CJ 385 Introduction to Public Relations
365 History of Media CJ 386 Writing for Public Relations
465 Media Ethics CJ 485 Public Relations Case Studies
467 Mass Communication: CJ 489 Public Relations Campaigns
International Perspectives Electives (Students must take 9 hours from the
469 Multiculturalism, Gender and Media following)
IFDM 205 Inter and New Media Studies Any CJ course from another Journalism and Mass
CS 152L Computer Programming Fundamentals Communication concentration or from the following list:
IFDM 205 Studio I: Activating Digital Space CJ 279 Electronic Publishing
IFDM 210 Introduction to Modeling and Postproduction CJ 361 Photojournalism
IFDM 300 Critical Intermediations CJ 372 Copyediting
IFDM 310 Studio II: Writing Digital Narrative CJ 373 Magazine Writing
IFDM 400 Ethics, Science and Technology CJ 374 Design and Visual Presentation I
IFDM 410 The Business and Law of Film and New Media CJ 376 Media Management
IFDM 450 IFDM Capstone I Senior Projects Course CJ 460 Broadcast News II
IFDM 451 IFDM Capstone II Senior Projects Course CJ 464 Multimedia Visual Production
Organizational Communication CJ 474 Design and Visual Presentation II
340 Communication in Organizations CJ 495 Internship in Advertising
225 Small Group Communication CJ 496 Internship in Broadcast
314 Intercultural Communication CJ 497 Internship in Public Relations
344 Interviewing CJ 498 Internship in Print
443 Current Developments in Organizational
Communication
446 Organizational Analysis and Training
In addition to these required courses, Ph.D. candidates will 264. Broadcast Practice. (1 to a maximum of 3) ∆
select elective courses (9 credit hours) from within or out- Open to staff members of KUNM-FM. May be taken three
side the department with consultation of the Plan of Studies times.
committee.
267. Writing for Broadcast Journalism. (3)
Ph.D. candidates also will be required to satisfy a research Continuation of 171L, with increased emphasis on writing for
skills requirement by demonstrating competency in a foreign radio and television.
language (passing 202 with a B or better or demonstrated Prerequisite: 171L, or consent of instructor.
fluency determined by the Plan of Studies committee) or,
alternatively, 6 credits of methods or data analysis beyond 268. Media Theories. (3)
the methods requirement. Introduction to theories of mass media and their influences.
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101L. Introduction to Communication. (3)
ARTSAND
SCIENCES
Principles and concepts of various types of human commu- 271. Writing for Print Journalism. (3)
nication including interpersonal, small group, organizational, Continuation of CJ 171L with increased emphasis on gather-
public and mass communication. Two hours lecture, 1 hr. ing news from original sources and writing for the various
AND
lab. print journalism outlets.
Prerequisite: 171L.
110. Introduction to Mass Communication. (3)
(Also offered as MA 110.) The development of the mass 273. Newspaper Practice. (1 to a maximum of 3) ∆
media with emphasis on television in the areas of pro- Open to staff members of the New Mexico Daily Lobo. May
gramming, policy, regulations, economics and technology. be taken three times.
Examination of the social, cultural and political impact of the
mass media on contemporary society. 278. Writing and Editing for Multimedia Journalism. (3)
Continuation of CJ 171L with increased emphasis of how
115. Communication Across Cultures. (3) to write on platforms available to the modern journalist.
(Also offered as AFST 115.) An introduction to communication Writing workshop for web, broadcast, print and magazine.
among people from different cultural backgrounds, emphasiz- Prerequisite: 171L.
ing intercultural relations. The class seeks to identify, honor
and enhance the strengths of different cultural perspectives. 279. [479.] Electronic Publishing. (3)
Introduction to writing and designing electronic publications
130. Public Speaking. (3) using personal computers and online publishing software.
A performance course that deals with the analysis, prepa- Emphasizes use of graphics and text to communicate with
ration and presentation of speeches. Meets New Mexico users of the Internet. Competency with personal computers
Lower-Division General Education Common Core Curriculum required.
Area I: Communications (NMCCN 1113).
292. Beginning Internship in Communication and
171L. Introduction to Media Writing. [Writing for Media.] Journalism. (1 to a maximum of 6) ∆
(3) Internships and service projects for students at the lower
Practical introduction to journalism, emphasizing journalistic level. Cannot have credit if already taken 492 or 495 or 496 or
conventions and the gathering and writing of news for the 497 or 498 or 499. Restriction: permission of instructor.
print and broadcast media. Language and typing skills
required. 293. Topics. (1-3 to a maximum of 6) ∆
Prerequisite: 15 hours, 2.00 GPA, ENGL 102.
300. Theories of Communication. (3)
220. Communication for Teachers. (3) Study of the nature of communication theories and theory
Concepts and practices of interpersonal, small group and development, theories of meaning, information processing
public communication pertinent to classroom teachers at the and influence with applications to selected communication
elementary, middle and secondary levels of education. contexts.
Prerequisite: 101.
221. Interpersonal Communication. (3)
Analysis of a variety of interpersonal communication con- 301. Communication Research Methods. (3)
cepts, with special emphasis on the application of com- Quantitative and qualitative methods useful in investigation
munication skills in different situations. Meets New Mexico of communication processes and effects; concepts and tech-
Lower-Division General Education Common Core Curriculum niques used in research design, data analysis, reporting and
Area I: Communications. critically evaluating research.
Prerequisite: 101.
225. Small Group Communication. (3)
Basic characteristics and patterns of communication in small 314. Intercultural Communication. (3)
groups. Includes attention to role theory, conflict resolution Examines cultural influences in communication across ethnic
and creative decision-making methods. and national boundaries.
261. News Photography/Lab. (3) 317. International Cultural Conflict and Community
Camera and darkroom techniques for newspapers and mag- Building. (3)
azines; editing of photos, including preparation of cutlines; Cultural focus on communicative systems related to
production of all varieties of photos for publication, including national, ethnic, gendered, class, religious, regions, corpora-
photo stories. tions, and institutions. Research on mediation, intergroup
dialogue, and community development focuses on three
262. Radio/Television Performance. (3) international sites.
Verbal and nonverbal performance and message preparation
skills related to both the audio and video components of the 318. Language, Thought and Behavior. (3)
mass media. Emphasis on fundamentals of prepared, extem- Examination of the influence of language on perception, eval-
poraneous and interpretive speaking for radio and television. uations, mass media, creativity and interpersonal relations.
326. Gender and Communication. (3) 372. Copy-Editing and Makeup. (3)
(Also offered as WMST 326.) Study of the relationship Practice in editing and presenting news copy by headlines,
between gender and communication with specific attention typography, page makeup and video display terminal.
to how gender affects language, verbal and nonverbal com- Pre- or corequisite: 271.
munication practices and how women’s movements have
attempted to transform gendered communication practices. 373. Magazine Writing. (3)
The process of writing and marketing fiction and non-fiction
327. Persuasive Communication. (3) for magazines.
Analysis, practice and evaluation of principles of attitude
change for a variety of interpersonal and public communica- 374. Design and Visual Presentation I. [Desktop
tion situations. Publishing.] (3)
Introduction to writing, editing and designing newsletters and
331. Argumentation. (3) other short publications using personal computers and desktop
Examines historical and contemporary theories of argumen- publishing software. Emphasis will be on the layout and design
tation. Emphasis placed on development of effective advo- of newsletters with special attention to readability. Basic com-
cacy and criticism of arguments. petency in the use of personal computers is required.
332. Business and Professional Speaking. (3) 375. Intermediate Reporting. (3)
Analysis, preparation and presentation of speeches common Emphasis on reporting public affairs, the news feature story,
in business and professional settings. developing and covering beats, and computer-assisted report-
ing.
333. Professional Communication. (3) Prerequisite: 278.
Focuses on the written and presentation skills needed to
succeed in a professional environment. Lessons emphasize 376. Media Management. (3)
writing reports and proposals, acquiring social information, This course is designed to provide insights into the manage-
social interaction skills, the influence of audience on message ment and ownership aspects of running a media company.
design and business etiquette. Attention will be given to leadership skills and the complex
operations of media companies.
334. Political Communication. (3)
Focuses on the theory and practice of political communication 380. Introduction to Advertising. (3)
in speech making, campaigns, debates and town meetings, as Introduces the basic framework of advertising writing and
reported through the mass media and via new technologies. strategy needed to excel in advanced courses as well as an
understanding of how communication tools are used to propel
335. Sociology of Mass Communication. (3) products in the marketplace.
(Also offered as SOC 335.) Mass communication in society
with emphasis on Western industrial societies, the impact of 381. Advertising Media Planning. (3)
mass communication on social movements and on sectors Preparing a media plan and buying space and time effectively
of the social structure and the social psychology of mass and efficiently.
communication. Prerequisite: 171L and 380.
393. Topics in Communication and Journalism. (1-3 to 461. Media Criticism. (3)
a maximum of 6) ∆ Evaluation of radio/television programming content from
the perspective of the journalistic and academic critic.
400. Senior Seminar: Perspectives on Communication. Examination of theoretical issues and production elements
(3) as they affect programming genres.
In this capstone course, seniors assess the theories, con-
cepts and skills learned throughout their communication 463. Topics in Mass Communication. (3 to a maximum
major and apply them to real-world situations as well as to the of 6) ∆
fulfillment of professional, personal and social goals. Intensive study of one area of theory and research in mass
Prerequisite: 300 and 301 and (332 or 333). communication chosen by the instructor, e.g., rating systems,
programming, economics, regulation, social effects. Content
413. Studies in Intercultural Communication. (3 to a varies from semester to semester; may be repeated with
maximum of 6) ∆ different content.
Intensive study of theory and research in intercultural commu-
nication concerning interactions between members of specific 464. Multimedia Visual Production. [News
cultures chosen by the instructor. Content varies from semes- Documentaries.] (3)
ter to semester, may be repeated with different content. Advanced ENG production and television programming,
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Prerequisite: 314. with emphasis on investigation of subject matter and visual
approaches to reporting in series and in longer, in-depth
421. Communication and Relationships. (3) segments.
Advanced analysis of theories and research in interpersonal Prerequisite: 460.
AND
communication with emphasis on communication processes,
relational development and conflict resolution. 466. Media Ethics and Law. (3)
Prerequisite: 221. Intersection of journalism and mass communication with soci-
ety and its ethical standards and laws. Focus on news media
425. Theories of Small Group Communication. (3) and ethical and legal issues in advertising, public relations
Major concepts, theories and research in small group com- and management.
munication with attention given to decision-making, group
formation and development, and communication processes 467. Mass Communication: International Perspectives.
and networks. Consideration of applications in a variety of (3)
contexts. The structure and role of international and national media in
Prerequisite: 225. molding public attitudes and in policy making. Development
of opinion on central issues in international relations and in
*430. American Religious Communication. (3) nations other than the U.S.
(Also offered as RELG 430.) The roles of religious com-
munication during the Puritan period, the first and second 469. Multiculturalism, Gender and Media. (3)
awakenings and the period of media evangelism. The course (Also offered as WMST 469.) Exploration of how gender,
examines various types of communicators, messages, audi- race, class, sexual orientation, ethnicity and other social
ences and channels of persuasion. positions affect media coverage, portrayals, production and
reception. The course focuses on theories, methods of analy-
*435. Legal Communication. (3) sis and topics of current interest.
Using historical trials as case studies, the course investigates
the various communicative functions of litigation including 474. Design & Visual Presentation II. (3)
media coverage, opening statements, direct and cross- The theories, strategies and practical application of advance
examination, closing arguments, judge’s instructions and visual presentation in designing print collateral. An in-depth
appellate arguments. study of color and typography theories. Use of InDesign,
Photoshop.
443. Topics in Organizational Communication. (3 to a
maximum of 6) ∆ 475. Advanced Multimedia Journalism. [Advanced
Intensive study of one area of theory and research in orga- Reporting.] (3)
nizational communication chosen by the instructor, e.g., con- Emphasis on multimedia reporting. The creation and main-
flict and negotiation, information technology, organizational tenance of a news website. The understanding of software,
cultures. Content varies from semester to semester; may be in-depth reporting, and multimedia platforms to produce news
repeated with different content. information in all forms.
Prerequisite: 340. Prerequisite: 360 and 375.
446. Organizational Analysis and Training. (3) 478. Media Theory and Research. (3)
Identification and analysis of communication problems in Introduces media theories in the context of professional
organizations. Attention to problems and requirements of research settings. Covers media content research conducted
communication training and development in organizational for political purposes and advertising, PR and media firms.
settings.
482. Advertising Campaigns. (3)
450. Health Communication. (3) Develops the fundamental skills needed to analyze, evaluate,
Concepts and strategies for preventive health communication develop, and write integrated communication plans.
in such contexts as provider-patient interaction, health cam- Prerequisite: 381 and 384.
paigns, social marketing, health images in the mass media
and communication in health care organizations. 485. Public Relations Case Studies. (3)
Introduction to analytic foundations of public relations prac-
454. Diffusion of Innovations. (3) tice, with emphasis on the Langdell case study used in legal
The spread of new ideas, especially technological innova- education. Objectives, policies, and materials as analytic
tions, among the members of a system. Sources of innova- structure of campaigns.
tions, importance of interpersonal networks in diffusion and Prerequisite: 385 and 386.
consequences of technological innovations.
*489. Public Relations Campaigns. (3)
460. Broadcast News II. (3) Concepts and principles of public relations techniques and
Continuation of CJ 360. Students create longer, more elabo- application of those techniques in campaigns. Attention to
rate programs with their own documentary segments, essays history, evolution and present structure of public relations.
and in-studio interviews. Prerequisite: 485.
Prerequisite: 360.
490. Undergraduate Problems. (1-3 to a maximum of 6) ∆ 507. Quantitative Data Analysis. (3)
Restriction: permission of department chairperson. Designing empirical research in communication, with special
reference to applications of experimental design to commu-
*491. Internship in Communication Education. (3) nication research, methods of data analysis and developing
Review of recent developments in course content, teaching a research report.
materials and instructional strategies; simulated classroom
experience with analysis of teaching behavior using media. 507L. Quantitative Data Analysis Lab. (1)
Restriction: permission of department chairperson. Lab that accompanies CJ 507. The lab emphasizes learning
statistical analysis through computer software applications
492. Internship in Communication. (1-3 to a maximum such as SPSS.
of 6) ∆ Corequisite: CJ 507.
Internships in communication arranged with individual faculty
members. 509. Introduction to Graduate Studies in
Prerequisite: 2.5 overall GPA and completion of 9 hours in CJ, Communication: Creating a Culture of Research
to include at least one 300-level course. Six hours maximum Excellence. (1)
of any CJ internship credit is allowed. Restriction: permission Introduces students to the ideas, history, and literatures of the
of instructor. Offered on CR/NC basis only. communication discipline, the areas of concentration in C&J,
the faculty research, the expectations in the field. Develops
494. Senior Thesis. (3) students' research and writing abilities.
495. Internship in Advertising. (1-3, to a maximum of 6 Restriction: graduate student in CJ. Offered on CR/NC
in all CJ internships) ∆ basis only.
Internships in advertising arranged with individual faculty
510. Introduction to Graduate Studies in
members. Maximum of 3 hours per semester. Offered on a
Communication II: Creating a Culture of Research
CR/NC basis only.
Excellence. (2)
Prerequisite: 2.5 overall GPA and 9 hours in CJ to include
Second part of a general introduction to graduate studies
380. Restriction: permission of the instructor.
in communication. Introduces students to the ideas, history,
496. Internship in Broadcasting. (1-3, to a maximum of and literatures of communication, areas of concentration in
6 in all CJ internships) ∆ CJ, expectations of field. Develops students as researchers
Internships in broadcasting arranged with individual faculty and writers.
members. Maximum of 3 hours per semester. Offered on a Prerequisite: 509. Restriction: graduate student in CJ.
CR/NC basis only. Offered on CR/NC basis only.
Prerequisite: 2.5 overall GPA and 9 hours in CJ to include 360
514. Seminar: Intercultural Communication. (3)
or 362. Restriction: permission of the instructor.
Theories and evidence on factors that facilitate and inhibit
497. Internship in Public Relations. (1-3, to a maximum communication between representatives of different cultural
of 6 in all CJ internships) ∆ groups, across national boundaries and among people of
Internships in public relations arranged with individual faculty different ethnic backgrounds.
members. Maximum of 3 hours per semester. Offered on a
517. Culture, Community and Change. (3)
CR/NC basis only.
The diverse, intricate, and fundamental ties between commu-
Prerequisite: 2.5 overall GPA and 9 hours in CJ to include
nity, communication, and culture and how the links are in the
385. Restriction: permission of the instructor.
codes speakers use in their daily interactions.
498. Internship in Print Journalism. (1-3, to a maximum
518. Culture, Sustainability and Change. (3)
of 6 in all CJ internships) ∆
Addresses processes of both maintenance and positive
Internships in print journalism arranged with individual faculty
transformation within culture, environment and society.
members. Maximum of 3 hours per semester. Offered on a
CR/NC basis only. 519. Culture, Borderlands and Change. (3)
Prerequisite: 2.5 overall GPA and 9 hours in CJ to include 372 Borderlands theoretical approaches to communication and
or 375. Restriction: permission of the instructor. culture. Cultural, political and socio-economic dimensions;
transnationalism, and globalization, gender and intersec-
499. Internship in Mass Communication. (1-3, to a maxi-
tionality, relationship between border theory, borderlands
mum of 6 in all CJ internships) ∆
and migration.
Internships in mass communication arranged with individual
faculty members. Maximum of 3 hours per semester. Offered 521. Seminar: Interpersonal Communication. (3)
on a CR/NC basis only. Theories and research on the components and dynamics
Prerequisite: 2.5 overall GPA and 9 hours in CJ to include of interpersonal interaction and comparative analysis of
at least one 300 level course. Restriction: permission of the approaches to the study of interpersonal communication.
instructor.
522. Topics in Interpersonal Communication. (3 to a
500. Foundations of Communication Theory. (3) maximum of 6) ∆
Survey and analysis of concepts, models and perspectives Intensive study of theory and research in one area of inter-
in the development of theories of communication; attention personal communication chosen by the instructor. Content
to philosophical, critical, historical and scientific bases for varies from semester to semester, may be repeated with
the study of communicative processes. Required of all M.A. different content.
students.
531. Contemporary Rhetoric. (3)
501. Foundations of Communication Research. (3) Approaches of different rhetorical theorists to the analysis of
Review and evaluation of various forms of research and rhetorical discourse.
scholarly writing in the field of communication; identification
of conceptual and paradigmatic problems in interpretation of 542. Topics in Organizational Communication. (3 to a
research results; attention to skills in writing and reporting maximum of 6) ∆
research. Intensive study of one area of theory and research in orga-
nizational communication chosen by the instructor, e.g., con-
506. Critical and Cultural Studies. (3) flict and negotiation, information technology, organizational
Introduces contemporary critical and cultural studies from a cultures. Content varies from semester to semester, may be
historical perspective. Analysis and criticism of cultural prac- repeated with different content.
tices, including discourse, allocation of resources, political
interests, and the structural organization of society.
544. Seminar: Organizational Communication. (3) 599 during each regular semester (exclusive of summer) until
Intensive survey of classical and contemporary organizational the thesis is approved. Offered on CR/NC basis only.
communication theory emphasizing current research trends.
Advanced readings in such topics as organizational innova- 600. History and Philosophy of Communication. (3)
tion, intercultural organizations, critical theory applications Advanced study of the modern history and philosophical
to organizations, computer mediated communication and foundations of the study of human communication with atten-
employee participation. tion to contributions of both humanistic and social science
traditions and consideration of contemporary controversies
550. Health Communication. (3) concerning theory and research.
Concepts and strategies for preventive health communication
in such contexts as provider-patient interaction, health cam- 601. Theories of Communication. (3)
paigns, social marketing, health images in the mass media Advanced study of concepts, models and perspectives in the
and communication in health care organizations. development of theories of communication with attention to
the reciprocal relationship between theory building and theory
552. Topics in Health Communication. (3 to a maximum testing in the study of human communication processes.
of 6) ∆
Intensive study of theory and research in one area of health 602. Theorizing Culture and Communicaton. (3)
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communication chosen by the instructor. Content varies Reviews historical and contemporary theorizing and
from semester to semester, may be repeated with different research programs addressing cultural and intercultural
content. communication.
AND
553. Health Communication Campaigns. (3) 604. Field Research Techniques. (3)
Focuses on the design, implementation and evaluation Identifies principles and ethics of enthnography and their
of communication programs for addressing health issues. application in diverse cultural situations. Uses visual/techni-
Provides an overview of relevant theory and research and cal communication skills and the DAE concept of describe,
opportunities to study, design, implement, and evaluate analyze, evaluate.
actual health communication campaigns.
605. Textual Analysis. (3)
555. Culture, Disparities, and Health Communication. The history of textual approaches in communication. The
(3) study and practice of critical approaches and to use them
Covers the influence of culture on health beliefs, values, and to uncover the nature and function of messages of various
health care practices. How beliefs and values impact com- kinds.
munication in health care settings.
606. Qualitative Methods Practicum. (3)
557. Seminar: Persuasion. (3) The steps of the qualitative research process from conceptu-
Theories and research on the processes by which behavioral alization of research questions to the production of a written
and attitudinal change are produced primarily by messages. report. Synthesization of the various stages of communica-
tion research.
566. [664.] Mass Communication Theories. (3)
Surveys theories dealing with the production, content, and 607. Communication Research Methods: Quantitative.
reception of mass communication. Analyzes the theories and (3)
their metatheoretical assumptions in light of their structural/ Advanced study of methods, techniques and instruments
functional, cultural/critical, behaviorist/effects and postmod- useful in investigations that employ quantitative analysis of
ern paradigmatic characteristics. human communication processes.
567. Media Effects and Public Opinion. (3) 609. Mixed Methods Research Designs. (3)
Examines the impact of mass media on modern society. Introduces the students to mixed methods research, includ-
Explores the processes that underlie individuals' uses of ing designs for data collection, analysis and integration.
mass media and their interactions with media content. Prerequisite: 501.
568. Mass Media Structures and Institutions. (3) 699. Dissertation. (3-12, no limit) ∆
Structural and institutional analyses of media systems, with Having registered for the dissertation, the student must con-
emphasis on the economics of global mass media, sociol- tinue to register for a minimum of 1 hour of 699 during each
ogy of media professsions and the impact of technological regular semester (exclusive of summer) until the dissertation
innovation in media. is completed and approved.
Restriction: permission of advisor. Offered on a CR/NC
569. Critical and Cultural Approaches to Media. (3) basis only.
What is the role of media in constructing our identity and our
world? Focus is on the theoretical frameworks of ideological,
cultural, discursive, and semiotic theories and approaches. CRIMINOLOGY
583. Teaching the Basic Course. (1)
Current issues associated with teaching introductory courses The Sociology Department serves as the administrative unit
focusing on the role of graduate teaching assistants. for the criminology program. See Sociology for program
requirements and course descriptions.
593. Graduate Problems. (1-3 to a maximum of 6) ∆
Independent study on questions and issues beyond those
covered by regularly approved seminars. Plan must be pre-
pared and approved by a faculty member who agrees to direct
EARTH AND
the study. Approval by department chairperson required.
PLANETARY SCIENCES
598. Master’s Project. (1-6)
Plan II students only. Having registered for the project plan, John W. Geissman, Chairperson
the student must continue to register for a minimum of 1 hour Department of Earth and Planetary Sciences
of 598 during each regular semester (exclusive of summer) Northrop Hall 141
until the project is completed and approved. MSC03 2040
Restriction: permission of advisor. Offered on CR/NC basis 1 University of New Mexico
only. Albuquerque, NM 87131-0001
(505) 277-4204
599. Master’s Thesis. (1-6, no limit) ∆
Web site address–http://epswww.unm.edu
Plan I students only. Having registered for the thesis plan, the
student must continue to register for a minimum of 1 hour of
Non-Earth and Planetary Sciences required courses: CHEM Students with a B.S. degree are generally admitted into the
121 and 123L and either PHYC 151 or 160; and 9 addi- M.S. program. Under certain circumstances direct admission
tional hours from Chemistry or Physics above the required to the Ph.D. program from a B.S. degree may be possible.
levels, or from MATH 162 or above, BIOL 123/124L or General requirements for the M.S. and Ph.D. degrees are
higher, or ASTR 270 or above, or (with permission from the stated in the earlier pages of this catalog. Each candidate
EPS Undergraduate Committee) from selected Anthropology, will meet with their advisor, during the first week or so of
Engineering or Geography courses. Total Credits of the first semester of enrollment. The results of this interview
Supporting Science=16. will determine in part the student’s ensuing schedule. M.S.
candidates are required to pass an examination involving the
preparation and defense of a thesis proposal during the sec-
Minor Study Requirements ond semester of enrollment. Ph.D. candidates are required
to pass a Comprehensive Examination, during the third
The minor in Earth and Planetary Sciences will consist of semester of post-M.S. enrollment, involving the preparation
20 credit hours, of which 12 must be above the 299 level and defense of two dissertation proposals.
(excluding 401, 493 and 495). No more than 3 credit hours
of problems (491–492) may be applied to the Earth and
Planetary Sciences minor. Earth and Planetary Sciences
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(EPS)
Departmental Honors 101. How the Earth Works–An Introduction to Geology.
AND
Students seeking honors in Earth and Planetary Sciences (3)
should consult with the department honors advisor no later A fascinating tour of our active planet. Explore earth materials
than two full semesters prior to graduation. EPS 493 and (rocks and minerals), the continents’ motions and related ori-
495 are required, as is a written senior thesis that will be gins of earthquakes, volcanoes, mountain building, oceans,
orally defended. landscapes, natural energy and economic resources, global
warming and other topics. Students are encouraged but not
required to enroll concurrently in 105L. Meets New Mexico
Graduate Program Lower-Division General Education Common Core Curriculum
Area III: Science (NMCCN 1114).
Application Deadlines
Fall semester: January 15 (with financial aid) 105L. Physical Geology Laboratory. (1)
April 1: (without financial aid) Minerals, rocks and topographic and geologic maps; field
Spring semester: November 1 trips. Meets New Mexico Lower-Division General Education
Common Core Curriculum Area III: Science (NMCCN 1114).
Degrees Offered Pre- or corequisite: 101. {Fall, Spring}
211. Dinosaurs and Their World. (3) **333. Environmental Geology. (3) Smith
Survey of the fossil record, evolution, paleobiology and Earth processes and anthropogenic environmental factors
extinction of dinosaurs, and the animals they shared the and their cycles. Physical and chemical aspects of environ-
earth with. {Spring} mental change will be considered.
Prerequisite: (101 or ENVS 101) and MATH 121.
225. Oceanography. (3)
Understanding physical, chemical, and biological processes 352. Global Climate Change. (3) Gutzler
in the world oceans. (Also offered as GEOG 352.) Comparison of natural and
anthropogenic causes of large-scale climate change. Factors
250. Geology of New Mexico. (3) Kues influencing development of mitigation of adaptation policies.
Survey of geologic features of New Mexico including struc-
tures, land forms, stratigraphy, fossils, geologic history and **365. Exploring the Solar System. (3) Agee
mineral resources. A course in elementary geology recom- Survey of space exploration past, present, and future.
mended. Detailed overview of solar system formation, the Sun, the
planets and their moons, asteriods, comets, meteorites and
251. Meteorology. (3) Gutzler astrobiology.
(Also offered as GEOG 251.) Description of weather phenom-
ena, principles of atmospheric motion, weather map analysis *400. Topics in Earth & Planetary Sciences. (1-4 may
and weather prediction. be repeated once) ∆
**300. Topics in Geology. (1-4 may be repeated once) ∆ 405L./505L. Stable Isotope Geochemistry. (3) Sharp
Summary of specific areas of geology, designed especially Examinations of principles governing the distribution of stable
for earth science teachers and other nontraditional students. isotopes in geological materials and their applications in
Subjects may vary from year to year; lectures normally understanding geochemical processes.
supplemented by laboratory exercises. Prerequisite: CHEM 121 and 123L and MATH 163.
**301. Mineralogy/Earth and Planetary Materials. (3) 407L./507L. Thermodynamics and Physical Foundations
Introduction to crystallography, crystal chemistry and their of Geochemistry. (4) Sharp
relation to physical and chemical properties of materials. Thermodynamics and application to geologic systems, phase
Overview of major structure types and crystal chemistry/ equilibria, phase rule, ideal and nonideal solutions.
occurrence of common rock-forming minerals. EPS majors Prerequisite: 303L and CHEM 121 and 123L and MATH
must enroll in 301 and 302L in the same semester. 163.
Prerequisite: CHEM 121 and 123L. {Fall}
410./510. Fundamentals of Geochemistry. (3) Asmeron
**302L. Mineralogy Laboratory. (2) Geochemistry of igneous, metamorphic and sedimentary
Laboratory exercises in crystallography and crystal chemistry. rocks. Geochemical methodology.
Hand specimen identification of the common rock-forming
minerals. {Fall} *411L. Invertebrate Paleontology. (4) Kues
General principles and familiarization with diagnostic features
**303L. Igneous and Metamorphic Petrology. (4) of fossils. Introduction to environmental implications. 8 hours
Selverstone of EPS or BIOL recommended.
Introduction to processes leading to formation of igneous and Prerequisite: 201L or BIO 203L.
metamorphic rocks. Emphasis on plate tectonic settings and
interactions between physical and chemical processes. 415./515. Geochemistry of Natural Waters. (3) Crossey
Prerequisite: 301 and 302L. {Spring} Principles of aqueous chemistry and processes controlling
the composition of natural waters: streams, lakes, groundwa-
**304L. Sedimentology and Stratigraphy. (4) Elrick ter and the oceans.
Introduction to origin, petrology and stratigraphic occurrence Prerequisite: 304L or CHEM 122 and 124L.
of sedimentary rocks.
Prerequisite: 201L and CHEM 121 and 123L {Fall} 420L./520L. Advanced Field Geology. (4) Karlstrom
Advanced geological field techniques; special field problems
**307L. Structural Geology. (4) Geissman, Karlstrom concentrating on the tectonic evolution of the Rocky Mountain
Nature and origin of rock structures and deformation; map region.
and stereographic projection problems; stress and strain. Prerequisite: 319L. Offered as a 3-week course (20 consecu-
Pre- or corequisite: 303L. Prerequisite: 304L, and PHYC 151 tive days). {Summer}
or 160. {Spring}
421L./521L. Metamorphism. (4) Selverstone
310L. New Mexico Field Geology. (4) Metamorphic petrology and its applications to interpretation
Scientific method based on field observation, analysis of of tectonics processes. Discussions include thermochemistry,
geologic phenomena and geologic history of New Mexico. phase equilibria, thermobarometry, P-T paths and behavior of
Written report for each 4-hour field trip to outcrops in the metamorphic fluid phase.
Albuquerque area.
Prerequisite: 101 or ENVS 101, and EPS 105L, or ENVS 427./527. Geophysics. (3) Geissman, Roy
102L. (Also offered as PHYC 327.) Applications of gravity, magnet-
ics, seismology, heat flow to the structure, constitution and
**319L. Introductory Field Geology. (4) Geissman deformation of earth. Related aspects of plate tectonics and
Principles and techniques of basic field mapping, layout, resource exploration.
preparation, and presentation of maps and cross-sections; Prerequisite: (101 or ENVS 101) and MATH 163 and PHYC
construction of geologic reports. 161.
Prerequisite: 304L and 307L. Offered as a 3-week summer
course (20 consecutive days). 428./528. Applied Mathematics for Earth and
Environmental Sciences. (3)
Introduction to linear algebra, differential equations, and vec-
tor calculus with applications to hydrology, geophysics, and
atmospheric sciences.
Prerequisite: MATH 163.
UNM CATALOG 2010–2011 Symbols, page 653.
EARTH AND PLANETARY SCIENCES 183
433./533. Statistics and Data Analysis in Earth Science. 465./565. Mars Evolution. (3) Agee
(3) Formation, evolution, and composition of Mars Atmosphere,
Selected mathematical methods of geological data analysis, surface, and interior processes. Martian meteorites. The
including elementary statistics, matrix algebra, multivariate search for life on Mars. Mars missions past and present and
data analysis and Fourier analysis. NASA’s plans for future exploration of Mars.
Prerequisite: MATH 163.
472./572. Subsurface Fate and Transport Processes. (3)
436./536. Climate Dynamics. (3) Gutzler Physicochemical, hydrogeological, biological and mathe-
A quantitative introduction to the Earth’s climate system, matical aspects of chemical fate and transport in subsurface
emphasizing processes responsible for maintaining the cur- porous and fractured media. Introduction to multiphase and
rent climate and governing climate change on global and nonaqueous phase flow.
regional scales, including interactions between the atmo- Prerequisite: (462 or CE 441) and (MATH 163 or 181).
sphere, ocean and biosphere. {Spring}
Prerequisite: MATH 162 and PHYC 160.
476./576. Physical Hydrology. (3)
437./537. Applied Meteorology. (3) Quantitative treatment of the hydrologic cycle–precipita-
Analysis and prediction of weather systems; weather observ- tion, evapotranspiration, runoff and subsurface flow; global
ARTS
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ARTSAND
SCIENCES
ing techniques; application of conceptual and numerical mod- change and hydrology; catchment and hillslope hydrology;
els; simple kinematic and dynamic constraints; applications to hydrologic system–ecosystem interactions; hydrology and
prediction of wind, fire, and hydrological processes. water resources management.
Prerequisite: MATH 163 and PHYC 160. Prerequisite: MATH 163 and PHYC 160. Restriction: junior or
AND
senior standing. {Fall}
*439. Paleoclimatology. (3) Fawcett
History of the Earth’s climate. Examination of methods in cli- 481L./581L. Geomorphology and Surficial Geology. (4)
mactic reconstruction and mechanisms of climactic change. Meyer
Emphasis on Pleistocene and Holocene climactic records. Origin and development of landforms with emphasis on
Prerequisite: 101 or ENVS 101. weathering, soils, hillslope processes, fluvial systems and
surficial geology; occasional field trips.
443./543. Aquifers and Reservoirs. (3) Prerequisite: (101 and 105L) or (ENVS 101 and 102L).
Approaches of describing, evaluating, and modeling aquifer
and reservoir character, focusing primarily on sedimentary 482L./582L. Geoarchaeology. (3) Smith
systems. Techniques include well log analysis, cross-section (Also offered as ANTH 482L.) Application of geological
construction, structure and isopach map contouring, and concepts to archaeological site formation with emphasis on
geostatistical simulation. pre-ceramic prehistory of the southwestern United States.
Prerequisite: 101 or ENVS 101. Quaternary dating methods, paleoenvironment, landscape
evolution, depositional environments. Quaternary stratigra-
445./545. Topics in Sedimentology and Stratigraphy. phy, soil genesis, sourcing of lithic materials, site formation
(1-4 may be repeated 5 times) ∆ processes. Required field trip.
Variable course content depending on student interest. Topics Prerequisite: 101 and 105L and ANTH 121L and ANTH 220.
may include physical sedimentology, sequence stratigraphy, Restriction: junior or senior standing. {Alternate years}
basin analysis, cycle stratigraphy and chemostratigraphy.
485L./585L. Soil Stratigraphy and Morphology. (3)
450L./550L. Volcanology. (4) Fischer McFadden
Characteristics and mechanism of volcanic systems, vol- Application of soils studies to stratigraphic analysis and
canism in various continental and marine tectonic settings. mapping of Quaternary deposits and geomorphic surfaces;
Laboratory to include field and laboratory examination of survey of soil classifications; field description of soil profiles;
volcanic rocks and structures and models of volcanic pro- development of soil chronosequences and catenas.
cesses. Prerequisite: 101 or ENVS 101.
Prerequisite: 303L.
*488L. Scanning Electron Microscopy. (3) Spilde
453L./553L. Field Studies in Volcanology. (4) Fischer, Introduction to the theory and operation of the scanning
Goff, Smith electron microscope. Topics covered: basic electron optics,
Field interpretations of volcanic and pyroclastic rocks; appli- electron-specimen interaction, image formation and inter-
cations to petrology, economic geology, geothermal energy. pretation, digital image analysis, X-ray spectroscopy and
Base: Young Ranch, Jemez volcanic field. introductory energy dispersive analysis.
Prerequisite: 319L. {Three summer weeks} Prerequisite: PHYC 161.
455L./555L. Computational and GIS Applications in *490. Geologic Presentation. (1)
Geomorphology. (3) Scuderi Student review of geologic literature; preparation and critique
Techniques in acquisition, processing, analysis and display of of oral presentations.
digital, aerial photo and remote-sensing data; regional quanti- Prerequisite: 301 or ENVS 330. Corequisite: EPS 401.
tative morphometry; use of topography and geology with GIS
in landscape evolution and analysis. 491–492. Problems. (1-3, 1-3)
Prerequisite: (101 or ENVS 101) and 433 and 481L.
493. Independent Study. (3)
457L./557L. Mathematical Modeling in the Geosciences. Independent study for departmental honors.
(3) Fawcett Prerequisite: 303L or ENVS 330.
Introduction to basic numerical modeling techniques with
broad application to dynamic systems in the geosciences 495. Senior Thesis. (3)
including sedimentology, geochemistry, hydrology, climatol- Candidacy for honors in Earth and Planetary Sciences.
ogy and paleoclimatology. Prerequisite: 493.
Prerequisite: MATH 163 and PHYC 160.
501./401. Colloquium. (1 to a maximum of 3) ∆
462./562. Hydrogeology. (3) Weissmann Current topics in geology. For graduate students, may be
Hydrologic and geologic factors controlling groundwater repeated once for credit towards degree. See description for
flow, including flow to wells. The hydrologic cycle; interac- 490. Offered on CR/NC basis only.
tions between surface and subsurface hydrologic systems;
regional flow systems. Groundwater geochemistry and con- 503. Organic Geochemistry. (3) Crossey
taminant transport. Fundamentals of organic geochemistry; global carbon cycle;
Prerequisite: (105L or ENVS 102L) and MATH 162 and formation of hydrocarbons; environmental fate of organic
CHEM 121 and PHYS 160. compounds in the surface environment.
505L./405L. Stable Isotope Geochemistry. (3) Sharp 527./427. Geophysics. (3) Geissman, Roy
Examinations of principles governing the distribution of stable (Also offered as PHYC 327.) Applications of gravity, magnet-
isotopes in geological materials and their applications in ics, seismology, heat flow to the structure, constitution and
understanding geochemical processes. deformation of earth. Related aspects of plate tectonics and
Prerequisite: CHEM 121 and 123L and MATH 163. resource exploration.
Prerequisite: (101 or ENVS 101) and MATH 163 and PHYC
507L./407L. Thermodynamics and Physical Foundations 161.
of Geochemistry. (4) Sharp
Thermodynamics and application to geologic systems, phase 528./428. Applied Mathematics for Earth and
equilibria, phase rule, ideal and nonideal solutions. Environmental Sciences. (3)
Prerequisite: 303L and CHEM 121 and 123L and MATH Introduction to linear algebra, differential equations, and vec-
163. tor calculus with applications to hydrology, geophysics, and
atmospheric sciences.
508L. Paleomagnetism and Applications to Geological Prerequisite: MATH 163.
Problems. (3) Geissman
Discussion of the source, origin and application of geologi- 531L. Igneous Petrology. (4)
cally important magnetizations in rocks. Experience in field Discussion of the properties, generation, emplacement and
sampling and data collection and analysis. differentiation of magma; applications of physical/chemical
Prerequisite: 307L, and PHYC 152L. principles to the study of igneous rocks.
Prerequisite: 303L.
510./410. Fundamentals of Geochemistry. (3) Asmerom
Geochemistry of igneous, metamorphic and sedimentary 533./433. Statistics and Data Analysis in Earth Science.
rocks. Geochemical methodology. (3)
Selected mathematical methods of geological data analysis,
511. Sedimentary Geochemistry. (3) Crossey including elementary statistics, matrix algebra, multivariate
The application of geochemical principles to surface and data analysis and Fourier analysis.
subsurface processes in sedimentary systems. Prerequisite: knowledge of a computing language.
512L. High-temperature Geochemistry. (3) 534. Radiogenic Isotope Geochemistry. (3) Asmerom
Applications of thermodynamics to the study of metamorphic Examination of principles governing the abundance of natu-
and igneous processes and of high-temperature gases. rally occurring radiogenic isotopes and their use in the study
Pre- or corequisite: 304L, 407L. of global geochemical processes.
513. Planetary Materials and the Evolution of the Solar 535. Freshwater Ecosystems. (3)
System. (3) (Also offered as BIOL 535.) Integration of physical and chemi-
Discussion of the origin and evolution of the planets, includ- cal components of drainage basins and groundwater systems
ing planet Earth, based on study of lunar samples, terrestrial with biological metabolism, growth and reproduction along
samples and meteorites; theory; earth based observations; functional gradients of stream, wetland, reservoir, lake and
and space missions. groundwater ecosystems.
Prerequisite: (MATH 162 or 180) and CHEM 122 and 124L
515./415. Geochemistry of Natural Waters. (3) Crossey and BIOL 495. {Spring}
Principles of aqueous chemistry and processes controlling
the composition of natural waters: streams, lakes, groundwa- 536./436. Climate Dynamics. (3) Gutzler
ter, and the oceans. A quantitative introduction to the Earth’s climate system,
emphasizing processes responsible for maintaining the
516. Selected Topics in Geomorphology. (3, may be current climate and governing climate change on global
repeated 5 times) ∆ McFadden, Meyer and regional scales, including interactions between the
atmosphere, ocean and biosphere. MATH 162 and PHYC
518L. Electron Microprobe Analysis. (3)
160 recommended.
Theory and practice of electron microprobe analysis empha-
sizing geological materials. 537./437. Applied Meteorology. (3)
Restriction: permission of instructor and a demonstrated need Analysis and prediction of weather systems; weather observ-
for the use of instrument. ing techniques; application of conceptual and numerical mod-
els; simple kinematic and dynamic constraints; applications to
519L. Selected Topics in Geochemistry. (2-4, may be
prediction of wind, fire, and hydrological processes.
repeated 5 times) ∆
Prerequisite: MATH 163 and PHYC 160.
Restriction: permission of instructor. {Offered upon demand}
538L. Analytical Electron Microscopy. (3)
520L./420L. Advanced Field Geology. (4) Karlstrom
Principles and practical techniques of transmission and
Advanced geological field techniques; special field problems
analytical electron microscopy for materials characterization.
concentrating on the tectonic evolution of the Rocky Mountain
Topics covered include: diffraction and phase contrast image
region.
formation, selected area and convergent beam electron dif-
Prerequisite: 319L. Offered as a 3-week course (20 consecu-
fraction; energy-dispersive x-ray spectroscopy.
tive days). {Summer}
Prerequisite: 587 and 518L.
521L./421L. Metamorphism. (4) Selverstone
543./443. Aquifers and Reservoirs. (3)
Metamorphic petrology and its applications to interpretation
Approaches of describing, evaluating, and modeling aquifer
of tectonics processes. Discussions include thermochemistry,
and reservoir character, focusing primarily on sedimentary
phase equilibria, thermobarometry, P-T paths and behavior of
systems. Techniques include well log analysis, cross-section
metamorphic fluid phase.
construction, structure and isopach map contouring, and
522. Selected Topics in Geophysics. (3, may be geostatistical simulation.
repeated 5 times) ∆ Geissman, Roy Prerequisite: 101. Recommended: 304L.
Restriction: permission of instructor.
544L. Sedimentary Petrology. (4) Crossey
523. Topics in Tectonics. (3, may be repeated 5 times) ∆ The mineralogy and chemistry of clastic sedimentary rocks.
Restriction: permission of instructor. Examination of provenance and diagenesis through field and
laboratory exercises.
526L. Advanced Structural Geology. (4) Karlstrom Prerequisite: 304L.
Study of the processes and products of rock deformation at
all scales: lithosphere, mountain belts and microstructures.
Prerequisite: 307L.
545./445. Topics in Sedimentology and Stratigraphy. 572./472. Subsurface Fate and Transport Processes. (3)
(1-4 may be repeated 5 times) ∆ Smith, Elrick Physicochemical, hydrogeological, biological and mathe-
Variable course content depending on student interest. Topics matical aspects of chemical fate and transport in subsurface
may include physical sedimentology, sequence stratigraphy, porous and fractured media. Introduction to multiphase and
basin analysis, cycle stratigraphy and chemostratigraphy. nonaqueous phase flow.
Prerequisite: (462 or CE 441) and (MATH 163 or 181).
547–548. Seminar. (2-3, 2-3, may be repeated 5 times) ∆ {Spring}
550L./450L. Volcanology. (4) Fischer 574L. Hydrogeology Laboratory. (1) Weissmann
Characteristics and mechanism of volcanic systems, vol- Laboratory and field exercises in subsurface hydrology: phys-
canism in various continental and marine tectonic settings. ical properties of porous media, flow net analysis, groundwa-
Laboratory to include field and laboratory examination of vol- ter basin storage and recharge, pump and piezometer tests,
canic rocks and structures, models of volcanic processes. well design, sampling.
Prerequisite: 303L. Pre- or corequisite: 462 or C E 441.
551–552. Problems. (1-3, 1-3) 575. Advanced Volcanology. (3)
Maximum of three units of problems can count toward M.S. or Dynamics of volcanic eruptions, monitoring of volcanic haz-
ARTS
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ARTSAND
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Ph.D. course requirements. ards, geothermal energy, epithermal, numerical and analyti-
cal research techniques.
553L./453L. Field Studies in Volcanology. (4) Fischer, Prerequisite: 450L.
Goff, Smith
AND
Field interpretations of volcanic and pyroclastic rocks; appli- 576./476. Physical Hydrology. (3)
cations to petrology, economic geology, geothermal energy. (Also offered as WR 576.) Quantitative treatment of the
Base: Young Ranch, Jemez volcanic field. hydrologic cycle–precipitation, evapotranspiration, runoff and
Prerequisite: 319L. {Three summer weeks} subsurface flow; global change and hydrology; catchment
and hillslope hydrology; hydrologic system–ecosystem inter-
555L./455L. Computational and GIS Applications in actions; hydrology and water resources management.
Geomorphology. (3) Scuderi Prerequisite: upper-division standing, MATH 163, PHYC
Techniques in acquisition, processing, analysis and display of 160. {Fall}
digital, aerial photo and remote-sensing data; regional quanti-
tative morphometry; use of topography and geology with GIS 580. Advanced Hydrogeology. (3)
in landscape evolution and analysis. EPS 101 or ENVS 101 Advanced treatment of subsurface fluid flow and other trans-
and EPS 433 and 481 recommended. port phenomena through granular and fractured media.
Prerequisite: (462 or C E 441) and MATH 264.
557L./457L. Mathematical Modeling in the Geosciences.
(3) Fawcett 581L./481L. Geomorphology and Surficial Geology. (4)
Introduction to basic numerical modeling techniques with Meyer
broad application to dynamic systems in the geosciences Origin and development of landforms with emphasis on
including sedimentology, geochemistry, hydrology, climatol- weathering, soils, hillslope processes, fluvial systems and
ogy and paleoclimatology. surficial geology; occasional field trips. Intro to Geology or
Environmental Science recommended.
558. Geomicrobiology. (3) Dahm, Crossey
(Also offered as BIOL 558.) The role of microbes in min- 582L./482L. Geoarchaeology. (3) Smith
eral precipitation, dissolution and diagenesis; interactions (Also offered as ANTH 582L.) Application of geological
between microbes and geochemistry/mineralogy. concepts to archaeological site formation with emphasis on
pre-ceramic prehistory of the southwestern United States.
562./462. Hydrogeology. (3) Weissmann Quaternary dating methods, paleoenvironment, landscape
Hydrologic and geologic factors controlling groundwater evolution, depositional environments. Quaternary stratigra-
flow, including flow to wells. The hydrologic cycle; interac- phy, soil genesis, sourcing of lithic materials, site formation
tions between surface and subsurface hydrologic systems; processes. Required field trip.
regional flow systems. Groundwater geochemistry and con- Prerequisite: 101, 105L, ANTH 121L, ANTH 220 and at least
taminant transport. junior standing in EPS or Anth. {Alternate years}
Prerequisite: 105L or ENVS 102L, and MATH 162 and CHEM
121 and PHYS 160. 584. Soil Genesis. (3) McFadden
Processes of physical and chemical weathering; influence
564. Geological Fluid Mechanics. (3) of soil parent materials, climate topography and time on soil
Examination of fluid behavior within a geological context. formation; application of soil studies to geologic problems.
Dimensional analysis and similitude; mass, momentum and Prerequisite: 101 or ENVS 101, 481L.
energy conservation; inviscid and viscous flows; turbulence;
and thermally-driven flows. Applications to problems in the 585L./485L. Soil Stratigraphy and Morphology. (3)
earth and environmental sciences. McFadden
Prerequisite: MATH 264 and PHYC 161. {Spring} Application of soils studies to stratigraphic analysis and
mapping of Quaternary deposits and geomorphic surfaces;
565./465. Mars Evolution. (3) Agee survey of soil classifications; field description of soil profiles;
Formation, evolution, and composition of Mars Atmosphere, development of soil chronosequences and catenas. EPS
surface, and interior processes. Martian meteorites. The 481L recommended.
search for life on Mars. Mars missions past and present and Prerequisite: 101 or ENVS 101.
NASA’s plans for future exploration of Mars.
Recommended: 365 587. Advanced Mineralogy. (3) Brearley
Crystallographic principles; structure, chemistry, physical
566. Selected Topics in Hydrogeology. (1-3, may be properties of rock forming minerals.
repeated 5 times) ∆ Weissmann Prerequisite: 301, 302L, CHEM 122 and 124L.
Variable course content depending upon student demand and
instructor availability. 599. Master’s Thesis. (1-6, no limit) ∆
Restriction: permission of instructor. Offered on a CR/NC basis only.
570. Physical Climatology. (3) Gutzler 699. Dissertation. (3-12, no limit) ∆
(Also offered as GEOG 570.) Theory and observation of the Offered on a CR/NC basis only.
Earth’s climate system. Radiative transfer, conservation of
heat and momentum, maintenance of circulation systems,
mechanisms of climate change.
Prerequisite: (436 or 536 or GEOG 351) and MATH 163 and
PHYC 161.
UNM CATALOG 2010–2011 Symbols, page 653.
186 ARTS AND SCIENCES
ECONOMICS
The major is an excellent choice for those interested in public
policy and market research and students wanting careers
in business, government and other organizations. An eco-
nomics major is also highly desirable for students wanting
Robert P. Berrens, Chairperson to go on to study law, business, public administration and
The University of New Mexico international affairs.
Department of Economics
MSC05 3060
1 University of New Mexico
Albuquerque, NM 87131-0001
Major Study Requirements
(505) 277-5304; FAX (505) 277-9445 A major in economics requires a common core consisting of
ECON 105 (Introductory Macroeconomics), 106 (Introductory
Professors Microeconomics), 300 (Intermediate Microeconomics I), 303
Robert P. Berrens, Ph.D., Oregon State University (Intermediate Macroeconomics I) and 309 (Introductory
Alok K. Bohara, Ph.D., University of Colorado Statistics and Econometrics) plus 18 credit hours of electives
David S. Brookshire, Ph.D., The University of New Mexico in economics with a maximum of 3 credit hours from 200-level
Janie Chermak, Ph.D., Colorado School of Mines courses, for a total of 33 hours.
ARTS
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ARTSAND
SCIENCES
Donald Coes, Ph.D., Princeton University
Philip Ganderton, Ph.D., University of California All economics majors are encouraged to complete one
(Santa Barbara) semester of calculus (MATH 162 or 180). Majors planning
Christine Sauer, Ph.D., Brown University to attend graduate school should consult with the economics
AND
Richard Santos, Ph.D., Michigan State University undergraduate advisor concerning additional requirements.
Robert O. Valdez, Ph.D., Pardee RAND School of Public
Policy Students are encouraged to discuss the selection of electives
with the economics undergraduate advisor. Most students
Associate Professors select courses based on their career plans or interests.
Melissa Binder, Ph.D., Columbia University Note that the following listings are not intended to limit the
Kate Krause, Ph.D., University of Wisconsin student’s choice.
Jennifer Thacher, Ph.D., University of Colorado, Boulder
Business economics for students planning to pursue a career
Assistant Professors in the business sector: suggested electives include ECON
Margaret E. Blume-Kohout, Ph.D., Pardee RAND Graduate 315, 320, 332, 333, 350, 408, 424 and 429.
School
Matias Fontenla, Ph.D., University of Texas at Austin Government economics for students planning to pursue a
Kristine Grimsrud, Ph.D., Washington State University career with a local, state or federal government agency: sug-
Brady Horn, Ph.D., Washington State University gested electives include ECON 315, 320, 332, 333, 335, 341,
342, 343, 350, 408, 409, 424, 429 and 445.
Affiliated Faculty
Lawrence Waldman, Ph.D., The University of New Mexico Pregraduate study preparation for students interested in
(Economist III, BBER, UNM) pursuing a graduate degree in economics, business, public
administration or other fields: suggested electives include
Professors Emeriti ECON 315, 320, 342, 350, 400, 403, 407, 409, 424, 429
Shaul Ben-David, Ph.D., Cornell University and 442. A two-semester calculus sequence and a semester
F. Lee Brown, Ph.D., Purdue University of introductory statistics are essential for students planning
H. Stuart Burness, Ph. D., University of Kansas graduate work in economics.
Albert Church, Ph.D., Claremont Graduate School
Ronald Cummings, Ph.D., University of Kansas Pre-law preparation for students interested in attending law
Micha Gisser, Ph.D., University of Chicago school: suggested electives include ECON 320, 330, 332,
Peter Gregory, Ph.D., Harvard University 333, 335, 342, 350 and 445.
David Hamilton, Ph.D., University of Texas
Chung Pham, Ph.D., University of Pennsylvania Electives for students who wish to focus their study on
Donald Tailby, Ph.D., Rutgers University specific fields and current economic issues: suggested elec-
Paul Therkildsen, Ph.D., University of Colorado tives include courses in International and Latin American
Nathaniel Wollman, Ph.D., Princeton University economies (ECON 321, 421, 423, 424 and 429), natural
resources and environmental economics (ECON 342, 343
Introduction and 442), labor and human resources (ECON 320, 335, 410
and 427), public finance (ECON 350 and 445) and economic
Why is there pollution? Why are the rainforests vanishing? Is modeling, forecasting and policy analysis (ECON 407, 408,
the federal budget deficit a problem? Will graduating seniors 409 and 445).
ever collect on Social Security? Will consumers benefit from
increased competition in the electricity market? Why and how
would people shop on the Internet? Can government policies Minor for Economics Majors
reduce unemployment? Is crime an economic problem? Why An interdisciplinary approach is useful in the study of
are some countries rich and others poor? Does international economics. Economics majors are encouraged to seek a
trade help or hurt workers in the United States? minor in disciplines such as Political Science, Sociology,
History, Business, Math or Computer Science. Students
Economics provides answers to questions like these by ana- should discuss the selection of a minor with the economics
lyzing how scarce resources are used and how goods and undergraduate advisor. Students with specialized interests
services are distributed. Students of economics learn how may design a distributed minor and petition the Department
incentives shape human behavior and why people debate Chairperson for approval.
public policies. Majors develop analytical and quantitative
skills, including modeling, econometrics and forecasting.
They understand macroeconomic relationships that explain Minor Study Requirements
economic growth, unemployment and inflation and exchange
rate fluctuations. They also study the microeconomics of Economics makes an excellent minor for students pursuing
government policies, work, industrial organization, labor and majors such as Management, Political Science, Journalism
human resources, health, natural resource use and the envi- and Biology and for those building a pre-professional bach-
ronment and trade and development. elor’s degree such as pre-law, pre-M.B.A. or pre-M.P.A.
For example, a student with a political science major may
consider, in addition to the core economics courses, electives
Applicants to the Department of Economics M.A. and Ph.D. **315. Money and Banking. (3)
Programs: Principles of money, credit and banking; organization and
operation of the banking system; and the relationship between
Recommended undergraduate course work consists of 12 money, banking and the level of economic activity.
upper-division economic hours including one semester of Prerequisite: 303.
intermediate micro theory and macro theory. Students are
required to have completed one semester of calculus (prefer- *320. Labor Economics. (3)
ably the equivalent of UNM’s MATH 162 or MATH 180). If Determinants of labor force, wage levels and structures,
you are considering a Ph.D., a course in Linear Algebra or and employment; human capital theory and discrimination,
Matrices is also strongly recommended. (e.g. UNM’s MATH economic consequences of trade union and government
314 or MATH 321). intervention.
Prerequisite: 300.
All applicants must submit their current (within the last three
yeas) GRE-General Test Scores (verbal, quantitative, and *321. Development Economics. (3)
analytical). All international students are required to submit Theories of development and growth. Problems facing
their TOEFL scores. developing countries and possible solutions. Historical case
studies of some developing countries.
Prerequisite: 300 or 303.
ARTS
SCIENCES
ARTSAND
SCIENCES
structure, conduct and performance, including analysis of on computer modeling of applied economic problems. Covers
antitrust policy, public utility regulation and “deregulation” of autocorrelation, heteroscedasticity, multicollinearity, dummy
some industries. variable and distributed lag model and the use of econometric
Prerequisite: 300. models in forecasting.
AND
Prerequisite: 309.
*333. Industrial Organization. (3)
Firms and markets; interactions of firms in markets that *410. Topics in Health Economics. (3, no limit) ∆
are noncompetitive (oligopolistic and monopolistic); various Specialized topics in health care economics including medical
government policies to control the behavior of firms with education, national health insurance, comparative systems,
market power. drug industry and other contemporary issues. Emphasis on
Prerequisite: 300. empirical applications in the study of health care issues. For
course content, consult the economics department.
*335. Health Economics. (3) Prerequisite: 300 and 309 and 335.
Market concepts and health care issues. Economic assess-
ment of the U.S. health care system. Explores physician *421. Latin American Economics. (3)
supply and demand, hospitals, malpractice, pharmaceuticals, Analysis of recent and historical issues in Latin American
insurance and related topics. economies, including inflation, debt, trade, regional integra-
Prerequisite: 105 and 106. tion, privatization, stabilization and structural reform.
Prerequisite: 303 and 309.
*341. Urban and Regional Economics. (3)
Spatial nature of economics: housing markets, natural hazard *423. Topics in Latin American Development. (3)
and technological risks, local and regional public finance, Analysis of economic development and its relation to poverty,
transportation issues, environmental problems and the rela- schooling, the informal sector, agrarian issues and sustain-
tionship of regional and urban economies to national and able development using case studies from Latin America.
international economies. Prerequisite: 300 and 309.
Prerequisite: 300.
*424. International Trade. (3)
342. Environmental Economics. (3) Determinants of patterns of international trade and com-
Introduction to economics of environmental management parative advantage. Trade restrictions and gains from trade.
problems, conceptual tools and policy applications: resource International factor movements.
scarcity and sustainability, efficiency and equity, property Prerequisite: 300 and 309.
rights and externalities, benefit-cost analysis and discounting,
provision of public goods and nonmarket valuation. *427. Topics in Labor Economics. (3)
Prerequisite: 105 and 106. Wage theory, industrial relations, migration, discrimination,
comparative labor problems, special groups in the work force
*343. Natural Resource Economics. (3) and other contemporary topics. Emphasis on economic impli-
Use and management of natural resources and systems cations and the role of public policy in these labor topics.
useful to humans. Issues include: why natural resources are Prerequisite: 309 and 320.
important, economic growth impact, optimal exploitation and
identification and management of environmental concerns. *429. International Finance. (3)
Prerequisite: 300. Foreign exchange markets and the international financial
system. Exchange rate determination, balance of payments
*350. Public Finance. (3) adjustment and the effectiveness of government policies in
(Also offered as POLS 350.) Taxation, governmental borrow- the open economy. International monetary system.
ing, financial administration and public expenditures. Prerequisite: (303 or 315) and 309.
Prerequisite: 300.
*442. Topics in Environmental and Natural Resource
*360. History of Economic Thought. (3) Economics. (3)
Development of the principle economic doctrines and schools Focus on public policy and regulation. Specialized issues
of economic thought from the Physiocrats to Keynes. such as development and management of water, mineral,
Prerequisite: 105 and 106. energy, air quality, forest and fishery resources, resource
scarcity, sustainability, non-stationary pollution, water quality
395. Seminar in Current Economic Issues. (1-3, no and global resource distribution.
limit) ∆ Prerequisite: 300 and 309.
Topics will vary. Offered on an occasional basis. For course
content, consult the economics department. *445. Topics in Public Finance. (3)
Prerequisite: 300 and 303. Intermediate public finance. Public economics topics: taxa-
tion, expenditure, welfare and distribution. Concentration on
*403. Intermediate Macroeconomics II. (3) selected topics such as crime, education, health, regulations
Theories of consumption, investment and money demand. (EPA Acts), agreements (NAFTA) and the courts (Takings
Models of economic growth. Introduction to open economy Clause).
macroeconomics. Macro modeling and analysis of economic Prerequisite: 300 and 309 and 350.
policies, using actual data and computer models.
Prerequisite: 303.
506. Macroeconomics I. (3) 540. Environmental and Natural Resource Modeling. (3)
Closed and open economy macroeconomics. Aggregate Dynamic optimization and optimal control theory applications
demand and supply. Different models of business cycles. (deterministic and stochastic). Optimal resource utilization,
Micro foundations of macroeconomics. pollutant stocks, principal agent problems, etc. Computer
solution of models. Students will develop and solve a
508. Statistics and Introduction to Econometrics. (3) research problem.
Discrete and continuous probability distributions; expecta- Prerequisite: 501 and 504.
tions; joint, conditional marginal distributions; hypothesis test-
ing; least squares estimators; violation of the least squares 541. Sustainable Development. (3)
principle. Econometric software with applications. Seminar of the political economy of sustainable development
with emphasis on the management of large natural systems,
509. Econometrics I. (3) particularly river basins.
Theory and applications: ordinary and generalized least
squares, hypothesis testing, dummy variable and distributed 542. Environmental and Natural Resource Economics:
lag models; simultaneous equation and two stage least square Survey. (3)
models; forecasting. Emphasis on computer modeling. Overview of environmental and resource concepts, mod-
Prerequisite: 508. els and issues. Mass balance, property rights, common
property, public policy, externality theory, non-market val-
510. Econometrics II. (3) uation, resource scarcity, renewable and nonrenewable
Simultaneous equation methods, nonlinear least squares, resource management.
maximum likelihood method, qualitative dependent variable Prerequisite: 501.
models, asymptotic properties and test statistics. Emphasis
on computer modeling. 543. Natural Resource Economics. (3)
Prerequisite: 509. Models of natural resource utilization. Fossil fuels, hard
rock minerals, fisheries, forest resources, groundwater and
513. Microeconomics II. (3) surface water.
Competitive equilibrium and welfare economics. Topics from Prerequisite: 540.
imperfect competition, decision making under uncertainty,
introduction to game theory and distribution theory.
Prerequisite: 501 and 504.
ARTS
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ARTSAND
SCIENCES
economics faculty member.
Restriction: permission of instructor.
AND
An introduction to the advanced study of public finance.
Issues covered include welfare theory, market failure, exter-
nalities and public goods, public choice, taxation and govern-
ment expenditure. Introduction
Prerequisite: 501 and 504. The combined major in economics and philosophy is an inter-
departmental major administered jointly by the two depart-
562. Normative Theories of Public Finance. (3)
ments. Students interested in this program should consult the
Welfare theories, general equilibrium, market failure, income
Department of Economics or the Department of Philosophy.
distribution, optimal taxation, first best analysis and cost
benefit analysis. This major is directed toward a deeper and fuller understand-
Prerequisite: 560. ing of the theoretical phases of economics and toward the
extension of philosophy into one of its traditional areas of
565. Positive Theories of Public Finance. (3)
interest, namely that of value theory and its application.
The behavior of politicians and bureaucrats, taxpayers, the
distribution of tax burdens and government subsidies and the
behavior of state and local governments. Additional topics
as time allows.
Major Study Requirements
Prerequisite: 560. Students completing an economics-philosophy major are
not required to have a minor. The minimum requirement
570. Institutional Economics. (3) is 45 hours, including ECON 105, 106, 300, 303, 315 and
Overview of institutional thought including comparing histori- 360, and 3 hours to be selected from 320, 332, 350 or 424;
cal and evolving traditions (including early American institu- Philosophy–21 hours selected from courses chosen in con-
tionalism and “new” institutional economics) and connections sultation with advisor; and ECPH 485.
to public policy. Examines institutional approaches relative to
economic methodology and philosophy of science.
Restriction: permission of instructor. Minor Study Requirements
580. International Trade. (3) Not offered.
Causes and patterns of trade; welfare and distributional
effects of trade; effects and political economy of trade policies
such as tariffs, quotes, export subsidies; regional economic Economics-Philosophy
integration; international factor movements. With empirical
applications. (ECPH)
Prerequisite: 501 and 506.
*485. Philosophical Foundations of Economic Theory. (3)
581. International Finance. (3) (Also offered as PHIL 485.) Philosophical backgrounds of
Balance of payments adjustment; exchange rate determina- classical and neo-classical, socialist and communist and
tion, international financial flows, economic policies under institutionalist economics.
alternative exchange rate regimes; regional monetary inte- Prerequisite: ECON 106.
gration and the international monetary system. With empirical
applications.
Prerequisite: 501 and 506.
Assistant Professors
Prerequisites
Marissa Greenberg, Ph.D., University of Pennsylvania A student must have credit for English 101 or its equivalent
Scarlett Higgins, Ph.D., University of Chicago before registering for 102, 221, or 222, and credit for 102
Matthew R. Hofer, Ph.D., University of Chicago before registering for 219, 220, or any course numbered
Aeron Hunt, Ph.D., University of Chicago 250 or above, with the exception of English 292 and 293.
Carmen Nocentelli, Ph.D., Stanford University For enrollment in English 250 or literature surveys English
Kadeshia Matthews, Ph.D., Johns Hopkins University 264, 265, and 294-297, students must have successfully
Kathleen Washburn, Ph.D., University of California (Los completed either English 102 or the Writing Proficiency
Angeles) Portfolio. There are no prerequisites for English 150, other
literature courses numbered under 250, and English 292 and
Lecturers 293. At least one lower-division course in literature is required
James Burbank, M.A., University of New Mexico for admission to a literature course numbered above 300.
Michael B. Cabot, M.A., New Mexico State University All English majors should complete English 250 before
Marisa P. Clark, Ph.D., Georgia State University enrolling in upper-division courses. A few courses have
Valerie Thomas, M.A., University of New Mexico special prerequisites listed after the course descriptions.
Jack Trujillo, M.F.A., University of Michigan
Professors Emeriti
Rudolfo A. Anaya, M.A., University of New Mexico
Major Study Requirements
James F. Barbour, Ph.D., University of California There are several English major concentrations that offer dif-
(Los Angeles) ferent emphases or pre-professional preparation. All English
Paul B. Davis, Ph.D., University of Wisconsin major concentrations require work in courses numbered
Michael R. Fischer, Ph.D., Northwestern University above English 102.
Robert E. Fleming, Ph.D., University of Illinois
Patrick J. Gallacher, Ph.D., University of Illinois
Michael J. Hogan, Ph.D., University of Kansas Liberal Arts Concentration (33 hours)
David M. Johnson, Ph.D., University of Connecticut
E. A. Mares, Ph.D., University of New Mexico The Liberal Arts concentration offers a broad approach to
Antonio Marquez, Ph.D., University of New Mexico the study of English, allowing students to elect 18 of the
Thomas W. Mayer, Professional Writer required 33 hours.
Ivan Melada, Ph.D., University of California (Berkeley) ENGL 250; two courses chosen from ENGL 264, 265, 292,
David C. McPherson, Ph.D., University of Texas 293, 294, 295, 296, 297; one course chosen from 308, 331,
Richard E. Peck, Ph.D., University of Wisconsin 332, 333, 334, 335, 336, 337, 338, 339, 348, 355, 356, 364,
Jerome P. Shea, Ph.D., University of New Mexico 365; 352 or 353; 9 hours at the 400-level; and 9 additional
Patricia C. Smith, Ph.D., Yale University hours, with no more than one course at the 200-level.
James Thorson, Ph.D., Cornell University
Frederick B. Warner, Ph.D., University of Illinois
Mary Bess Whidden, Ph.D., University of Texas Pre-Graduate Concentration
Hugh Witemeyer, Ph.D., Princeton University
(36 hours)
A program for students planning graduate study in English or
Introduction American Literature.
Besides teaching and literary research, a major in English ENGL 250, 294; one course chosen from 295, 296, 297; 264
can lead to professional careers in archival and curatorial or 265; one course chosen from 308, 331, 332, 333, 334,
librarianship, publishing, journalism, advertising and the 335, 336, 337, 338, 339, 348, 355, 356, 364, 365; 352 or 353;
arts; as well as human resources, sales and marketing, one course chosen from 351, 354 or 360; one course chosen
management, and government work. Even when additional from 450, 451, 452, 453, 454, 455, 456, 457, 458, 459, 470,
qualifications are needed, as in law, an undergraduate major 486; one course chosen from 410, 441, 442, 443, 445, 487;
in English is often a distinct advantage. 6 additional hours at the 300- or 400-level.
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apply to the Director of Undergraduate Studies no later than
the last semester of their junior year. Admission to honors
Pre-Professional Concentration requires 1) an overall GPA of 3.2, based on at least 75 hours
of college credit, including a minimum of 9 hours of credit in
(34 hours)
AND
English courses numbered 200 and above; 2) a cumulative
GPA of 3.5 in English courses numbered 200 and above;
A program for students planning careers in Law, Business, and 3) a letter of recommendation from a regular faculty
Medicine, and other professional work that relies heavily on member from the Department of English. After being admit-
critical, analytical, and communication skills. ENGL 250; 219, ted to the program, honors candidates must 1) complete
220 or 290; 294 or 295; 296 or 297; 352 or 353; 3 hours from English 412 Capstone and Honors Seminar; 2) enroll in
335, 336, 337, 338, 339, 364, 365, 381; 3 hours from 410, English 497, Individual Study, in the first semester of the
411, 442, 443; 6 hours from 320, 413, 414, 415, 417, 418, senior year in order to write a prospectus for submission
419, 420; 499 (Internship, 1 hour minimum). 6 additional to the Undergraduate Committee no later than the end of
hours at the 300 or 400 level. Outside the department, the the sixth week of the semester; 3) enroll in English 490,
following courses are strongly recommended: A course in Senior Honors Thesis, in the last semester of the senior
public speaking, CJ 130; and a course in critical thinking, year to complete the Honors thesis for submission to the
PHIL 156. Undergraduate Committee no later than the end of the tenth
week of the semester.
Creative Writing Concentration The English Department also sponsors a chapter of Sigma
(33 hours) Tau Delta, an international honors society for English majors.
To be eligible for membership in Sigma Tau Delta applicants
Thirty-three hours in English, no more than 12 of which may must 1) be an English major or minor who has completed
be lower-division (299 and below). ENGL 250; 3 hours from three semesters of college work, including 6 hours of English
292 through 297; 15 hours from 224, 321, 322, 323, 324, 421, courses beyond English 102; 2) have an overall GPA of 3.0;
422, 423 and 424 (students must take one course at each and 3) a cumulative GPA of 3.2 in all English courses. To
level); 12 hours in English Department courses numbered 300 apply for membership in Sigma Tau Delta, contact the faculty
or above, at least two of which must be in literature. advisor of the chapter or the Undergraduate Director for an
application.
English-Philosophy Major
(See English-Philosophy which follows.) Graduate Degrees
For University requirements for the M.A., M.F.A, and Ph.D.
degrees consult the appropriate pages of this catalog. The
Minor Study Requirements following are general department requirements for English
(18 hours) graduate programs. Consult the English Department’s
Graduate Studies Handbook and website for details about
The English minor requires 18 hours of English courses num- specific distribution requirements, examination procedures,
bered above 102. The minor program includes one survey foreign language requirements, and other regulations for all
course (294, 295, 296, 297), one course in Shakespeare degree programs listed below.
(352, 353) and at least one 400-level course from the follow-
ing list: 449, 450, 451, 452, 453, 454, 456, 457, 458, 459, Application Deadline
460, 461, 462, 463, 470, 486; and 9 more hours with no more Fall semester: January 15
than 6 below 300.
A Bachelor’s Degree is required for all applicants to the
Master’s Programs in English and to the M.F.A. in Creative
Professional Writing Minor (18 hours) Writing. A Master’s Degree in English or Comparative
Literature is required for all applicants to the Ph.D. program.
Requirements are: 219 or 220 or 240; 290; 320, 416, 417,
418, 419 or 420. Elective courses: 9 hours chosen from ENGL All applicants must provide full transcripts, a letter of intent, a
219, 220, 240, 320, 413, 414, 415, 416, 417, 418, 419, 420, writing sample, transcripts from all previously attended post-
441, 442, 443 or approved courses offered in other depart- secondary institutions, GRE scores for the General Aptitude
ments. ENGL 499 (Internship, 1 hour) is optional. At least 9 Test (and the Advanced Subject Test in English Literature for
hours must be in courses numbered 300 and above. applicants to the M.A. in Language and Literature and to the
Ph.D. program), and three letters of recommendation.
Minor in Period Studies (21 hours) Early application is recommended (all paperwork must be
received on or before the listed deadline). Decisions on appli-
A multidisciplinary program comprised of 21 hours: 12 hours cations received by January 15 are announced by April 15.
in English courses numbered above 102 and 9 hours from at
least two other disciplines. Each student’s program will focus
on a particular historical period and be developed around
the student’s individual interests after prior consultation with
a minor advisor.
who wish to continue their studies in the medieval period and at least 12 hours of 600-level seminars, excluding any
above the B.A. level. It will also appeal to secondary school seminars taken in previous graduate study. The remaining
teachers who are seeking a multi-disciplinary content-inten- required credit hours are fulfilled by electives distributed
sive M.A. degree. Finally, the M.A. concentration prepares the across courses listed at 500-level or above (excluding
student for the Ph.D. Concentration in Medieval Studies. ENGL 699, Dissertation). All Ph.D. students must enroll for
a minimum of 18 hours of ENGL 699 after Advancement to
This concentration requires 34 hours of interdisciplinary Candidacy.
course work, of which 22 hours must be in English. See the
department’s Web site and Graduate Studies Handbook for All Ph.D. students must successfully complete the depart-
specific policy and procedures. ment’s foreign language requirement; take and pass compre-
hensive examinations in 3 areas; complete and successfully
defend the dissertation prospectus; and complete and suc-
M.F.A. in Creative Writing (55 hours) cessfully defend a dissertation, as explained in the general
requirements for the Ph.D. set forth earlier in this catalog.
The UNM Master of Fine Arts degree in Creative Writing is
designed for students committed to pursuing the writing life.
This three-year degree combines studio-based workshops Ph.D. Concentration in Medieval
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in fiction, poetry and creative nonfiction with craft seminars
and coursework in literature, teaching pedagogy, and profes- Studies
sional writing. Students also spend each of their final two
The Ph.D. Concentration in Medieval Studies offers advanced
semesters working individually with a faculty mentor towards
students an alternative means of acquiring bodies of knowl-
AND
the development of a book-length manuscript suitable for
edge presently isolated in separate disciplines. The course
publication. Our widely published creative writing faculty,
of study differs from the typical Ph.D. in Medieval English
along with a distinguished visiting writers series, a faculty and
Literature in that it involves diverse departments and presents
student reading series, the acclaimed Taos Summer Writing
exciting and provocative points of intersection between litera-
Conference, and a national literary magazine, all make for an
tures and cultures of the Middle Ages and later periods. See
exciting atmosphere for the study of writing.
the department’s Web site and Graduate Studies Handbook
Applicants to the M.F.A. program should already hold a for specific policy and procedures.
Bachelor’s degree. The program requires 49 hours of course-
work (excluding dissertation hours); a comprehensive exam; English (ENGL)
and a creative dissertation. There is no foreign language
requirement for the completion of the M.F.A.
I. Expository and Professional Writing
The M.F.A.’s 49 hours of coursework are distributed over 101. Composition I: Exposition. (3)
core requirements that include ENGL 501 (Introduction to Expository writing and reading. Concentrates on organizing
the Profession for Writers); ENGL 587 (Genre Studies); four and supporting ideas in writing. Meets New Mexico Lower-
writing workshops; one graduate-level seminar; three profes- Division General Education Common Core Curriculum Area I:
sional preparation courses; at least three courses distributed Communications (NMCCN 1113).
across different periods of literary history, theory, or rhetoric Prerequisite: completion of IS-E 100 or verbal ACT of 19 or
studies; and an additional 6 hours of electives. The program verbal SAT of 450 or a Compass English >74.
also requires 6 hours of dissertation that do not count toward
the 49-hour coursework requirement. 102. Composition II: Analysis and Argument. (3)
Practice writing analytic and argumentative essays based on
The M.F.A. program requires a comprehensive examina- expository and literary readings. Some research required.
tion that serves also as the introduction to, or preface for, Meets New Mexico Lower-Division General Education
the student’s creative dissertation. The M.F.A. degree is Common Core Curriculum Area I: Communications (NMCCN
conferred when the dissertation is completed, defended, 1123).
and approved. Prerequisite: C or better in 101 or verbal ACT of 26-28 or
verbal/reading SAT of 610.
Ph.D. (54 hours)
219. Technical and Professional Writing. (3)
The Ph.D. program is designed for students who wish to Practice in writing and editing of workplace documents,
pursue intensive study in English. The Ph.D. program offers including correspondence, reports and proposals.
three areas of study: British and American literatures, includ- Prerequisite: 101 with a B or better, or 102 with C or better,
ing criticism and theory; Rhetoric and Writing; and an inter- or ACT=>26 or SAT=>610, or successful Writing Proficiency
disciplinary Concentration in Medieval Studies. The Ph.D. in Portfolio.
English requires 54 hours of coursework; a foreign language
requirement; successful completion of comprehensive exams 220. Expository Writing. (3 to a maximum of 6) ∆
in 3 fields; and a Ph.D. dissertation. An intermediate course with emphasis on rhetorical types,
structure and style.
General requirements for the Ph.D. are set forth in earlier Prerequisite: 101 with a B or better, or English 102 with C
pages of this catalog. Consult the English Department’s or better, or ACT=>26 or SAT=>610, or successful Writing
Graduate Studies handbook and website for details about Proficiency Portfolio.
specific distribution requirements, foreign language regula-
tions, examination procedures, and other policies specific to 290. Introduction to Professional Writing. (3)
the English Department. The following are general depart- Introductory course in the professional writing concentration.
mental requirements for the Ph.D. in English. Study of technical writing, public information and public rela-
tions writing and freelance nonfiction writing.
The Ph.D. in English requires 54 total hours of course work. Prerequisite: 102.
This number can include work transferred from previous
graduate study. At the discretion of the Associate Chair of 298. Workshop in Literature or Writing. (1-3 to a maxi-
Graduate Studies, no more than 24 hours of Master’s course mum of 6) ∆
work can count towards the Ph.D. degree requirements, leav- Various topics in literature, language and writing.
ing 30 hours to complete from the time of matriculation.
320. Advanced Expository Writing. (3 to a maximum
Ph.D. course work consists of core requirements and elec- of 6) ∆
tives. Core requirements include: ENGL 500, (which must be Advanced study of specific academic, technical and profes-
taken in the first semester of English graduate course work); sional genres. Topic varies.
a language and theory requirement; a pedogogy requirement; Prerequisite: 219 or 220 or 290.
413./513. Scientific, Environmental and Medical Writing. 421./521. Advanced Creative Writing–Fiction. (3 to a
(3 to a maximum of 9) ∆ maximum of 6) ∆
Theoretical and practical studies of writing in the sciences. An advanced course in fiction with a strong emphasis on
Addresses writing for both popular and professional audi- revision. Combines the workshop experience with classroom
ences. study of published authors as well as some theorists on writ-
ing. A $20.00 workshop fee is required.
414./514. Documentation. (3) Prerequisite: 321.
Theory and practice in developing, editing and producing
technical documentation for paper-based and online media. 422./522. Advanced Creative Writing–Poetry. (3 to a
maximum of 6) ∆
415./515. Publishing. (3) An advanced course in poetry with a strong emphasis on
Theory and process of publishing, offering successful strate- revision. Combines the workshop experience with classroom
gies for working with and within the publishing industry. Course study of published poets as well as some theorists on writing.
includes the discussion of the cultural function of publishing. A $20.00 workshop fee is required.
Prerequisite: 322.
416./516. Biography and Autobiography. (3)
Writing and reading biography and autobiography; research- 423./523. Advanced Creative Writing: Creative
ing a life to be rendered in writing. Nonfiction. (3 to a maximum of 6) ∆
An advanced course in creative nonfiction with a strong
417./517. Editing. (3) emphasis on revision. Combines the workshop experience
Theory and practice of copyediting print and on-line docu- with classroom study of published authors as well as some
ments. Rhetorical, linguistic and historical analyses of style, theorists on writing. A $20.00 workshop fee is required.
grammar and usage. Prerequisite: 323.
418./518. Proposal and Grant Writing. (3) 424. Creative Writing Workshop Script. (3 to a maxi-
Invention and delivery of proposals and grants in the busi- mum of 6) ∆
ness, scientific, technical and artistic arenas. Advanced workshop devoted to student preparation of work-
ing scripts for film or television.
419./519. Visual Rhetoric. (3)
Restriction: permission of instructor.
Analysis and design of paper-based and on-line documents.
420./520. Topics in Professional Writing. (3, no limit) ∆ III. Literature and Language
Advanced study of professional writing theory and practice.
Recent topics have included creative non-fiction, hypertext 107. Greek Mythology. (3)
and advanced technical writing. Introduction to mythology; primary readings in stories about
the gods and heroes, usually including Homer, Hesiod,
*498. Advanced Workshop in Literature or Writing. (1-3 Homeric Hymns and Tragedies. All texts will be in English.
to a maximum of 6) ∆
Intensive study of various topics in literature, language and 150. The Study of Literature. (3)
writing. An introduction to the study and appreciation of literature
for non-English majors. Shows how understanding writers’
techniques increases the enjoyment of their works; relates
II. Creative Writing these techniques to literary conventions; teaches recognition,
224. Introduction to Creative Writing. (3) analysis, discussion of important themes.
A beginning course in the writing of fiction, poetry, and
creative nonfiction. Emphasis on process over product. 211. Topics in Literature. (3 to a maximum of 6) ∆
Introduces issues of craft, workshop vocabulary, strategies Surveys a specific type or area of literature, e.g., the
for revision, and the habit of reading as a writer. American novel, the satiric novel, southern fiction, the west-
Prerequisite: 101 ern novel, American poetry, feminist literature, Chicano litera-
ture, Native American literature, African-American literature,
321. Intermediate Creative Writing–Fiction. (3 to a Medieval and Viking literature. Primarily for non-majors.
maximum of 6) ∆ Prerequisite: 150.
An intermediate course in fiction, building on basic concepts
introduced in 221. Emphasizes writing as a reader and incor- 240. Traditional Grammar. (3)
porates the workshop critique of student drafts. A $20.00 A study of the basic analysis of English sentences offered by
workshop fee is required. traditional grammar. Presents terminology and methods for
Prerequisite: 224. identifying parts of speech, functional units of sentences and
basic sentence patterns.
322. Intermediate Creative Writing–Poetry. (3 to a maxi-
mum of 6) ∆ 248. Topics in Popular Medieval Literature and Studies.
An intermediate course in poetry, building on basic concepts (3 to a maximum of 9) ∆
introduced in 222. Emphasizes writing as a reader and incor- Reading and analysis of popular contemporary literature and
porates the workshop critiques of student drafts. A $20.00 film of the medieval period, including Tolkien’s works; mystery
workshop fee is required. novels; fantasy; Viking language and saga.
Prerequisite: 224.
250. The Analysis of Literature. (3)
323. Intermediate Creative Writing–Creative Nonfiction. First course required of all English majors. Concentrates on
(3 to a maximum of 6) ∆ methods of literary analysis and critical writing.
An intermediate course in creative nonfiction, building on Prerequisite: 102 or its equivalent.
basic concepts introduced in 223. Emphasizes writing as
a reader and incorporates the workshop critique of student 264. Survey of Native Literatures and Rhetorics. (3)
drafts. A $20.00 workshop fee is required. A general overview of the history and diversity of the litera-
Prerequisite: 224. tures and rhetorics of Native peoples, including oral tradition,
film, autobiography, fiction, poetry, art, drama and ceremony.
324. Introduction to Screenwriting. (3 to a maximum Focus is on American Indian texts.
of 6) ∆
(Also offered as MA 324.) Writing workshop on basics of 265. Introduction to Chicana/o Literature. (3)
character structure, scenes, visualization and good old story A survey of Chicana/o novels, short stories, essays, poetry,
telling as it applies to the screenplay. Students read scripts, and drama from nineteenth century to the present, with
watch film clips and begin writing an original screenplay. emphasis on major themes such as history, culture, identity,
Prerequisite: 224. Restriction: permission of instructor. language, and region.
281. African-American Literature I. (3) 331. Topics in Asian Literature and Culture in
(Also offered as AFST 251.) The course introduces students Translation. (3 to a maximum of 6) ∆
to the African-American classics of the slavery era. Daily (Also offered as COMP 331.) Study of the culture and lit-
experiences of the characters in these books become the eratures of India, China, Japan and other Asian traditions.
basis for discussing race, class, gender, revolt, freedom, Topics vary.
peace and humanity.
332. Topics in African Literature and Culture in
287. Topics in Introductory Studies in Genre. (3 to a Translation. (3 to a maximum of 6) ∆
maximum of 6 ∆ (Also offered as COMP 332.) Study of the culture and litera-
Introductory study in any one genre, including narrative, tures of Africa. Topics vary.
comedy, satire, tragedy, fiction, poetics, or stylistic analysis
of nonfiction. 333. Topics in Latin Literature and Culture in
Translation. (3, no limit) [3 to a maximum of 6] ∆
292. World Literatures: Ancient World through the 16th (Also offered as CLST, COMP 333.) Study of individual
Century. (3) authors, genres or periods of Latin literature and culture in
Survey of key texts in world literature from the ancient world translation.
through the 16th century.
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*334. Topics in Greek Literature and Culture in
293. World Literatures: 17th Century through the Translation. (3, no limit) [3 to a maximum of 6] ∆
Present. (3) (Also offered as CLST, COMP 334.) Study of individual
Survey of key texts in world literatures from the 17th century authors, genres and periods of Greek literature and culture
AND
through the present. in translation.
294. Survey of Earlier English Literature. (3) 335. Topics in French Literature and Culture in
From Old English to 1798. A study of the principal literary Translation. (3 to a maximum of 6) ∆
and intellectual movements and selected writers and literary (Also offered as COMP, FREN 335.) Study of individual
works from Beowulf through Johnson. authors, genres and/or periods of French and Francophone
literature and culture.
295. Survey of Later English Literature. (3)
From 1798 to present. Study of principal literary and intellec- 336. Topics in German Literature and Culture in
tual movements and selected writers and literary works. Translation. (3 to a maximum of 12) ∆
(Also offered as COMP, GRMN 336.) Study of individual
296. Earlier American Literature. (3) authors, genres, and/or periods of German literature and
A general survey of American Literature to the mid-19th culture in translation.
century.
337. Topics in Italian Literature and Culture in
297. Later American Literature. (3) Translation. (3 to a maximum of 6) ∆
A general survey of American Literature from the mid-19th (Also offered as COMP, ITAL 337.) Study of individual
century to the present. authors, genres, and/or periods of Italian literature and cul-
ture in translation.
304. The Bible as Literature. (3)
Literary aspects of the Old and New Testaments. Examines 338. Topics in Russian Literature and Culture in
the literary forms within the Bible: epic, parable, pastoral, Translation. (3 to a maximum of 6) ∆
allegory, proverb and so on. Stresses the importance of the (Also offered as COMP, RUSS 338.) Study of individual
Bible as a source for English and American literature. authors, genres, and/or periods of Russian literature and
culture in translation.
305. Mythology. (3)
An introduction to the major traditions of European and 339. Topics in Japanese Literature and Culture in
American mythology. Basic themes and motifs: the quest, cre- Translation. (3, no limit) ∆
ation, birth, marriage, heroes, heroines and death. Provides (Also offered as COMP, JAPN 339.) Study of individual
background for the study of later literature. authors, genres and/or periods of Japanese literature and
culture in translation.
306. Arthurian Legend and Romance. (3 to a maximum
of 6) ∆ 348. Medieval Culture. (3)
(Also offered as COMP 306.) Comprehensive study of the Approaches to reading and analysis of selected major works
Arthurian Legend from its Celtic origins, to its medieval in literature, history, art and architecture, and philosophy.
French romance continuators, and its English apex in Malory. Emphasis on material culture. Recommended for Medieval
May also trace post-medieval versions in art, print, and film. Studies students.
308. The Jewish Experience in American Literature and 349. From Beowulf to Arthur. (3)
Culture. (3) Survey of the principal literary genres and approaches to Old
(Also offered as RELG 308.) A comprehensive survey of the and Middle English literature in translation.
cultural and historic relationship between Jews and American
culture and character as a whole. 350. Medieval Tales of Wonder. (3)
(Also offered as COMP 350.) Study of medieval literature,
315. Interdisciplinary Approaches to Literature. (3 to a language, and culture in the context of insular and conti-
maximum of 6) ∆ nental texts.
Combines the study of literature with the study of out-
side materials from history, sociology or other disciplines. 351. Chaucer. (3 to a maximum of 6) ∆
Examples include Religion and Literature, Law and Literature, Comprehensive study of Chaucer’s poetry, focusing upon
Literature of the Depression and Medieval Literature and language, versification and literary sources in their his-
Culture. torical and cultural contexts. Alternates between focus upon
Canterbury Tales and upon Troilus and Criseyde with
330. Topics in Comparative and World LIterature. (3 to selected other works.
a maximum of 6) ∆
(Also offered as COMP 330.) Study of special topics in 352. Early Shakespeare. (3)
Comparative and World Literatures, including studies of Survey of Shakespeare’s Elizabethan-era drama and poetry,
genre, period, literary movements and themes. including such works as A Midsummer Night’s Dream, Henry
IV, Hamlet and Venus and Adonis. Examines dramatic struc-
ture, characterization, poetics and a variety of themes in their
historical context.
353. Later Shakespeare. (3) 411./511. Special Topics: Criticism and Theory, Literary
Survey of Shakespeare’s Jacobean-era drama and poetry, and Cultural Movements. (3 to a maximum of 12) ∆
including such works as Measure for Measure, Macbeth, Advanced study of various topics in literary and cultural stud-
The Tempest and the sonnets. Examines dramatic structure, ies, literary criticism and theory. Recent topics have included
characterization, poetics and a variety of themes in their Linguistics and Literary Criticism, Cultural Theory, Literature
historical context. and National Identity.
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tionship between England and the rest of the world. of and upon these literatures. Course content varies from
semester to semester.
456./556. British Romanticism. (3 to a maximum of
12) ∆ 471./571. Twentieth-Century Drama. (3 to a maximum
AND
Studies in the literature and culture of early 19th-century of 6) ∆
Britain; the Wordsworth circle, the Keats-Shelley circle, The study of drama and dramatic form from 1880 to the pres-
Romantic women writers and special topics such as British ent. Most often taught as Modern Drama (1880–1950, Ibsen
Culture in the 1790s and Romantic Theory. and Strindberg to Beckett and Williams) or Contemporary
Drama (1950 to present, Beckett and Williams to new plays
457./557. Victorian Studies. (3 to a maximum of 12) ∆ of recent years).
Studies in the literature and culture of the Victorian era;
recent offerings have included Dickens, the Bronte’s; and 472./572. Contemporary Literature. (3 to a maximum
special topics such as Sensation’ Detection and the Detective of 6) ∆
Novel; Victorian Sexualities; and Race, Class and Gender. Survey of the poetry, fiction, drama and non-fiction prose
of the post-1945 era in the United States and Britain, with
458./558. Modern British Literature. (3 to maximum 12) ∆ some consideration of the international influence of and
Survey of the poetry, fiction, drama and nonfiction prose of upon these literatures. Course content varies from semester
early 20th-century Britain and Ireland, including the works of to semester.
Conrad, Yeats, Eliot, Forster, Joyce, Shaw and Woolf.
473./573. Postmodernism. (3 to a maximum of 6) ∆
459./559. Irish Literature. (3 to a maximum of 6) ∆ Studies in experimental literary works and theories from
Survey of the prose, poetry and drama of Ireland. Alternates World War II to the present.
between surveys of modern and postmodern Irish literature
and special topics or single author courses such as on Yeats 474./574. Contemporary Southwestern Literature. (3 to
or Joyce. a maximum of 6) ∆
This course presents and analyzes major texts in post-war
460./560. Early American Literature. (3 to a maximum literature of the southwestern U.S., emphasizing the cultural
of 6) ∆ exchanges among Native, Hispanic and Anglo literature and
Taught alternately as the literature of European Exploration of culture.
America or Colonial and Revolutionary America.
479./579. Postcolonial Literatures. (3 to a maximum
461./561. American Romanticism. (3 to a maximum of of 6) ∆
12) ∆ Survey of Postcolonial literatures and theories emanating
Survey of the prose and poetry of mid-19th-century America, from the Indian subcontinent, Africa and other countries
including writings by the Transcendentalists, Hawthorne, Poe, recently independent from the British Empire.
Melville, Stowe, Whitman and Dickinson.
480./580. Topics in British Literature. (3 to a maximum
462./562. American Realism and Naturalism. (3 to a of 9) ∆
maximum of 6) ∆ Intensive study of special issues and themes, literary move-
Survey of the prose and poetry of turn-of-the-century America, ments and single authors in British Literature.
including writings by Mark Twain, Henry James, Crane,
Wharton, Norris and Gilman. 486./586. British Fiction. (3 to a maximum of 6) ∆
Studies in the literary and cultural emergence and formation
463./563. Modern American Literature. (3 to a maximum of fiction as a genre in English. Course content varies; recent
of 6) ∆ topics include The Early English Novel; The 18th-Century
Survey of the poetry, fiction, drama and non-fiction prose of Comic Novel; and Race, Class and Gender in the 19th-
American literature from 1900–1945, including works by writ- Century Novel.
ers such as Cather, Faulkner, Fitzgerald, Hemingway, O’Neill,
Frost, H.D., Hughes and Stevens. 487. Advanced Studies in Genre. [Studies in Genre.] (3
to a maximum of 12) ∆
464./564. Advanced Studies in Native Literatures and Study any one genre, including narrative, comedy, satire,
Rhetorics. (3 to a maximum of 9) ∆ tragedy, poetics or stylistic analysis of nonfiction.
In-depth investigation of specific topics in Native literatures
and rhetorics. Special attention paid to the range of criti- 490. Senior Honors Thesis. (3)
cism, critical theory, research opportunities, methodologies Open only to students admitted to honors in English. To be
and pedagogical problems inherent in American Indian and taken in the semester when the senior thesis is completed.
indigenous textual production.
497. Individual Study. (1-3 to a maximum of 6) ∆
465./565. Chicana/o Literature. (3 to a maximum of 6) ∆ Permission of the instructor is required before registering.
Advanced study of Chicana/o literature, literary history, The student should present a plan of study to the instructor.
criticism, theory, novels, short stories, poetry, and film, with
emphasis on ethnic, regional, gender, and linguistic identity 499. Internship. (1-3)
from nineteenth century to the present. Permission of the Professional Writing Director is required
before registering. Offered on a CR/NC basis only.
554./454. Restoration and Early Eighteenth Century. (3 Century American Literature and the Visual Arts, Southern
to a maximum of 12) ∆ American Literature and American Women Writers.
Studies in literature and culture on topics such as Restoration
comedy and heroic tragedy, early eighteenth-century satire 570./470. Modernist Literature. (3 to a maximum of 12) ∆
and major authors such as John Dryden, Aphra Behn, Survey of the poetry, fiction, drama and non-fiction prose
Alexander Pope, Daniel Defoe and Jonathan Swift. of the early 20th century in the United States, Britain and
Ireland, with some consideration of the international influence
555./455. Middle and Late Eighteenth Century. (3 to a of and upon these literatures. Course content varies from
maximum of 12) ∆ semester to semester.
Studies in literature and culture 1735–1800 on topics such
as eighteenth-century theater, the development of fiction, the 571./471. Twentieth-Century Drama. (3 to a maximum
construction of difference and the representations of the rela- of 12) ∆
tionship between England and the rest of the world. The study of drama and dramatic form from 1880 to the pres-
ent. Most often taught as Modern Drama (1880–1950, Ibsen
556./456. British Romanticism. (3 to a maximum of and Strindberg to Beckett and Williams) or Contemporary
12) ∆ Drama (1950 to present, Beckett and Williams to new plays
Studies in the literature and culture of early 19th-century of recent years).
ARTS
SCIENCES
ARTSAND
SCIENCES
Britain; the Wordsworth circle, the Keats-Shelley circle,
Romantic women writers and special topics such as British 572./472. Contemporary Literature. (3 to a maximum
Culture in the 1790s and Romantic Theory. of 12) ∆
Survey of the poetry, fiction, drama, and non-fiction prose
AND
557./457. Victorian Studies. (3 to a maximum of 12) ∆ of the post-1945 era in the United States and Britain, with
Studies in the literature and culture of the Victorian era; some consideration of the international influence of and
recent offerings have included Dickens, the Bronte’s; and upon these literatures. Course content varies from semester
special topics such as Sensation; Detection and the Detective to semester.
Novel; Victorian Sexualities; and Race, Class and Gender.
573./473. Postmodernism. (3 to a maximum of 12) ∆
558./458. Modern British Literature. (3 to a maximum Studies in experimental literary works and theories from
of 12) ∆ World War II to the present. May be repeated for credit as
Survey of the poetry, fiction, drama and nonfiction prose of emphasis varies.
early 20th-century Britain and Ireland, including the works of
Conrad, Yeats, Eliot, Forster, Joyce, Shaw and Woolf. 574./474. Contemporary Southwestern Literature. (3 to
a maximum of 12) ∆
559./459. Irish Literature. (3 to a maximum of 12) ∆ This course presents and analyzes major texts in post-war
Survey of the prose, poetry and drama of Ireland. Alternates literature of the southwestern U.S., emphasizing the cultural
between surveys of modern and postmodern Irish literature exchanges among Native, Hispanic and Anglo literature and
and special topics or single author courses such as on Yeats culture.
or Joyce.
579./479. Postcolonial Literatures. (3 to a maximum
560./460. Early American Literature. (3 to a maximum of 12) ∆
of 6) ∆ Survey of Postcolonial literatures and theories emanating
Taught alternately as the literature of European Exploration of from the Indian subcontinent, Africa and other countries
America or Colonial and Revolutionary America. recently independent from the British Empire.
697. Problems for the Doctor’s Degree. (1-3, no limit) ∆ FAMILY STUDIES
Intensive, directed study at the Doctoral level of particular
topics and issues pertaining to the various fields in English. Deborah Rifenbary, Department Chairperson
Permission of the Departmental Graduate Director required Department of Individual, Family and Community Education
prior to registration. Family Studies, Simpson Hall
MSC05 3040
698. Independent Study. (1-3, may be repeated once) ∆
1 University of New Mexico
Permission of the Departmental Graduate Director required
Albuquerque, NM 87131-0001
prior to registration.
(505) 277-4535
699. Dissertation. (3-12, no limit) ∆ See College of Education, Family Studies, for faculty list.
Offered on a CR/NC basis only.
Students may enroll in the College of Arts and Sciences and
earn a 36 hour Family Studies Major and pair it with an A&S
minor (or 2nd Major). Students must choose the second Tanya Ivanova-Sullivan, Ph.D., Ohio State University–
component from an A&S Department. Russian
Carmen Nocentelli, Ph.D., Stanford University–CLCS
Although a student receives a degree from Arts and Sciences, Raji Vallury, Ph.D., University of Pittsburgh–French
authority and advisement for Major specific information is
housed in the College of Education. Please refer to the Adjunct Professor
College of Education section of the catalog for course George F. Peters, Professor of German, Michigan State
description. University
Family Studies Core 18 Credits Lecturers
FS 213 Marriage and Family Relationship 3 Mohamed Ali, Ph.D., University of New Mexico–Arabic
FS 281 Introduction to Family Studies 3 Machiko Bomberger, M.A., Columbia University
FS 312 Parent-Child Interactions 3 Rachele Duke, Ph.D., University of California (Los
FS 343 Family Management Theories 3 Angeles)–Italian
FS 395 Field Experience 3 Joachim Oberst, Ph.D., McGill University–Greek
FS 481 Family and Public Policy 3 Marina Peters–Newell, Ph.D., University of Washington–
French, Lower–Division Coordinator
ARTS
SCIENCES
ARTSAND
SCIENCES
Family Resource Management 9 Credits Lisha Xu, M.A., University of Iowa–Chinese
FS 341 Ecological Aspects of Housing 3
FS 344 Consumer Decisions 3 Faculty Emeriti
FS 444 Family Finance 3 Bruno Hannemann, Ph.D., University of California
AND
FS 445 Application of Family (Berkeley)–German
Management Theories 3 Robert Holzapfel, Ph.D., University of Iowa–German
Robert Jespersen, Ph.D., Stanford University–German
Human Development and Family Relations 9 Credits Byron Lindsey, Ph.D., Cornell University–Russian
FS 202 Infant Growth and Development 3 Peter K. Pabisch, Ph.D., University of Illinois (Urbana-
FS 207L Infant Lab 1 Champaign)–German
FS 284 Familias de Nuevo Mexico 3 Diana Robin, Ph.D., University of Iowa–Classics
FS 304 Growth and Development in Claude M. Senninger, Ph.D., University of Paris–French
Middle Childhood 3 Warren S. Smith, Ph.D., Yale University–Classics
FS 310 Friends and Intimate Relationships 3 Julian White, Ph.D., University of North Carolina–French
FS 313 Family Theories 3
FS 315 Adolescence Development in the Family 3
FS 403 Growth and Development in Undergraduate Programs
the Preschool Child 3
FS 407L Preschool Child Lab 1
FS 411 Marriage and Family Life Education 3 Majors
FS 412 Fathering 3 The Department of Foreign Languages and Literatures
FS 416 Adult Development in the Family 3 undergraduate degrees in the following fields of study:
FS 484 Ethnic Minority Families 3 • B.A. in Classical Studies
Total Required Hours 36 • B.A. in Comparative Literature and Cultural Studies
• B.A. in French
• B.A. in German
• B.A. in Languages
Minors
AND LITERATURES Minors are also available in the following:
• Classical Studies
Natasha Kolchevska, Chairperson • Comparative Literature and Cultural Studies
Ortega Hall 229 • French
MSC03 2080 • German
1 University of New Mexico • Greek
Albuquerque, NM 87131-0001 • Italian
(505) 277-4771 • Japanese
nakol@unm.edu • Languages
• Latin
Programs: Arabic, Chinese, Classical Studies, Comparative • Russian
Literature and Cultural Studies, French, German, Greek
(Ancient), Italian, Japanese, Languages, Latin, Russian Courses in Chinese and Arabic are also offered. For Biblical
Hebrew, see “Foreign Languages” or the Department of
Affiliated Programs: Biblical Hebrew, Sanskrit Religious Studies. For Sanskrit, see Philosophy.
For Swahili, see the Department of Africana Studies. For
Professors
Navajo (Diné) or other Native American languages, see the
Monica S. Cyrino, Ph.D., Yale University–Classics
Department of Linguistics. For Quechua (QUEC), see the
Natasha Kolchevska, Ph.D., University of California
Latin American and Iberian Institute.
(Berkeley)–Russian
Walter Putnam, Ph.D., University of Paris–French
Associate Professors
Undergraduate Advisors
Susanne Baackmann, Ph.D., University of California Director of Undergraduate Studies: Stephen Bishop
(Berkeley)–German Classical Studies: Monica S. Cyrino, Lorenzo F. Garcia Jr.
Stephen Bishop, Ph.D., University of Michigan–French Chinese: Lisha Xu
Lorna Brau, Ph.D., New York University–Japanese Comparative Literature and Cultural Studies: Susanne
Pamela Cheek, Ph.D., Stanford University–French Baackmann
Katrin Schroeter, Ph.D., Brown University–German French: Stephen Bishop
German: Katrin Schroeter
Assistant Professors Greek: Monica S. Cyrino, Lorenzo F. Garcia Jr.
Lorenzo F. Garcia Jr., Ph.D., University of California (Los Italian: Rachele Duke
Angeles)–Classics Japanese: Lorie Brau
Languages: Stephen Bishop Director of Graduate Studies for information about these
Latin: Monica S. Cyrino, Lorenzo F. Garcia Jr. documents) to:
Russian: Natasha Kolchevska
The Department of Foreign Languages & Literatures
The University of New Mexico
Placement 1 University of New Mexico
MSC 03 2080 Ortega Hall 229
101 courses are reserved for students who have not previ-
Albuquerque NM 87131-0001
ously studied the language in which they plan to enroll.
Tel (505) 277-4771
Students who have had previous exposure to a language and
Fax (505) 277 3599
plan to continue the study of the same language must consult
www.unm.edu/~fll/
the appropriate advisor. Students who enroll in advanced
courses may obtain credit by the challenge procedure for any Application procedure for non-US citizens:
courses below the level of the one in which they enroll. Applicants who are citizens of a country other than the U.S.
should visit the International Admissions web site at http://
www.unm.edu/preview/na_intlgrad.htm for information and
To Challenge a Course forms. Send Application form, TOEFL or IELTS results, certi-
Students can earn hours for language courses numbered fied translated copies of official academic records, financial
101, 102, 201, and 202 without taking an examination by guarantee and application fee to:
earning a grade of A or B in a course numbered higher than Office of International Admissions
the course(s) challenged. A grade of Pass/Fail (CR/NC) is MSC 06 3720
assigned to all challenged course(s). Note that the student is 1 University of New Mexico
responsible for fees associated with earned hours. Albuquerque, NM 87131-0001
USA
202. Intermediate Arabic II. (3) Any other Classics course above 200
(Also offered as AFST 207.) The course increases student’s Any other History course above 200 which includes
reading, writing and speaking skills in Arabic including stu- the ancient world
dents’ knowledge of the writing system, the phonology, the A Comparative Literature course above 200 which
vocabulary, the morphology and the syntax structures of the includes the ancient world
language. Language laboratory use is optional. Substitutes must be approved in advance by the
Prerequisite: 201. major advisor.
ARTS
SCIENCES
ARTSAND
SCIENCES
and language through study abroad. Course locations vary ii. Nine hours Latin above 200
according to course content. 2. Three hours History above 200 in a course which
includes the ancient world
3. Three hours Classics above 200
AND
Chinese (CHIN) 4. Three hours from the courses named in number 6 of the
Civilization Concentration above.
No major or minor study offered. Substitutes must be approved in advance by the major
See Asian Studies for possible options. advisor.
497. Undergraduate Problems. (1-6 to a maximum of These courses must broaden a student’s knowledge of the
9) ∆ forms of representation and cultural production that emerge
from specific historical periods and places.
498. Reading and Research for Honors. (3)
Open only to juniors and seniors approved for departmental
honors. Senior thesis based on independent research. III. The Concentration–12 credits
Students choose a concentration in either Cultural Studies or
499. Honors Essay. (3) Comparative Literature.
Open only to seniors enrolled in departmental honors.
Restriction: permission of instructor. A. The Cultural Studies Concentration:
Courses chosen in this concentration normally focus
on critical and cultural theory and provide students with
Comparative Literature tools for analyzing literary and cultural problems while
broadening their knowledge of world cultures and forms
and Cultural Studies of representation in different media.
–or–
Susanne Baackmann, Coordinator B. The Comparative Literature Concentration: Courses
Ortega Hall 349C, 277-3206, theodor@unm.edu chosen in this concentration are divided between litera-
tures in two different languages (one of which may be
Advisory Committee: English or American Literature). Courses may include
Gary Harrison, English studies in theory, history, film and the arts, as well as in
Kimberle López, Spanish and Portuguese literary texts.
Carmen Nocentelli, English and Foreign Languages and
Literatures
Second Major Study Requirements
Additional Participating Faculty:
Students complete 27 credits of course work, as described
Eleni Bastea, Architecture and Planning
below. For specific courses in categories II and III, see cor-
Stephen Bishop, Foreign Languages and Literatures
responding categories in the major.
Lorna Brau, Foreign Languages and Literatures
Beverly Burris, Sociology I. 9 credits from the following courses: COMP 223, COMP
Pamela Cheek, Foreign Languages and Literatures 224, ENGL 292, and ENGL 293.
Monica S. Cyrino, Foreign Languages and Literatures II. 6 credits in literature, culture and theory courses.
Susan Dever, Media Arts III. 12 credits in cultural studies or comparative literature.
Les Field, Anthropology
Lorenzo F. Garcia, Jr., Foreign Languages and Literatures
Elizabeth Hutchison, History Minor Study Requirements
Natasha Kolchevska, Foreign Languages and Literatures Students complete 21 credits of course work, as described
Alex Lubin, American Studies below. For specific courses in category III, see category III
Walter Putnam, Foreign Languages and Literatures in the major.
Katrin Schroeter, Foreign Languages and Literatures
Hector Torres, English I. 6 credits from the following courses: COMP 223, COMP
Carolyn Woodward, English 224, ENGL 292, and ENGL 293.
II. 6 credits taken in the following courses: COMP 330 –
340, 432, 480.
Major Study Requirements III. 9 credits in cultural studies or comparative literature, as
described above.
Comparative Literature and Cultural Studies is an interdis-
ciplinary major with concentrations in Cultural Studies and
Comparative Literature. Students complete 30 credits of Graduate M.A. Program
course work. The Introduction to World Cultures and Critical
Theory (9 credits) provides students with a survey of world Comparative Literature and Cultural Studies is an interdisci-
literatures and cultures and introduces them to analyzing plinary M.A. program administered by the coordinator and the
cultural productions through critical and cultural theory. Advisory Committee (see above).
The Cultures and Literatures (9 credits) component of the
major broadens a student’s awareness of the diversity of The Master of Arts is offered as an interdepartmental program
cultural productions around the world. The Concentration that may be completed by fulfilling requirements under Plan
(12 credits) offers the opportunity to pursue an individualized I or Plan II. Students following Plan I will take 25 credits of
interdisciplinary program of study by taking courses chosen graduate course work and additional 6 credits of thesis work.
in consultation with the coordinator. Students may choose to Students following Plan II will take 34 credits of graduate
write an honors essay as the capstone to their work. Because course work. Students following Plan I or Plan II will complete
this is an interdisciplinary program offered by the Department Foreign Languages and Literatures examination require-
of Foreign Languages and Literatures in conjunction with ments for the degree by their final semester of study. The
affiliated departments, students will need to work closely with requirement for second-language proficiency for students in
the coordinator in order to construct an appropriate program the Cultural Studies Concentration may be satisfied after a
of study. Courses not listed below may sometimes be taken, student has been admitted to the program by taking a four-
subject to approval of program coordinator. semester language sequence, or by passing a proficiency
examination or proof of equivalent knowledge acquired else-
where. Students in the Comparative Literature Concentration
I. The Introduction to World Cultures and are expected to be proficient in two languages, one of which
Critical Theory–9 credits can be English. In addition, M.A. candidates must demon-
strate proficiency in a third language through a four-semester
ENGL 250 and 6 credits from the following courses: COMP sequence of course work, a proficiency examination, or proof
223, COMP 224, ENGL 292, and ENGL 293 of equivalent knowledge acquired elsewhere. Because this
is an interdisciplinary program offered by the Department
of Foreign Languages and Literatures in conjunction with
II. Cultures and Literatures–9 credits affiliated departments and programs, students must work
Literature, culture and theory courses at the 300-level or closely with a CL/CS coordinator to construct an appropriate
above offered by the Department of Foreign Languages and plan of study. The coordinator will determine which courses
Literatures and programs and departments affiliated with outside of Foreign Languages and Literatures may be applied
the Program in Comparative Literature and Cultural Studies. to the M.A. degree in consultation with a student’s commit-
tee on studies. Only 3 credits of problems courses may be II. Fifteen hours of courses in one of the following areas of
counted toward the M.A. under Plan I and only 6 credits focus:
under Plan II. A. Comparative Literature: Fifteen credits, 9 of which
must be in a literature in a language other than English
I. The Core (7 credits) (see above). No more than 3 of these credits may be in
COMP 500; MLNG 501 (1 credit); one course in theory and a foreign literature course taught in translation.
criticism: COMP 580, FREN 520, 580, 582, 610, 611; GRMN B. Cultural Studies: 9 credits of courses in theory and
555; ENGL 510, 511, 590; AMST 516, 517, 518, 525, 535, criticism (see above) and 6 credits in an interdisciplinary
545, 554, 555; CJ 500, 501; ANTH 536, 547; SOC 500, 512, field defined in consultation with the coordinator (see
513, 514. above).
–plus– C. Classics: 9 credits in either Greek or Latin above the
II. The Concentration: 300-level (see above) and 6 credits in courses about
A. The Comparative Literature Concentration–Plan I the classical world and its legacy or 6 credits in courses
(18 credits + 6 thesis credits of COMP 599); Plan II (27 on theory and criticism (see above).
credits)
Comparative Literature (COMP)
ARTS
SCIENCES
Students will split these credits evenly between litera-
ARTSAND
SCIENCES
tures from two different languages (one of which may 222. Fairy and Folk Tales. (3)
be a literature in English): FREN 501, 502, 512, 520, An exploration of fairy and folk tales from a variety of cultures.
522, 524, 532, 542, 552, 570, 580, 582, 584, 585, 586, The course introduces methods of analysis while exploring
historical and contemporary roles and interrelationships of
AND
588, 600, 610, 611; GRMN 549, 550, 552, 553, 555,
556, 581, 585; GREK 301, 302; LATN 303, 304, 351, the tales.
352, 503; PORT 514, 515, 516, 517, 521, 557, 558;
SPAN 504, 515, 519, 520, 522, 523, 525, 526, 529, 629, 224. Literary Questions. (3)
531, 532, 536, 631, 633, 639, 578, 579, 679; ENGL Examination of basic questions in comparative literature stud-
545, 547, 548, 549, 550, 551, 552, 553, 554, 555, 556, ies: themes, movements, modes, interaction of literature with
557, 558, 559, 560, 561, 562, 563, 564, 565, 566, 568, other disciplines, etc. Work will be comparative and reading
570, 571, 572, 573, 574, 579, 580, 581, 582, 583, 586, list will represent a cross-section of Western European,
587; AMST 508, 540, 541, 542, 550, 552, 556, 557, American, Russian and Classical literatures. Titles will vary
558, 559, 560, 562, 563, 564, 565. as content varies.
–or– 306. Arthurian Legend and Romance. (3 to a maximum
B. The Cultural Studies Concentration–Plan I (18 cred- of 6) ∆
its + 6 thesis credits of COMP 599); Plan II (27 credits) (Also offered as ENGL 306.) Comprehensive study of the
Students will take half of these credits in cultural criti- Arthurian Legend from its Celtic origins, to its medieval
cism and theory: COMP 580, FREN 520, 580, 582, 610, French romance continuators, and its English apex in Malory.
611; GRMN 555; ENGL 510, 511, 590; AMST 516, 517, May also trace post-medieval versions in art, print, and film.
518, 525, 535, 545, 554, 555; CJ 500. 501; ANTH 536,
330. Topics in Comparative and World Literature. (3 to
547; SOC 500, 512, 513, 514. They will take a second
a maximum of 6) ∆
half in an interdisciplinary field defined with advisement
(Also offered as ENGL 330.) Study of special topics in
from the committee on studies drawing on courses
Comparative and World Literatures, including studies of
above the 500-level in American Studies, Anthropology,
genre, period, literary movements and themes.
History, Fine Arts, Communications and Journalism,
Political Science, Linguistics, Philosophy, Law, Foreign 331. Topics in Asian Literature and Culture in
Languages and Literatures, Spanish and Portuguese, Translation. (3 to a maximum of 6) ∆
English, and Media Arts. (Also offered as ENGL 331.) Study of the culture and lit-
–or– eratures of India, China, Japan and other Asian traditions.
C. The Classics Concentration–Plan I (18 credits + 6 Topics vary.
thesis credits of COMP 599); Plan II (27 credits)
332. Topics in African Literature and Culture in
Students under Plan I will take 12 credits in either Greek Translation. (3 to a maximum of 6) ∆
or Latin above the 300-level. They will take 6 credits in (Also offered as ENGL 332.) Study of the culture and litera-
courses about the classical world and its legacy or 6 tures of Africa. Topics vary.
credits in theory and criticism. Students under Plan II
will take 15 credits in either Greek or Latin above the *333. Topics in Latin Literature and Culture in
300-level and 12 credits in courses about the classical Translation. (3, no limit) [3 to a maximum of 6] ∆
world and its legacy or 12 credits in courses on theory (Also offered as CLST, ENGL 333.) Study of individual
and criticism. For Greek and Latin above the 300-level: authors, genres or periods of Latin literature and culture in
GREK 301, 302; LATN 303, 304, 352, 503. For the translation.
classical world and its legacy: HIST 501, 502, 503,
504, 528, 520, 526; ENGL 551; ARTH 561, 567, ARCH *334. Topics in Greek Literature and Culture in
541; PHIL *402, *403, *431, 504, 564. For theory and Translation. (3, no limit) [3 to a maximum of 6] ∆
criticism: COMP 580, FREN 520, 580, 582, 610, 611; (Also offered as CLST, ENGL 334.) Study of individual
GRMN 555; ENGL 510, 511, 590; AMST 516, 517, 518, authors, genres and periods of Greek literature and culture
525, 535, 545, 554, 555; CJ 500. 501; ANTH 536, 547; in translation.
SOC 500, 512, 513, 514.
335. Topics in French Literature and Culture in
Translation. (3 to a maximum of 6) ∆
Graduate Minor (Also offered as ENGL, FREN 335.) Study of individual
The Program offers a graduate minor in comparative litera- authors, genres and/or periods of French and Francophone
ture and cultural studies. Students may choose to focus their literature and culture.
studies in one of three areas: comparative literature, cultural
336. Topics in German Literature and Culture in
studies or classics. Proficiency in a foreign language must be
Translation. (3 to a maximum of 12) ∆
demonstrated by taking the first two semesters of a language
(Also offered as ENGL, GRMN 336.) Study of individual
sequence or by passing a proficiency examination.
authors, genres, and/or periods of German literature and
Requirements: 18 credits culture in translation.
340. Topics in Continuity and Change in Russian 500. Teaching Practicum. (1-3)
Culture. [Topics in Russian Literature in Translation.] (3-6, Introduction to Second Language Acquisition Theory and
no limit) ∆ Practice with an emphasis on the communicative methodol-
(Also offered as RUSS 340.) Topics will deal with individual ogy.
authors, genres, periods or themes. All repeated courses
require approval from graduate advisor. 501. Professional Development Colloquium. (1)
A series of workshops designed to help graduate students of
350. Medieval Tales of Wonder. (3) the Department of Foreign Languages and Literatures with
(Also offered as ENGL 350.) Study of medieval literature, aspects of their professional development.
language, and culture in the context of insular and conti-
nental texts. 580. Seminar in Modern Languages and Literatures.
(1-6, no limit) ∆
432. Topics in Literature and Culture. (3 to a maximum (Also offered as COMP 580.) Repeated courses require
of 9) ∆ advisor’s approval.
(Also offered as ENGL, FREN 432.) Varying topics in the
practice and theory of literatures and cultures.
American Indian Languages
*452. Medieval English Mystics. (3) See Linguistics.
(Also offered as RELG 452.) A study of the literary and
religious aspects of the English contributions to Christian
mystical theology in the works of the anonymous author of Navajo
The Cloud of Unknowing, etc. See Linguistics.
453. Asian Studies Thesis. (3)
(Also offered as HIST, PHIL, POLS, RELG, 453.) Supervised Quechua (QUEC)
research in one or more disciplines leading to an undergradu-
ate thesis for the major in Asian Studies. See Latin American and Iberian Institute.
ARTS
SCIENCES
ARTSAND
SCIENCES
Graduate Advisor 108. Elementary French Reading. (1)
Pamela Cheek, Ortega Hall 327B, 277-3810 Continuation and enrichment of elementary curriculum, con-
pcheek@unm.edu ducted entirely in French.
M.A. in French
AND
175. [275.] Accelerated Elementary French. (6)
The M.A. in French provides an interdisciplinary foundation Encompasses the work of 101–102. 101–102 and 175 may
designed to prepare students for work in pertinent fields includ- not both be counted for credit.
ing secondary school teaching, translation and for entrance to
201. Intermediate French I. (3)
doctoral programs in French. A background in French equiva-
Review of grammar and development of communication
lent to that of an undergraduate major is required for entering
skills, conducted mostly in French.
candidates. M.A. candidates choose between two plans: under
Plan I, they complete 24 hours of course work plus 6 hours of 202. Intermediate French II. (3)
thesis; under Plan II, they complete 32 hours of course work Review of grammar, development of communication skills,
without thesis. The comprehensive exams involve a more introduction to reading of French literature, conducted entirely
extensive written component for Plan II. Core requirements are in French.
a theory course (3 credit hours) and a professional develop-
ment colloquium (1 credit hour). Students must demonstrate 203. Intermediate French Conversation. (3)
proficiency in another language through a four-semester Designed primarily to give qualified students of 201–202
sequence of course work, a proficiency examination, or proof extra practice in the oral use of the language; therefore, it is
of equivalent knowledge acquired elsewhere. Contact the recommended that it be taken concurrently with 201 or 202.
graduate advisor or the department for specific information. Enrollment limited to 20 students.
ARTS
SCIENCES
ARTSAND
SCIENCES
hours; under Plan II, they are required to complete 32 hours Emphasizes readings in sciences and humanities. Will not
of course work without thesis. The comprehensive exams satisfy A&S language requirement. Undergraduates must
involve a more extensive written component for Plan II. Core have permission of instructor.
requirements include a theory course (3 credit hours) and a
AND
Professional Development Colloquium (MLNG 501) (1 hour). 401. Contemporary German Cultures. (3)
Teaching assistants are also required to enroll in a Teaching Study of contemporary social, political, and cultural trends
Practicum (MLNG 500) during their first semester of teaching. in German-speaking countries based on a variety of current
M.A. candidates must demonstrate proficiency in a language sources.
other than English or German through a four-semester
sequence of course work, a proficiency examination, or proof 405. Advanced German Composition. (3)
of equivalent knowledge acquired elsewhere. Intensive practice of writing skills in a variety of genres.
Contact the graduate advisor or the department for specific *446. Translation. (3)
information. Study of theories and methods of translating, and practical
work in translation from German into English and English
into German.
Undergraduate Program
450. Special Topics in German Studies. (3, no limit) ∆
101–102. Elementary German I-Elementary German II. Topics will deal with specific aspects of German literature and
(3, 3) culture and language.
Language course sequence for all beginning students, pro-
viding a foundation in reading, writing, listening and speaking 480. Topics: Advanced Seminar in German Studies.
skills for all subsequent courses. {Fall, Spring} (1-3, no limit) ∆
Advanced study of periods and genres in German literature
175-276. [275–276.] Accelerated Elementary German- and thought from 1700 to present.
Accelerated Intermediate German. (6, 6)
Intensive language course sequence that covers the material 497. Undergraduate Problems. (1-3 to a maximum of 6)
of 101–102, 201–202. After completing, 276 students are ∆
prepared to enroll in third-year courses. Students may not Restriction: permission of instructor.
receive credit for both the accelerated sequence and the
regular language course sequence (101 through 202). 498. Reading and Research for Honors. (1-3 to a maxi-
mum of 6) ∆
201–202. Intermediate German I–Intermediate German Open to juniors and seniors approved by the department.
II. (3, 3)
Continues development of skills in reading, writing, speaking 499. Honors Essay. (3)
and listening at the second-year level. Open only to seniors enrolled for departmental honors.
Restriction: permission of supervising instructor.
203–204. Intermediate German Conversation. (1-3)
Optional course for students of 201–202 providing additional
practice in speaking and listening. Students not concurrently Graduate Program
enrolled in 201-202 may enroll only with the permission of the
instructor. Offered on CR/NC basis only. 508. German Reading for Graduate Students. (3)
Accelerated course for graduate reading requirements in
301–302. Advanced German I-Advanced German II. (3, other departments. Emphasizes readings in sciences and
3) humanities. Will not satisfy A&S language requirement.
Contextual grammar review based on cultural materials from Undergraduates must have permission of instructor.
a variety of media and short literary texts.
509. German Reading for Graduate Students II. (3)
303. Advanced German Conversation. (1 to a maximum This is the second of a two-course series, designed for
of 3) ∆ graduate students in Arts & Sciences who need to acquire a
Optional course for students of 301–302 providing additional reading knowledge of German.
practice in speaking and listening. Students not concurrently
enrolled in 301-302 must obtain the permission of the instruc- 549. Topics in 18th-Century German Literature and
tor. Offered on CR/NC basis only. Culture. (3, no limit) ∆
Topics in German literature and culture from the Enlightenment
304. Theater Workshop. (3) to Early Romanticism and Weimar Classicism.
Production of a dramatic work, emphasizing the performa-
tive and creative dimension of German language, culture, 550. Special Topics in German Studies. (3, no limit) ∆
and history. Topics will deal with specific aspects of German literature,
culture and language.
305. Topics: Germany Today. (3)
Study of present-day life and culture in Germany as repre- 551. Graduate Problems. (1-3 to a maximum of 6) ∆
sented in popular media, including TV and film. Aimed at May be repeated per Office of Graduate Studies policy three
students who wish to improve their language skills. times.
Restriction: permission of instructor.
552. Topics in 19th-Century German Literature and 481./380./581. Lecture Series in German Studies. (1-4,
Culture. (3, no limit) ∆ may be repeated 3 times) ∆
Topics in German literature and culture from Romanticism to Team-taught interdisciplinary lecture series with an overarch-
the Fin-de-Siècle. ing theme followed by discussion sections. May be repeated
three times for undergraduate credit. May not be repeated
553. Topics in 20th-Century German Literature and for graduate credit.
Culture. (3, no limit) ∆
Emphasis on the study of gender, or film, or other media from 485. Advanced Seminar in German Studies. (1-4, no
1800 to the present. limit) ∆
Advanced undergraduate seminar on specific topics in
555. German Critical Thought. (3, no limit) ∆ German literature, culture and language. Multiple sections
Aspects of German philosophical, critical, aesthetic, and may be offered in a given year. Titles of individual sections will
social thought from the 18th to the 21st century. vary as content varies.
556. Topics in Gender, Media, and Literatures in 581./380./481. Lecture Series in German Studies. (1-4,
German Contexts. (3, no limit) ∆ may be repeated 3 times) ∆
Emphasis on the study of gender, or film, or other media from Team-taught interdisciplinary lecture series with an overarch-
1800 to the present. ing theme followed by discussion sections. May be repeated
three times for undergraduate credit. May not be repeated
599. Master’s Thesis. (1-6, no limit) ∆ for graduate credit.
Offered on a CR/NC basis only.
585. Graduate Seminar in German Studies. (1-4, no
limit) ∆
Courses Offered at the German Summer Graduate seminar on specific topics in German Literature,
School Only culture, and language. Multiple sections may be offered in
a given year. Titles of individual sections will vary as content
German Summer School Office varies.
Ortega Hall 347A, 277-7367, schule@unm.edu
Twenty-four hours of course work distributed as follows: 6 302. Advanced Japanese II. (3)
hours above the 175–276 Italian language level; no fewer Continuation of 301. {Spring}
than 9 hours in the following History courses: 302, 303, 304,
305 (readings courses or seminars subject to approval); no 320. Japanese Culture. (3 to a maximum of 6) ∆
ARTS
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ARTSAND
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fewer than 9 hours in the following Art History courses: 261, This course provides a multidisciplinary introduction to
262, 331, 332, 340, 429 or Media Arts courses: 330, 428 Japanese culture, with an emphasis on the anthropology and
(when content is appropriate); certain courses in Latin may sociology of contemporary Japan.
also apply and are subject to approval.
AND
339. Topics in Japanese Literature and Culture in
175-276. [275–276.] Accelerated Elementary Italian– Translation. (3, no limit) ∆
Accelerated Intermediate Italian. (6, 6) (Also offered as COMP, ENGL 339.) Study of individual
Intensive course for serious beginning students. 175 equiva- authors, genres and/or periods of Japanese literature and
lent to 101–102. 276 equivalent to 201–202. {Fall, Spring} culture in translation.
307. Survey of Italian Literature I. (3) *411. Topics in Japanese Culture. (3, no limit) ∆
A survey of Italian culture as reflected in literary texts from the Explorations of a variety of topics in Japanese language,
Middle Ages to the Renaissance. literature, arts and social sciences.
308. Survey of Italian Literature II. (3) 497. Undergraduate Problems. (1-6 to a maximum of 6) ∆
A survey of Italian culture as reflected in literary texts from the Restriction: permission of instructor.
Renaissance to the present.
497. Undergraduate Problems. (1-6 to a maximum of 6) Option A requires 42 credit hours of course work; students
∆ electing to take Option A do not need a minor or a second
Restriction: permission of instructor. major. Option B requires 24 credit hours of course work;
students electing to take Option B need a minor or a second
499. Honors Essay. (3) major.
Open to Seniors enrolled for departmental honors.
Restriction: permission of supervising instructor.
Option A
551. Graduate Problems. [Honors Essay.] (3) Requirements: 42 hours of course work, to be distributed
Restriction: permission of instructor. as follows:
1. LATN or GREK 101 (3 hours)
Japanese (JAPN) 2. MLNG 101 or LING 301 (3 hours)
3. Nine hours of course work above 300 in each of two of
Lorna Brau, Advisor, Ortega Hall 353C, 277-3683 the following languages (18 hours):
lbrau@unm.edu Chinese (200 or above), French, German, Greek,
Italian, Japanese, Latin, Portuguese, Russian (200 or
above) and Spanish
Minor Study Requirements 4. Six hours of lower-division course work in a language
other than the two counted under category 3 above
Eighteen hours in courses numbered above 200. Of these, (including Navajo, Signed Language or Swahili) (6
six hours are selected from Japanese language courses hours)
at the 201 level or above, with the remaining 12 hours of 5. Twelve additional hours of course work either in
courses selected from 301, 302, 320, 339, 411 and HIST 384. Linguistics, the languages chosen under categories
In addition, the 18 hours may include 3 hours of independent 1 or 3 (upper-division only), or 4 (lower-division pos-
study with Japanese studies faculty on a Japan-related topic sible), or English courses such as History of the English
under JAPN 497. Language, Old English, or COMP 222 or 480 (but not
both) (12 hours)
101. Elementary Japanese I. (3)
Foundation course for all beginning students, with instruction Option B
in speaking, listening, reading and writing. {Fall}
A minor or a second major is necessary for Option B.
102. Elementary Japanese II. (3)
Requirements: 24 hours of course work, to be distributed
Second half of foundation course 101. {Spring}
as follows:
Lorenzo F. Garcia Jr., Ortega Hall 315C, 277-3617 Minor Study Requirements
lfgarcia@unm.edu
Eighteen hours in Russian courses at the 200-level and
beyond. One course in Russian literature in translation may
Major Study Requirements be counted toward the minor.
See Classical Studies.
Russian (RUSS)
Minor Study Requirements 101. Elementary Russian I. (3)
Twelve hours in courses numbered above 200. Elementary Russian for students with no previous exposure
to the language. Development of all four language skills:
reading, speaking, writing and listening comprehension. Can
Placement–Elementary and Intermediate be taken in conjunction with Russian 103. {Fall}
Courses
102. Elementary Russian II. (3)
Students who have previously studied Latin should determine Elementary Russian for students who have completed
their entry level at the University of New Mexico by consulting Russian 101 or equivalent. Continued development of all
with the advisor for Latin. four skills. Can be taken in conjunction with Russian 104.
{Spring}
101. Elementary Latin I. (3)
Introduction to the Latin language; grammar, syntax and 201–202. Intermediate Russian I–Intermediate Russian
readings in Roman authors. {Fall, Spring} II. (3, 3)
102. Elementary Latin II. (3) 290. Workshop on Russian Language and Culture. (1-6
Continuation of 101. Introduction to the Latin language; gram- to a maximum of 6) ∆
mar, syntax and readings in Roman authors. {Spring} Intensive practical training in Russian language and culture.
201–202. Intermediate Latin I–Intermediate Latin II. (3, 301. Advanced Russian I. (3)
3) Vocabulary building, basic grammar review and special atten-
Systematic review of Latin grammar and syntax; readings in tion to idiomatic Russian.
simple prose authors such as Cicero and Caesar; introduc-
tion to Latin poetry and scansion. 302. Advanced Russian II. (3)
Emphasis on all four language skills, especially reading. The
*303. Advanced Latin I. (3, no limit) ∆ structure of Russian is reviewed in detail.
Readings in Classical authors such as Plautus, Catullus,
Vergil, Horace and Ovid. Occasional composition in Latin. 338. Topics in Russian Literature and Culture in
Translation. (3 to a maximum of 6) ∆
*304. Advanced Latin II. (3, no limit) ∆ (Also offered as COMP, ENGL 338.) Study of individual
Readings in Classical authors such as Plautus, Catullus, authors, genres, and/or periods of Russian literature and
Vergil, Horace and Ovid. Occasional composition in Latin. culture in translation.
*352. Accelerated Latin II. (3) 339. Russian Culture and History through Film. (3)
The evolution from Classical Latin to Medieval Vulgar Latin (Also offered as HIST 335 and MA 339.) In this course we
and its relationship to the Modern Romance Languages study films and read secondary sources from the Soviet and
and English; the reading of selected Classical and Medieval post-Soviet eras (with English subtitles) and examine how
texts. they comment on current Russian social and cultural issues.
Taught in English.
497. Undergraduate Problems. (1-6 to a maximum of 6) ∆
340. Topics in Continuity and Change in Russian
503. Topics in Latin Language and Literature. (3, no Culture. [Topics in Russian Literature in Translation.] (3-6,
limit) ∆ no limit) ∆
Graduate readings in Latin authors. (Also offered as COMP 340.) Topics will deal with individual
Prerequisite: 303, 304 or the equivalent. authors, genres, periods or themes.
551. Graduate Problems. (1-9 to a maximum of 9) ∆ *401–402. Russia Today I–Russia Today II. (3)
Study of present-day life in Russia as represented in popular
media, including TV and film. Aimed at students who wish to
Russian improve their Russian language skills.
Natasha Kolchevska, Advisor, Ortega 229A, 277-4771
nakol@unm.edu
*490. Seminar in Russian Literature and Culture. (3, is, human / environment interactions; and GI-Science, that
no limit) ∆ is, Geographic Information Systems, remote sensing, Global
Topic will deal with individual authors, genres or periods. Positioning System (GPS), and spatial statistics.
Taught in English and/or Russian.
Geography offers a Bachelor of Arts and Bachelor of Science
497. Undergraduate Problems. (1-6 to a maximum of degree, and a Master of Science degree. The BA and BS
6) ∆ degrees prepare majors for one of two career paths, or for
Restriction: permission of instructor. entrance into the MS Program. The BA degree acknowledges
general competency in Geography for those seeking careers
498. Reading and Research for Honors. (3) in either applied geography or environmental management.
Open to juniors and seniors as approved by Russian faculty.
Students will study one aspect of the field with a member of The GI-Science curriculum is ideally suited for majors from
the Faculty Committee. many A&S departments, as well as from other Schools at
UNM. These technologies are finding many practical applica-
499. Honors Essay. (3) tions in the social and physical sciences, engineering, health
Open only to seniors enrolled for departmental honors. care, architecture and planning, and legal professions.
ARTS
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ARTSAND
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Major Study Requirements
GEOGRAPHY The major in geography requires 39–40 credit hours of lower
AND
and upper-division course work.
Richard Santos, Interim Chairperson The required curriculum for the Bachelor of Arts degree is
Bandelier West, Room 111 as follows:
MSC01 1110 Credits
1 University of New Mexico GEOG 101 Physical Geography 3
Albuquerque, NM 87131-0001 GEOG 105L Physical Geography Lab 1
(505) 277-5041 GEOG 102 Human Geography 3
GEOG 195 Humans Role in Changing the
Professors Face of the Earth 3
Bradley T. Cullen, Ph.D., Michigan State University GEOG 281L Computer Mapping 4
Olen Paul Matthews, Ph.D., University of Washington; J.D., GEOG 350 Physical Landscapes 3
University of Idaho GEOG 381L Introduction to Geographic Information
Systems 4
Associate Professor Two courses Environmental Management Group 6
Paul A. Zandbergen, Ph.D., University of British Columbia One course Regional Group 3
One course Human Geography Group 3
Assistant Professor GEOG 471 Applied Geography Seminar 3
Melinda Harm Benson, J.D., University of Idaho Electives Any 200- 300- or 400-level GEOG Course 3
John N. Carr, Ph.D., University of Washington; J.D., 39
University of Texas-Austin
Chris S. Duvall, Ph.D., University of Wisconsin Courses included in each of the above groups are as fol-
K. Maria D. Lane, Ph.D., University of Texas-Austin lows:
Research Assistant Professor Environmental Management Group: 461, 462, 463, 464.
Karl K. Benedict, Ph.D., University of New Mexico Regional Group: 140, 302, *445.
Human Geography Group: 360, 363, 365.
Emeriti Faculty
Elinore M. Barrett, Ph.D., University of California (Berkeley) Students desiring to focus their plan of study on environmen-
Stanley A. Morain, Ph.D., University of Kansas tal management should consider additional courses from:
Rodman E. Snead, Ph.D., Louisiana State University American Studies 320, 323, 324; Anthropology 321; Biology
Jerry L. Williams, Ph.D., University of Oregon 310L, 379, 405; Earth and Planetary Science ENVS 330,
EPS 333, ENVS 430; Economics 105, 203, 300, 342, 343,
Adjunct Faculty 442; History 433, 464; and Political Science 475.
Deirdre Kann, Ph.D., Purdue University
William Krausmann, Ph.D. University of Utah The required curriculum for the Bachelor of Science degree
W. Donald McTaggart, Ph.D., Australian National University is as follows:
Paul Neville, M.A., University of New Mexico Credits
Kim Seidler, M.A., University of New Mexico GEOG 101 Physical Geography 3
Stuart White, Ph.D., University of Wisconsin GEOG 105L Physical Geography Lab 1
GEOG 102 Human Geography 3
Major Study GEOG 195 Humans Role in Changing the
Face of the Earth 3
Undergraduate Advisor GEOG 281L Computer Mapping 4
Olen Paul Matthews, opmatt@unm.edu GEOG 381L Introduction to GIS 4
GEOG 471 Applied Geography Seminar 3
World cultures represent a diverse fabric of socioeconomic Three
endeavors. To sustain human populations in their physical courses Geographic Information Science Group 9
and cultural milieus, environmental managers and geo- One course Environmental Management Group 3
graphic information scientists work with resource managers, One course Physical Environment Group 3
public policy makers, legal professionals, economists, land Electives Any 200-300-400 level GEOG course 3
planners, and land developers to make more informed deci- 39
sions about places. Geography has sharpened its traditional Courses included in the above groups are:
stature among core disciplines by leading the development of
spatial analytical theory, methods and techniques. Geography Physical Environment Group: 251, 350, 352.
is both a physical and a social science because geographers Environmental Management Group: 360, 363, 365, 461,
cannot study societies and their technologies without also 462, 463, 464.
studying the environments in which they exist. The depart- Geographic Information Science Group: 480L, 482L,
ment’s programs focus on environmental management that 483L, 484L, 485L, 486L, 487L, 488L.
Honors In Geography Minimum requirements for the Geography M.S. degree are
as follows:
Undergraduate students pursuing either the B.A. or B.S. in Required of all MS Students Credits
Geography have the option of seeking Honors in Geography GEOG 501 History and Methods in Geography 3
by completing advanced independent work that leads to a GEOG 502 Approaches to Geographic Research 3
Senior Thesis. Students aspiring to Honors in Geography
must announce their intention to the Geography Faculty Plan I Environmental Management Concentration
before the end of the junior year. Minimum requirements (Additional courses)
for graduation with Honors in Geography are as follows: (1) GEOG 514 Natural Resources Management Seminar
completion of all requirements required for the B.A. or B.S. in -or-
Geography; (2) maintenance of an overall grade point aver- GEOG 515 Cultural and Political Ecology 3
age of 3.20; (3) completion of 6 credits of advanced course- Two additional courses from the Environmental
work; and (4) submission of a written senior thesis. Management List
(514, 515, 561, 562, 563, or 564) 6
Candidates for Honors in Geography are required to take One Course from GIScience List
the following courses in their senior year: 3 credits of GEOG (525, 580L, 581L, 582L, 583L, 584L, 585L, 586L, 587L,
491 (Problems in Geography) in the fall semester, followed or 588L) 3
by 3 credits of GEOG 471 (Applied Geography Seminar) Two Elective Courses 6
in the spring semester. The objective of these 6 credits Thesis 6
is for the candidate to develop a substantial independent Total for Plan I Environmental Concentration 30
project in Geography research, which leads to submission
of a Senior Thesis by the 12th week of the spring term of Plan I Geographic Information Science Concentration
the student's senior year. The thesis advisor and a second (Additional Courses)
reader selected from the Geography Faculty will together GEOG 525 Seminar: Geographic Information Science 3
determine if the quality of the thesis is sufficient for honors, Three Courses from the GIScience List
and at what level. (580L, 581L, 582L, 583L, 584L, 585L, 586L, 587L, or
588L) 9
One course from the Environmental Management List
Minor Study Requirements (514, 515, 561, 562, 563, or 564) 3
GEOG 101, 105L, 102 and 15 additional hours of Geography One Elective Course 3
course work. Thesis 6
Total for Plan I Geographic Information Science
Distributed minor not available.
Concentration 30
courses on their plan of study, including those at the under- 364. Law and Geography. (3)
graduate level. GRE scores are required for application to This class examines the relationships between law and geog-
the M.S. program. raphy, interrogating how law shapes the human experience
of place, and the ways that a variety of spatial categories
inform the law.
Geography (GEOG)
365. Nature and Society. (3)
101. Physical Geography. (3) This course explores the human dimensions of geographical
World geography; physical elements. Use of maps and challenges through the traditions, actions and social orga-
globes for a systematic analysis of world climates, vegetation, nization of contemporary western and global/international
soils and landforms and their distribution, interrelation and human systems.
significance to humans.
Corequisite: 105L. **381L. Introduction to Geographic Information
Systems. (4)
102. Human Geography. (3) The study of spatial data, spatial processes and an introduc-
World geography; human elements. A systematic analysis of tion to the computer tools necessary to analyze spatial rep-
world population, demographic factors, ethnic groups, pre- resentations of the real world. Exercises in data acquisition,
ARTS
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ARTSAND
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dominant economies and political units and their distribution, preprocessing, map analysis and map output. Fees required.
interrelation and interaction with the physical earth. Three hours lecture, 2 hours lab.
105L. Physical Geography Laboratory. (1) *445. Geography of New Mexico and the Southwest (3)
AND
Exercises designed to complement 101. Applied problems This course introduces the geography of the Southwest,
in the spatial processes of the physical environment. Map focusing on New Mexico. Students will conduct independent
construction and reading, weather and climatic analysis, research in conjunction with a multi-day field trip.
classification of vegetative and soil associations, landform
distribution analysis. 461./561. Environmental Management. (3)
Pre- or corequisite: 101. Two hours lab. Examination of critical issues of environmental degradation in
global and local system related to: air and water pollution, soil
140. World Regional Geography. (3) erosion, deforestation, strip mining, over dependence on fos-
The regional geography of the world. Both physical and sil fuels and improper management of toxic and other wastes.
human aspects are studied along with current economic and Appraisal of the conservation methods and policies applied to
political problems. these issues and the outlook for the future.
195. Humans Role in Changing the Face of the Earth. 462./562. Water Resources Management. (3)
(3) An examination of the problems and trends in the use of
Survey of environmental issues related to the degradation of water resources in the United States, with emphasis on the
land, air and water resources. physical and social aspects related to its management.
251. Meteorology. (3) 463./563. Public Land Management. (3)
(Also offered as EPS 251.) Description of weather phenom- Defining public and private rights associated with managing
ena, principles of atmospheric motion, weather map analysis natural resources is the key to many of the current controver-
and weather prediction. sies concerning the environment. This course looks at public
land policy and policy related to other common property
281L. Computer Mapping. (4) resources such as water, the oceans, and the coastal zone.
Examination of the spatial framework of geographical analysis
and mapping tools used in the spatial sciences. Introduction to 464./564. Food and Natural Resources (3)
spatial methodology and concepts in Geographic Information Students gain an advanced introduction to the social and
Systems (GIS), Remote Sensing and Image Processing (RS/ environmental effects of individual food choices, through
IP) and Global Positioning Systems (GPS). Fees required. the analysis of the sociocultural and biophysical relation-
Two hours lab. ships embedded in various agricultural and food production
systems.
302. Regional Geography. (3 to a maximum of 6) ∆
Geography of a selected region of the globe with focii on 466./566. The City as Human Environment. (3)
the national, economic, and social environments that are This class examines the vectors of difference - cultural,
reflected in settlement systems. Includes analyses of current economic, political, legal and environmental - that animate
environmental and cultural issues. urban form and life, with an emphasis on the trans-border
Southwest.
350. Physical Landscapes. (3)
This course examines the biophysical processes that pro- 471. Applied Geography Seminar. (3)
duce distinctive landscapes in polar, temperate, tropical, Applications of environmental analysis and geographic infor-
and alpine environments, by analyzing interactions between mation technologies to a selected geographic problem. Field
climate, vegetation, soils, landforms, geology, and human trips required. Recommended during the last semester for
activities. majors.
Prerequisites: 101 and 105L.
480L./580L. Quantitative Methods in Geography. (3)
352. Global Climate Change. (3) Introduces fundamental statistical and quantitative model-
(Also offered as EPS 352.) Comparison of natural and ing techniques widely used in geography. Emphasizes
anthropogenic causes of large-scale climate change. Factors geographic examples and spatial problems. Includes a lab
influencing development of mitigation of adaptation policies. component that covers the use of statistical software in geo-
graphic analysis. Fee required.
**360. Land Use Management. (3)
Exercise of legal and political power over land and other 482L./582L. Positioning Systems. (3)
resources. Resolution of conflicts between competing land Introduces a range of positioning techniques, including
users. surveying, Global Positioning Systems and others and their
real-world utilization in a range of applications. Includes a
363. Economic Geography. (3) lab component that covers the use of various types of equip-
A systematic analysis of spatial economic patterns. ment, software and applications. Fee required.
Introduction to models of economic space and theories of Prerequisite: 381L.
spatial economic interaction. Analysis of effects of resource
attributes and distributions upon economic activities.
Examination of cultural-economic regions.
ARTS
SCIENCES
ARTSAND
SCIENCES
Spatial analysis and modeling techniques using Geographic Summers Kalishman, Ph.D., Department of Family
Information Systems. Includes a lab component that cov- Community Medicine
ers the use of GIS and other software to carry out analysis Judith Kitzes, M.D., MPH, Department of Internal Medicine
projects. Fee required. Renee Ornelas, M.D., Department of Pediatrics
AND
Prerequisite: 381L or 581L. Craig Timm, M.D., Associate Dean for Undergraduate
Medical Education
588L./488L. GIS Concepts and Techniques. (3) Lana Wagner, M.D., Department of Family Community
Selected advanced concepts and techniques in Geographic Medicine
Information Systems. Includes a lab component that provides
students with the opportunity to apply concepts and tech- College of Arts and Sciences Faculty
niques in a hands-on manner. Fee required. William Anderson, Ph.D., Biochemistry
Prerequisite : 381L or 581L. Alok Bohara, Ph.D., Economics
Gary Harrison, Ph.D., English
591./491. Problems. (1-3 to a maximum of 3) ∆ Greg Martin, M.F.A., English
Supervised individual study and field work. Charles Paine, Ph.D., English
Richard Santos, Ph.D., Economics
593./493. Internship in Applied Geography. (1-3 to a
Eric Toolson, Ph.D., Biology
maximum of 3) ∆
Steve Verney, Ph.D. Psychology
Written field analysis of a project coordinated between stu-
Howard Waitzkin, M.D. / Ph.D., Sociology
dent, faculty and public or private manager. Credits to be
Helen Wearing, Ph.D., Biology and Mathematics & Statistics
determined by supervising faculty.
GREEK
The HMHV program offers students flexibility in choosing an
Undergraduate major while providing them with a structured
pre-medical core of special seminars focusing upon humani-
See Foreign Languages and Literatures. ties, fine arts, and social/behavioral sciences studies in the
context of health science and medicine; with experiential
learning practica; and with a suite of mathematics and physi-
Health, Medicine and cal/natural science courses that will prepare them for medical
school.
Human Values In consultation with the BA/MD advisor, program partici-
(B.A./M.D. Program) pants choose one of the following options: 1) an Arts and
Sciences major; 2) the Health, Medicine and Human Values
major: Health, Humanities and Society concentration, or 3)
Directors the Health, Medicine and Human Values major: Biomedical
Valerie Romero-Leggott, M.D., School of Medicine, Sciences concentration. Option I is designed for students
Vice President for Diversity, Health Sciences Center who wish to receive a BA (or BS) degree in a liberal arts field,
Philip Ganderton, Ph.D., College of Arts and Sciences, such as Anthropology, Biology, English, History, Psychology,
Interim Associate Dean of Research; Professor of or Sociology. Option II is designed for students who prefer a
Economics distributed liberal arts and sciences program of study. And
Option III is designed for those students who wish to pursue
Associate Director
a rigorous program of study in the physical and natural sci-
Robert Sapien, M.D., School of Medicine, Department of
ences. All three options include a suite of courses in the
Emergency Medicine
humanities, social sciences, mathematics, and physical and
Greg Martin, M.F.A., College of Arts & Sciences, Department
natural sciences that prepare the student for medical school.
of English
Note: The HMHV program does not require students
to elect a minor.
Admissions and Eligibility Detailed descriptions of the additional requirements for each
option are described below.
For admissions and eligibility information, please visit our
applicant website of http://hsc.unm.edu/som/combinedbamd. Option I: Arts and Sciences Major (B.A. or B.S.).
The Arts and Sciences option enables HMHV students to
choose a major from one of the College of Arts and Sciences
Undergraduate Continuous degree-granting programs, while completing the structured
set of courses designed for the HMHV program to prepare
Eligibility students for medical school. In addition to completing all
departmental requirements for the selected major, students
Students will meet at least once a year with the BA/MD advi- must complete the Health, Medicine and Human Values
sor to review their continuing eligibility status. Those who Seminars; the Community Health Practica; and a 45-hour
do not meet continuing eligibility requirements are subject Pre-Medical Sciences Core, described below.
to probation or enrollment cancellation as recommended by
the Committee on Continuous Eligibility (CCE). To remain in Option I Requirements: (96 hours, plus Departmental
good standing in the undergraduate portion of the program, Major Requirements)
students must maintain the standards described in the BA/ 1.University of New Mexico Core Requirements
MD Student Handbook. (27 hours)
• Writing and Speaking (9 hours)
• English 101/approved substitution if exempt per
Medical School Eligibility ACT/ SAT
• English 102/approved substitution if exempt per
To be eligible to continue into the UNM School of Medicine
ACT/SAT
portion of the program, HMHV students must meet the eligi-
• One from: C&J 130, Phil 156, Engl 219, Engl 220
bility criteria described in the BA/MD Student Handbook.
• Social and Behavioral Science (6 hours)
Students who meet all eligibility requirements are reviewed • Humanities (6 hours)
by the School of Medicine Admissions Committee and • Second Language (3 hours)
receive formal, written approval for the transition into the • At least one lower-division course in a language
medical curriculum. other than English. A regional language (e.g.,
Spanish, Navajo) or American Sign Language is
recommended.
HMHV Academic Program • Fine Arts (3 hours)
2. B.A./M.D. Writing and Communication Requirement
Requirements (3 hours)
Joint Requirements: Options I, II, and III. • One Writing or Communication course above English
102 (e.g. English 219, 220, 221-23; 320; C & J 130, 221,
All students in the HMHV program must fulfill the Core 225, 332, 333; PHIL 156).
Curriculum and Group Requirements for the College of Arts Note: Can only take a minimum of 9 hours from the same
and Sciences as well as all of the requirements for their department prefix.
selected major and concentration. In addition, all HMHV stu-
dents must complete 15 hours of special seminars designed 3. Arts and Sciences Group Requirements
specifically for participants in the program, and 6 hours of (3-12 hours)
summer community health practica. The combined 21 hours • Completion of fourth semester of a second language
of special seminars and community health practica promote (such as Sign 310, Greek 302, Latin, Spanish, Italian,
cohort building among the HMHV students and constitute the or French 202, 212, or 276 for all other non-English
interdisciplinary and experiential core of the program. languages. (Native speakers of languages not taught at
UNM should talk to their advisor).
Health, Medicine and Human Values Seminars (15 OR
hours) • 3 hours of Fine Arts (If studio/participatory course was
The Health, Medicine and Human Values seminars are inter- taken for the Core requirement, this course must be from
disciplinary courses that provide opportunities for experiential an appreciation, history, or criticism course from the
and problem-based learning, applied writing and speaking, College of Fine Arts).
and small-group problem solving. The seminars involve col-
laborative teaching with faculty from the School of Medicine 4. Health, Medicine and Human Values Seminars
and the College of Arts and Sciences. The seminar titles are (15 hours)
as follows: (See “Joint Requirements” above.)
• I. Contours of Health in New Mexico 5. Community Health Practica (6 hours)
• II. Literature, Fine Arts, and Medicine (See “Joint Requirements” above.)
• III. Health Economics, Politics, and Policy 6. Pre-Medical Sciences Core (45 hours)
• IV. Health and Cultural Diversity • Mathematics (6 hours)
• V. Ethics, Medicine, and Health (MATH 180 or above and STAT 145)
Note: A&S Group Requirements – Seminars I, III, and • Biology (12 hours)
IV each may be counted as 3 hours toward the Social/ (BIOL 201, 202 and 204L)
Behavioral Sciences Group Requirement; Seminars II • General Chemistry (8 hours)
and V, each as 3 hours toward the Humanities Group (CHEM 121/123L and 122/124L)
Requirement. • Organic Chemistry (8 hours)
(CHEM 301/303L and 302/304L)
Community Health Practica (6 hours, summer program) • Physics (8 hours)
The Community Health practica, taken in the summer after (PHYC 151/151L and 152/152L)
the second or third year in the program, are designed to allow • Biochemistry (3 hours)
students to engage in experiential learning projects involved (BIOC 423)
in community and clinical health. The practica will enable stu- 7. Departmental Major Requirements
dents to put into practice some of the problem-solving skills (32 hours or more)
and information acquired in the seminars and other parts of
the HMHV curriculum. Each practica involves a writing and Option II: Health, Medicine and Human Values Major:
research component, as well as the experiential component. Health, Humanities and Society Concentration. (BA) This
option offers students a structured set of distributed require-
• Community Health Practicum I (3 hours) ments emphasizing the humanities and social sciences, while
• Community Health Practicum II (3 hours) providing them with a pre-medicine core in mathematics
and the physical/natural sciences. Students must complete • Social/Behavioral Sciences (9 hours, at least 6 of which
up to 33 hours of distributed course work for the Health, are 300 level or above) Recommended: POLS 376,377;
Humanities and Society Concentration (below), and also SOC 300, 321; ECON 335, 410; PSY 220, 240,
complete the Health, Medicine and Human Values seminars; 332, 342.
the Community Health Practica; and a 45-hour Pre-Medical • Electives (6 hours).
Sciences Core.
Option III: Health, Medicine and Human Values Major:
Option II Requirements Biomedical Sciences Concentration. (BA) This option
1.University of New Mexico Core Requirements emphasizes intensive study in the mathematics and physi-
(27 hours) cal/ natural sciences. Students in Option III must complete
• Writing and Speaking (9 hours) the Health, Medicine and Human Values seminars; the
• English 101/approved substitution if exempt per Community Health Practica; a 61-hour Pre-Medical Sciences
ACT/SAT Core; and 18 upper-division hours of distributed group
• English 102/approved substitution if exempt per requirements and electives, as described below.
ACT/SAT
Option III Requirements
• One from: C&J 130, Phil 156, Engl 219, Engl 220
1.University of New Mexico Core Requirements (27
• Social and Behavioral Science (6 hours)
ARTS
SCIENCES
hours)
ARTSAND
SCIENCES
• Humanities (6 hours)
• Writing and Speaking (9 hours)
• Second Language (3 hours)
• English 101/approved substitution if exempt per
• At least one lower-division course in a language
ACT/SAT
other than English. A regional language (e.g.,
AND
• English 102/approved substitution if exempt per
Spanish, Navajo) or American Sign Language is
ACT/SAT
recommended.
• One from: C&J 130, Phil 156, Engl 219, Engl 220
• Fine Arts (3 hours)
• Social and Behavioral Science (6 hours)
2. B.A./M.D. Writing and Communication Requirement • Humanities (6 hours)
(3 hours) • Second Language (3 hours)
• One Writing or Communication course above English • At least one lower-division course in a language
102 (e.g. ENGL 219, 220, 221-23; 320; CJ 130, 221, other than English. A regional language (e.g.,
225, 332, 333; PHIL 156). Spanish, Navajo) or American Sign Language is
Note: Can only take a minimum of 9 hours from the same recommended.
department prefix. • Fine Arts (3 hours)
3. Arts and Sciences Group Requirements 2. B.A./M.D. Writing and Communication Requiremen
(3-12 hours) (3 hours)
• Completion of fourth semester of a second language • One Writing or Communication course above English
(such as Sign 310, Greek 302, Latin, Spanish, Italian, 102 (e.g. English 219, 220, 221-23; 320; C & J 130, 221,
or French 202, 212, or 276 for all other non-English 225, 332, 333; PHIL 156).
languages. (Native speakers of languages not taught at Note: Can only take a minimum of 9 hours from the same
UNM should talk to their advisor) department prefix.
-OR- 3. Arts and Sciences Group Requirements
• 3 hours of Fine Arts (If studio/participatory course was (3-12 hours)
taken for the Core requirement, this course must be from • Completion of fourth semester of a second language
an appreciation, history, or criticism course from the (such as Sign 310, Greek 302, Latin, Spanish, Italian,
College of Fine Arts). or French 202, 212, or 276 for all other non-English
languages. (Native speakers of languages not taught at
4. Health, Medicine and Human Values Seminars
UNM should talk to their advisor)
(15 hours)
(See “Joint Requirements” above.) OR
• 3 hours of Fine Arts (If studio/participatory course was
5. Community Health Practica (6 hours)
taken for the Core requirement, this course must be from
(See “Joint Requirements” above.)
an appreciation, history, or criticism course from the
6. Pre-Medical Sciences Core (45 hours) College of Fine Arts).
• Mathematics (6 hours)
4. Health, Medicine and Human Values Seminars
(MATH 180 or above and STAT 145)
(15 hours)
• Biology (12 hours)
(BIOL 201, 202 and 204L) (See “Joint Requirements” above.)
• General Chemistry (8 hours) 5. Community Health Practica (6 hours)
(CHEM 121/123L and 122/124L) (See “Joint Requirements” above.)
• Organic Chemistry (8 hours)
6. Pre-Medical Sciences Core (61 hours)
(CHEM 301/303L and 302/304L)
• Calculus (6 hours)
• Physics (8 hours)
(MATH 180 and 181)
(PHYC 151/151L and 152/152L)
• General Biology (16 hours)
• Biochemistry (3 hours)
(BIOL 201, 202, 203L & 204L)
(BIOC 423)
• General Chemistry (8 hours)
7. Health, Humanities, and Society Distribution (CHEM 121/123L and 122/124L)
Requirements (33 hours) • Organic Chemistry (8 hours)
The Health, Humanities, and Society concentration (CHEM 301/303L and 302/ 304L)
requires 33 hours of distributed course work across the • Physics (8 hours)
arts and sciences, at least 18 of which must be in 300 to (PHYC 151/151L and 152/152L)
400 level upper-division courses. (Note: In consultation • Biochemistry (3 hours)
with the HMHV advisor, students may choose electives (BIOC 423)
within each distribution area other than the recommended • Anatomy & Physiology (8 hours)
courses below.) (BIOL 237/247L and 238/ 248L)
• Mathematics / Physical & Natural Sciences (9 hours, at • Microbiology for Health Sciences and Non-Majors
least 3 of which are 300 level or above). Recommended: (4 hours)
MATH 180 & 181; BIOL 237, 238; ANTH 150, 151L; (BIOL 239L)
ANTH 251, 350, 365; BIOC 463, 464; CHEM 315, 421. 7. Group Requirements and Electives (18 hours)
• Humanities/Fine Arts (9 hours, at least 6 of which are 300 The Biomedical Sciences concentration requires an
level or above). Recommended: HIST 416, 417; RELG additional 18 hours of course work in 300 to 400-level
447; ENGL 413; PHIL 245. upper division courses distributed across the Arts and
Sciences Group categories.
UNM CATALOG 2010–2011 Symbols, page 653.
222 ARTS AND SCIENCES
ARTS
SCIENCES
ARTSAND
SCIENCES
the undergraduate advisor for variations possible in this I. Regional: U.S./American West, Latin America, Europe.
program.
II. Thematic: Gender and Sexuality, Race and Ethnicity,
The Department will accept a grade of C- as counting toward Frontiers and Borderlands, War and Society, Environmental
AND
graduation but requires that the student achieve a minimum History, Religion, Politics and Economy.
grade point average of 2.25 in major or minor studies.
Prerequisite for admission: an M.A. in History or an equivalent
degree approved by the departmental admissions committee.
Undergraduate Minor
Requirements Degree Requirements
The planned program outlined below is designed to supple-
ment a student’s work in his or her major field. In total it General
requires a minimum of seven semester courses (21 hours).
The lower-division requirement includes a minimum of two For University requirements for the M.A. and Ph.D. degrees
semester courses (6 hours) from the following: HIST 101L, consult the appropriate pages of this catalog. The following
102L, 161L, 162L, 181, 182, 251, 252. are general department requirements for History graduate
programs. For more detailed requirements, consult the
The upper-division requirement includes a minimum of five Department of History M.A. Program Requirements or the
semester courses (15 hours), at least three of which must be Department of History Ph.D. Program Requirements.
concentrated in one field, e.g., U.S., Europe.
Course work: all students must take HIST 664 Advanced
The Department will accept the grade of C- as counting toward Historiography, normally in the first year of study; Ph.D. stu-
graduation but requires that the student achieve a minimum dents must also take HIST 665 Historical Research Methods.
grade point average of 2.25 in major or minor studies. At least half of each student’s required credit hours (exclusive
of thesis or dissertation) should be earned in graduate semi-
nars. No more than 6 hours of “problems” (697–698) courses
Distributed Minor for History Majors may count toward either the M.A. or Ph.D. degree.
A major may offer a distributed minor in American Studies, Foreign language: each student must demonstrate a read-
Asian Studies, Comparative Literature or Russian Studies, ing knowledge of one foreign language by passing a written
as well as a minor in a single department. Approval of the departmental translation examination, or by presenting 12
Chairperson of the History Department is required for all credit hours of instruction in a single foreign language taken
distributed minors. after admission to the graduate program.
Concentrations: students select one concentration from 201. The Medieval World. (3) Graham
each of the regional and thematic tracks listed above, (Also offered as MDVL 201.) A broad survey of the history,
completing 15 course hours (including four seminars) in the literature, and culture of the medieval period, from the Fall of
regional concentration and 9 hours (including two seminars) the Roman Empire to the eve of the Renaissance.
in the thematic concentration. Only seminars numbered 666
through 693 apply to these requirements. If insufficient semi- 204. Greek Civilization. (3)
nars are available, other courses may be substituted with (Also offered as PHIL, ARTH 204.) An interdisciplinary intro-
departmental approval. duction to the ancient world as the foundation of modern
civilization. Lectures on classical art, history, literature and
Students must demonstrate competency in their concentra- philosophy. {Spring}
tions throught a qualifying examination that is based on
the student’s dossier, an oral examination, and a formal 205. Roman Civilization. (3)
presentation. (Also offered as PHIL, ARTH 205.) An interdisciplinary
introduction to ancient Rome. Lectures on Roman literature,
Outside field: students must complete 6 graduate-level credit history, art and philosophy.
hours in a department or program outside of the History
department. 220. Studies in History. (1-3, no limit) ∆
Will vary from instructor to instructor but will offer a review of
Second foreign language: in addition to the departmental lan- particular historical issues designed for the nonspecialist. For
guage requirement (see above), students with a concentra- content of particular courses, see Schedule of Classes and
tion in any area of European, Latin American or Asian history contact Department. {Fall, Spring}
must demonstrate competence in a second foreign language
appropriate to their course of study. 251. Traditional Eastern Civilizations. (3) Porter, Risso
The origin and development of the traditional societies and
Dissertation: History dissertations must be written in English. cultures of India, Southeast Asia, China, Japan and the
Middle East.
162L. History of the United States Since 1877. (3) II. Foundations of European
Connell-Szasz, Hutton, Sandoval-Strausz, Scharff, Smith,
Szasz, Yazawa Civilization
Survey of the economic, political, intellectual and social devel-
300./500. Studies in History. (1-3, no limit) ∆
opment of the United States, including the place of the U.S.
Will vary from instructor to instructor, but will be an in-depth
in world affairs from 1877 to the present. Meets New Mexico
analysis of specific historical problems. For course content,
Lower-Division General Education Common Core Curriculum
consult Schedule of Classes.
Area V: Humanities and Fine Arts (NMCCN 1123). {Summer,
Fall, Spring} 301./501. Greece. (3)
A political and social survey of the Greek people from the
181. History of Early Latin America. (3) Gauderman,
Mycenaean world through the long autumn of Hellenistic age
Bieber
and the arrival of the Romans.
An introduction to indigenous, African and Iberian back-
grounds. Examines colonial societies through social, 302./502. Rome. (3)
economic and political institutions with attention to the contri- A political and social survey of the Roman people from their
butions of Indians, Africans and Europeans to the creation of origins on the Tiber through the glories of Empire to the final
Latin America’s diverse societies. collapse of classical society in the 6th century.
182. Modern Latin American History. (3) Bieber, Hall, 303./503. Early Middle Ages, 300 to 1050. (3) Graham
Hutchison The emergence of medieval European civilization from the
Surveys the nations of Latin America from their independence reign of Constantine to the beginnings of the papal mon-
until the present. Emphasizes the process of nation-building, archy.
governance, socioeconomic integration and coping with
modernization. Special attention given to great leaders of
Latin America. {Spring}
304./504. The High Middle Ages, 1050 to 1400. (3) that came with the Renaissance and Reformation. Attention
Graham will be paid to the role of women in the family and to their
The maturing of medieval civilization: Gregorian reform, economic function as well as to the less common activities of
the Crusades, the rise of the university and the Gothic saint, witch and revolutionary.
cathedral.
328./528. History of Science From Antiquity to the
305./505. Renaissance Era, 1300 to 1520. (3) Scientific Revolution. (3)
The decline of medieval civilization and the transition to a new A history of western science from ancient Mesopotamia
phase of European history. through the “Scientific Revolution.”
314./514. Old Russia from the Ninth to the Seventeenth 411./611. History of England, 1066–1660. (3)
Century. (3) Survey of medieval foundations, Tudor era and 17th-century
Survey of the Kievan, Mongol and Muscovite periods. social and political revolutions.
Emphasis on political and social developments.
320./520. History of Women from Ancient Times to the IV. Modern Europe
Enlightenment. (3) Slaughter
ARTS
SCIENCES
ARTSAND
SCIENCES
(Also offered as WMST 315.) Study of sex roles in primitive 300./500. Studies in History. (1-3, no limit) ∆
societies, classical views of women, the Judeo-Christian Will vary from instructor to instructor, but will be an in-depth
treatment of women, medieval social roles and the changes analysis of specific historical problems. For course content,
that came with the Renaissance and Reformation. Attention consult Schedule of Classes.
AND
will be paid to the role of women in the family and to their
economic function as well as to the less common activities of 310./510. Modern Europe, 1815–1890. (3) Ferguson
saint, witch and revolutionary. This course examines social, political and economic issues
that shaped European society in the 19th century, including
401./601. Anglo-Saxon England, 450–1066. (3) Graham revolutions, imperial expansion, the emergence of class soci-
This course will offer an overview of the history and culture of ety, transformations in urban and rural environments, cultural
England from the arrival of the Angles and Saxons in the mid- identity and nationalism.
dle of the fifth century until the Battle of Hastings of 1066.
311./511. World War I, 1914–1918. (3) Bokovoy
402./602. The Crusades. (3) A social, cultural, political, diplomatic and military history of
This course will examine the phenomenon of the Crusades in World War I.
the Middle Ages, examining the three (arguably more) distinct
cultures involved and addressing issues relevant to social, 312./512. Modern Europe, 1890–1939. (3) Bokovoy
political, intellectual and military history. The origins of World War I, World War II and the search for
peace.
III. Early Modern Europe 313./513. Europe since 1939. (3) Bokovoy, Slaughter
Study of the transformation of Europe after World War II as
300./500. Studies in History. (1-3, no limit) ∆ experienced on the political, economic, social and cultural
Will vary from instructor to instructor, but will be an in-depth levels.
analysis of specific historical problems. For course content,
consult Schedule of Classes. 316./516. Russia in the Era of Reform and Revolution,
1855–1924. (3) Monahan
306./506. Reformation Era, 1500–1600. (3) Steen From the “Great Reforms” to the death of Lenin. Surveys the
(Also offered as RELG 306.) Religious revolution and concur- vast political, social and cultural changes which produced and
rent developments in European politics, society and culture. accompanied the Russian revolution.
307./507. Europe in the Seventeenth Century. (3) Steen 317./517. Stalinist and Post-Stalinist Russia, 1924 to
Survey of political, cultural, social and economic trends Present. (3) Monahan
in Europe during Thirty Years War and reign of Louis XIV. Surveys the attempt to construct a communist society in
Special emphasis on developments in England, France and Russia and the ultimate collapse of this tragic experiment.
Hapsburg dominions. Briefly treats post-soviet developments. Emphasis on politi-
cal, social and cultural change.
308./508. Europe in the Eighteenth Century, 1700–1788.
(3) Steen 319./519. Spain and Portugal since 1700. (3) Sanabria
Survey of the political, cultural, social and economic situ- Survey of Spanish and Portuguese history since the war of
ation in Europe at height of Old Regime. Emphasis will be Spanish Succession through Spain and Portugal’s successful
on intellectual and social developments that culminated in democratic transitions, with special emphasis on the second
French Revolution. Spanish Republic and Civil War.
309./509. The French Revolution and Napoleon, 1789– 321./521. Women in the Modern World. (3) Hutchinson,
1815. (3) Steen Scharff, Slaughter
Survey of the course of the revolution and its impact on (Also offered as WMST 316.) Study of western women
France and on European social, political, economic and from pre-industrial to contemporary society which will focus
military life. on Victorianism, familial roles, changes in work patterns,
feminist movements and female participation in fascist and
315./515. Romanov Russia to 1855. (3) Monahan revolutionary politics.
From the Time of Troubles to the death of Nicholas I. Stresses
the development of political institutions and the origins of the 329./529. History of Science Since the Enlightenment.
revolutionary movement. (3) A history of western science from the Enlightenment to
the 20th century.
318./518. Spain and Portugal to 1700. (3) Sanabria
The consolidation and expansion of the Christian empires of 351./551. History of Sport. (3) Sanabria
Aragón, Castile and Portugal across Iberia and the Atlantic, This course offers an interdisciplinary exploration of the his-
from Muslim times to the War of Spanish Succession. tory of sport and the relationship between sport and societies
in Western Europe, the United States and their colonies from
320./520. History of Women from Ancient Times to the Antiquity through modern times.
Enlightenment. (3) Slaughter
(Also offered as WMST 320.) Study of sex roles in primitive
societies, classical views of women, the Judeo-Christian
treatment of women, medieval social roles and the changes
414./614. Twentieth Century Spanish Culture. (3) Sanabria V. United States History
A historical approach to Spanish culture since the Spanish/
American War (1898), focusing on regionalism, the com- 300./500. Studies in History. (1-3, no limit) ∆
mercialization of sport and leisure, the construction of gender Will vary from instructor to instructor, but will be an in-depth
roles and Spain’s entry into the European Community. analysis of specific historical problems. For course content,
consult Schedule of Classes.
416./616. History of Medicine to 1850. (3)
A survey of western medicine’s development to mid-19th 330./530. The American Colonies, 1607–1763. (3)
century, aimed at the nonspecialist. Includes the impact of Yazawa
health factors in general historical development. The settlement of English America. The transference of insti-
tutions and attitudes from Britain, Europe and Africa to North
417./617. History of Modern Medicine. (3) America and what happened to them when they encountered
Survey of western medicine since mid-19th century, aimed the new environment and the native population.
at the nonspecialist. Includes the impact of health factors in
general historical development. 331./531. The American Revolution, 1763–1789. (3)
Yazawa
418./618. City Life. (3) The separation of British America from the mother country:
A study of the development of urban spaces and urban lives why it was undertaken, how it was achieved, what its sig-
from the 17th century, which considers the impact of political nificance was. The effort to gather a scattered and diverse
and cultural changes upon physical spaces and their impact people under one constitutional government.
upon modern lives.
332./532. Age of Washington and Jefferson. (3) Yazawa
419./619. Formation of Modern European Culture. (3) Study of the impact of the American Revolution on the
Via a broad variety of media arts, theories and documents, post-war society, the creation of the new nation, crisis of
this course introduces students to people and events that the 1790s, origin of modern political parties, Jeffersonian
have contributed to changing definitions of modern European America, the War of 1812 and the movement westward.
cultural identity between the 17th and 20th centuries.
333./533. Age of Jackson. (3)
420./620. Modern France since 1815. (3) Ferguson, The United States from 1815 to 1848, emphasizing economic
Sanabria growth, social transformation, westward expansion, political
A survey of French history from the Bourbon Restoration democratization, nationalism and sectionalism, and the rise
through modern times. Particular attention given to the Third of the slavery controversy.
Republic, the French colonial empire, French fascism and
Vichy France, and France’s role in the modern world. 334./534. The Civil War Era. (3) Cornell
The United States from 1848 to 1868. Topics covered include
421./621. Britain 1660 to the Present. (3) slavery, anti-slavery and the coming of the Civil War; social,
Surveys British society and culture from the restoration to political and economic aspects of the war; emancipation and
the monarchy and emphasizes Britain’s influence on world Reconstruction.
politics and culture.
336./536. Twentieth Century America 1920–1960. (3)
422./622. Modern European Imperialism. (3) Ferguson Smith
This course examines the expansion of European imperialism Americans debate the role of government, the meaning of
since the 17th century, from trading companies to cultural social justice and their role in the world as they forge the
imperialism. New Deal at home and fight fascism and then communism
abroad.
423./623. Germany, 1871 to 1971. (3)
Bismarck to Brandt, a survey of German history from unifica- 337./537. Twentieth Century America, 1960–Present.
tion to contemporary times, with special emphasis on Weimar (3) Smith
and Hitlerian Germany. From JFK/LBJ liberalism to Reagan/Gingrich conservatism;
the civil rights revolution and its backlash; from Vietnam to
424./624. Modern Eastern Europe. (3) Bokovoy
post-Cold War internationalism; democracy in the informa-
The study of the “other” Europe, examining Eastern Europe
tion age.
during WWI, the interwar years, WWII and the communist
and post-communist eras. 338./538. The United States in the World War II Era. (3)
Szasz
425./625. Europe and the Balkans. (3) Bokovoy
The Era of World War II from the mid 1930s to the mid 1950s,
This course explores the Balkan peninsula not only as
with a focus on the social, political, economic, cultural, mili-
Europe’s most diverse and complex cultural crossroad and
tary and diplomatic aspects of the conflict.
frontier, but as an “imagined” political and cultural other.
339./539. Vietnam War Era. (3) Hutton
426./626. History of the Holocaust. (3)
This history of the Vietnam War era covers the origins of the
(Also offered as RELG 426.) An examination of the motives,
conflict, the nature of the war, the home front reaction and the
methods and execution of the destruction of the Jews by Nazi
political, military and social consequences.
Germany and the responses of Jews, Western Powers, the
Churches and Righteous Gentiles in the context of Jewish 340./540. U.S. Foreign Relations to 1900. (3)
and world history. Survey and analysis of U.S. foreign relations from indepen-
dence to 1900.
427. History of Sexuality. (3) Slaughter
(Also offered as WMST 427.) Study of sexual behavior, 341./541. U.S. Foreign Relations from 1900. (3)
politics and ideology in Western Society from the pre-modern Survey and analysis of U.S. foreign relations in the 20th
world to the contemporary era. Background in History of century.
Women Studies is suggested.
342./542. Constitutional History of the United States to
428./628. Women, War and Revolution. (3) Slaughter 1877. (3) Yazawa
(Also offered as WMST 428.) Study of women’s participation The American Constitution from English origins through the
in wars and revolutions, and discussion of the social impact of Civil War and Reconstruction. The continuing effort to fashion
these events which often alters women’s status, experience a frame of government broad enough to embrace diverse
and expectations. Typical approach using global examples peoples of different races, religious, national origins and
and case studies. value systems.
343./543. Constitutional History of the United States 435./635. U.S. Culture and Society 1860-. (3) Szasz
since 1877. (3) Yazawa
Sequel to 342. A century-long struggle to resolve the conflict- 437./637. The City in America. (3) Sandoval-Strausz
ing liberties of the people and requirements of an ordered This course examines the urban landscapes of America–its
society. Examination of the occasional collisions of the cher- physical form as well as the cultural beliefs and practices;
ished rights of property and personal freedom. economic conditions, material and social technologies; and
individual aspirations which shape urban life, function and
344./544. U.S. Women to 1865. (3) Scharff form.
This course introduces students to the history of American
women’s roles, status and ideas before 1865. 438./638. American Legal History. (3) Sandoval-Strausz
Law is all around us: in politics, at work and in the home.
345./545. U.S. Women since 1865. (3) Scharff This course will help students understand state and private
This course introduces students to the history of American law, which have substantial bearing on their lives and those
women’s roles, status and ideas since 1865. of other Americans.
346./546. Native America to 1850. (3) Connell-Szasz 439./639. History of Science and Technology in the
(Also offered as NATV 346.) This course will cover American U.S. (3)
ARTS
SCIENCES
ARTSAND
SCIENCES
Indian/Alaska Native history to 1850. A history of science and technology in the United States,
examining both intellectual developments and the creation of
347./547. Native America, 1850–1940. (3) Connell-Szasz an American scientific community.
(Also offered as NATV 347.) The course will cover American
AND
Indian/Alaska Native history from 1850 to 1940. 440./640. Atomic America. (3)
The history of atomic America in the 20th century, with focus
348./548. Native America Post-1940. (3) Connell-Szasz on the political, social and cultural dimensions of the nuclear
(Also offered as NATV 342.) Course will address issues that arms race; the controversy over nuclear energy; and the
Native Americans have dealt with from World War II to the specter of nuclear terrorism.
early 21st century, including termination, urbanization, Red
Power, gaming and self-determination. 441./641. History of Religion in America. (3) Szasz
(Also offered as RELG 441.) This class will cover the rise
349./549. Military History of the United States to 1900. and development of the nation’s religious groups, from first
(3) Hutton contact to the present day. The focus will be on the social
Survey of U.S. military and naval history from colonial times impact of the groups and how they influenced the develop-
to 1900, with emphasis upon technological, managerial ment of American life.
and political developments that have affected the armed
services. VI. The American West
350./550. Modern U.S. Military History, 1900 to Present. 300./500. Studies in History. (1-3, no limit) ∆
(3) Hutton Will vary from instructor to instructor, but will be an in-depth
A survey of the origins and development of American military analysis of specific historical problems. For course content,
institutions, traditions and practices of the 20th century. consult Schedule of Classes.
Attention to WWI, WWII and the Vietnam war, technological
advances and institutional history will be given. 360./560. History of the American Frontier. (3) Connell-
Szasz, Hutton
351./551. History of Sport. (3) Sanabria Frontier expansion and conflict from the time of European
This course offers an interdisciplinary exploration of the his- discovery to the Mexican-American War.
tory of sport and the relationship between sport and societies
in Western Europe, the United States and their colonies from 361./561. The Trans-Mississippi West. (3) Connell-
Antiquity through modern times. Szasz, Hutton
430./630. The Old South. (3) 362./562. The American West in the Twentieth Century.
The South from the beginning of colonization to the outbreak (3) Cahill, Scharff
of the Civil War. Emphasis on slavery and its impact on Surveys the growth of the trans-Mississippi West in the 20th
southern society. century, giving attention to social development, economic
growth, cultural development, the role of minority groups and
431./631. Political History of the United States. (3) the impact of science and technology.
Study of American politics from 1787 to the present. Emphasis
on national politics with special attention to the presidency 363./563. Early History of Mexican-Americans. (3)
and changes in the political systems. Reyes
This course will review the history of the Southwest from
432./632. U.S. Social Life and Leisure. (3) Sandoval- pre-conquest and Spanish colonization to the U.S. invasion
Strausz, Scharff and its aftermath.
An inquiry into sociability in the United States from 1820 to
1960. Leading themes include youth and working-class cul- 364./564. Contemporary Chicana/o History. (3) Reyes
ture, social policing, identity, social life under capitalism, sex- This course examines the historical development of Chicana/
uality, travel, consumer culture and the politicization of leisure. o communities in the late 19th and 20th century with a special
focus on the different socio-economic experiences of the
433./633. U.S. Environmental History. (3) Scharff, Truett Chicana/o population of the U.S.
Examines the environmental transformation of the United
States from the colonial era to the present day. Focus on 460. Western Films. (3) Hutton
the ecological consequences of colonial encounters; shifting Intended to complement courses in the history of the
links between cultures, markets and the land; changing ideas American West. It will deal with the role of Westerns in the
and politics of nature; and the environmental impacts and development of the American film industry. The approach will
inequalities of urban-industrial life. be interdisciplinary and utilize approaches from the fields of
history, literature and film. {Fall}
434./634. U.S. Business and Labor History. (3)
Sandoval-Strausz 461./607. The Western Hero. (3) Hutton
This course traces developments in the structure of profit-mak- This course examines the evolution of the western hero. In
ing enterprises and the organization of labor in United States fiction, history and film the western hero has mirrored the
history, examining how the imperatives of capitalism and the development of the nation, always responding to a rapidly
struggles of working people shaped the American economy. changing society–and more often than not defining it.
462./608. Women in the U.S. West. (3) Scharff, Reyes 376./576. Brazil in the Colonial Period, 1500–1822. (3)
History of women in the western United States from the Bieber
colonial period to the present, with attention to women’s work Colonial Brazil from 1500 to 1822. Focus on structures of colo-
and family roles, common stereotypes of western women, nialism and their impact on indigenous, African and European
sex roles on the frontier and why women’s suffrage was first peoples. Plantation society, slavery, mercantile policy, the role
achieved in the West. of the church, women and family will be discussed.
463./643. Hispanic Frontiers in North America. (3) 377./577. Modern Brazil, 1822–Present. (3) Bieber
Reyes, Truett History of Brazil since independence. Topics include oligarchi-
History of colonial encounters, Indian-European exchanges cal politics, the end of slavery, race relations, urbanization,
and conflicts, environmental transformations and changing industrialization, authoritarian regimes, labor and peasant
identities at the northern frontiers of New Spain and Mexico. movements.
From the time of Columbus to 1848.
389. Latin American Thought I. (3)
464./644. U.S.–Mexico Borderlands. (3) Truett (Also offered as RELG, PHIL 389.) Pre-Columbian thought
History of the U.S.–Mexico borderlands and its various through independence ideologies.
native and immigrant communities from 1848 to the present.
Focus on cultural and economic linkages, ethnic and military 390. Latin American Thought II. (3)
struggles, and formation of new identities on the border. (Also offered as SOC, RELG, PHIL 390.) Positivism through
contemporary thought.
465./645. History of Mexican Immigration. (3) Reyes
This course examines the history of Mexican immigration to 468./648. Society and Development in Latin America,
the U.S. We review historical interpretations of the broader 1492–Present. (3) Bieber
political economy of colonial, 19th and 20th century America Overview of social and economic trends in Latin America,
to contextualize past and current Mexican immigration. stressing labor systems, social structure, trade, demography
and industrialization.
466./646. Native American Southwest. (3) Truett
(Also offered as NATV 466.) In this class we will explore the 469./649. Inter-American Relations. (3) Hall
history of Native American groups and their relationships to Relations among the American nations since 1810 and with
dominant cultures and nations in the American Southwest other world powers. Stresses U.S. role in the region after 1900,
and Northern Mexico. as well as tendencies to curb that influence. Guerrilla warfare,
revolutionary networks and Third World ideology covered.
VII. Latin American History 470./650. Labor and Working Class in Latin America.
300./500. Studies in History. (1-3, no limit) ∆ (3) Hutchison
Will vary from instructor to instructor, but will be an in-depth This course traces the evolution of Latin American labor
analysis of specific historical problems. For course content, systems in the modern period.
consult Schedule of Classes.
471./651. Women in Early Latin America. (3) Hall,
370./570. Inca Empire to Spanish Colony: Spanish Gauderman
South America to 1824. (3) Gauderman (Also offered as WMST 418.) A historical exploration of the
The native cultures in pre-Conquest times; the conquest place of women within the social systems of pre-Columbian
of the Incas and the colonial settlement of the remainder and colonial Latin America. Will explore the gendered dimen-
of Spanish South America; economic, social and cultural sions of the economy, politics and culture in indigenous and
developments of colonial times, concentrating on the central Spanish societies.
Andean region, but with accounts of varying development
472./652. Women in Modern Latin America. (3) Hall,
in other areas; the origins and accomplishment of indepen-
Hutchison
dence in the early 19th century.
(Also offered as WMST 472.) Course will focus on women
371./571. From Aztec to Spanish Domination: The in Latin America, 1821–present, through various historical
History of Early Mexico. (3) Gauderman developments. Will explore political themes, such as suf-
An introduction to the ancient, indigenous cultures of frage, revolution and military regimes and social dimensions
Mesoamerica. Examines Mexico’s political, economic and of class, race, ethnicity, work and family.
social development under Spanish colonial rule. Attention
473./653. Indigenous Peoples of Latin America. (3)
given to the social and cultural interaction among Mexico’s
Bieber, Gauderman
indigenous, European and African populations.
Historical overview of indigenous peoples of Spanish and
372./572. Mexico Since 1821. (3) Bieber, Hall, Hutchison Portuguese America from pre-colonial times to the present.
The major political, social and economic trends and events in Emphasis on cultural history, contact and change and policies
Mexico from the independence movement to 1940. impacting native American groups.
373./573. The Mexican Revolution. (3) Hall 474./654. Slavery and Race Relations. (3) Bieber
Study of the events, leadership, social and economic implica- Overview of slavery, the slave trade and post-emancipation
tions, and role of U.S. involvement in the Mexican Revolution race relations in the U.S., the Caribbean and Latin America.
of 1910–1920.
475./655. The Cuban Revolution, 1959 to Present. (3)
374./574. Southern South America. (3) Hutchison (Also offered as SOC 484.) Background to revolution since
Argentina, Chile, Uruguay and Paraguay from colonization to 1898; emphasis on period since 1959.
the present. Most emphasis on late 19th and 20th centuries,
476./656. Latin American Religions. (3) Hutchison
when these nations led the region’s development. Deals with
Religious experience, movements and communities in Latin
the rise of the export economies, populist movements, milita-
America, from conquest to the present. Examines the cul-
rism and socio-economic stagnation.
tural interactions that have shaped belief and practice, and
375. Rebellion and Revolution in Modern Andean politics–particularly the influence of Catholicism and of native
Nations. (3) Gauderman and African religions.
Focuses on the history of Bolivia, Colombia, Ecuador and Peru
478./678. History of Latin America through Film. (3)
from their independence from Spain to modern times. Explores
Explores key topics in Latin American history through film,
political and economic themes as well as the socio-economic
including documentary and feature-length films produced in
and political dimensions of class, race, ethnicity and gender.
Latin America. Examines the historical context as well as the
the political and social context of each film's production.
VIII. Asian History economic function as well as to the less common activities of
saint, witch and revolutionary.
300./500. Studies in History. (1-3, no limit) ∆
Will vary from instructor to instructor, but will be an in-depth 321./521. Women in the Modern World. (3) Hutchison,
analysis of specific historical problems. For course content, Scharff, Slaughter
consult Schedule of Classes. (Also offered as WMST 316.) Study of western women
from pre-industrial to contemporary society which will focus
380./580. The Ancient Near East. (3) on Victorianism, familial roles, changes in work patterns,
A political and social survey of civilization in Egypt and feminist movements and female participation in fascist and
Mesopotamia from its birth in Sumer in the fourth millen- revolutionary politics.
nium to the destruction of the Achaemenid Persian empire
by Alexander. 322./522. History of the Women’s Rights Movement. (3)
Hutchison, Slaughter
381./581. Traditional China. (3) Porter (Also offered as WMST 330.) A detailed study of the move-
Emergence and development of Chinese civilization to its ments for women’s rights in the U.S., Europe and Latin
height in the 13th century, including cultural, political, social America in the 19th and 20th centuries. The topic’s approach
and economic themes. will emphasize the movement’s relation to and impact on
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broader historical questions.
382./582. Imperial China. (3) Porter
The development of early modern society and the impact of 344./544. U.S. Women to 1865. (3) Scharff
the West from the 13th to the 20th century. This course introduces students to the history of American
AND
women’s roles, status and ideas before 1865.
383./583. Revolutionary China. (3) Porter
Political, social economic and cultural history of China in the 345./545. U.S. Women since 1865. (3) Scharff
revolutionary period from 1911 to the present. This course introduces students to the history of American
women’s roles, status and ideas since 1865.
384./584. History of Japan. (3) Porter
Social, political, and economic institutions from historical 427. History of Sexuality. (3) Slaughter
beginnings to modern times. (Also offered as WMST 427.) Study of sexual behavior,
politics and ideology in Western Society from the pre-modern
386./586. The Islamic Middle East to 1800. (3) Risso world to the contemporary era. Background in History of
The political, social and economic development of the Islamic Women Studies is suggested.
world through the Ottoman and Safavid eras. Arab, Persian
and Turkish elements of Islamic civilization will be included. 428./628. Women, War and Revolution. (3) Slaughter
(Also offered as WMST 428.) Study of women’s participation
387./587. The Modern Middle East from 1800. (3) Risso in wars and revolutions, and discussion of the social impact of
Topics include 19th-century reform attempts, the transition these events which often alters women’s status, experience
from empire to nation-states, the gap between ideology and and expectations. Typical approach using global example
practice, the Arab-Israeli conflict and revolutionary Iran. and case studies.
388. India. (3) Risso 429./629. History of Beauty, Body, and Power. (3)
History of South Asia with emphasis on cultural development, A historical exploration of female and male beauty and body
social groups and religious communities and the establish- in relation to questions of power in comparative historical
ment of the modern nation-state of India. context, drawing from U.S., European, and Latin American
examples, using both theoretical works and case studies.
453. Asian Studies Senior Thesis. (3)
(Also offered as COMP, PHIL, POLS, RELG 453.) Supervised 462./608. Women in the U.S. West. (3) Scharff, Reyes
research in one or more disciplines leading to an undergradu- History of women in the western United States from the
ate thesis for the major in Asian Studies. colonial period to the present, with attention to women’s work
and family roles, common stereotypes of western women,
480./660. Christians and Spices: The Western Impact on sex roles on the frontier and why women’s suffrage was first
Asia. (3) Porter achieved in the West.
The era of European expansion in Asia from Vasco da Gama
to circa 1900; sources of European expansion, the early 471./651. Women in Early Latin America. (3)
struggles and conquests, colonial systems and imperialism. Gauderman, Hall
(Also offered as WMST 418.) A historical exploration of the
481./661. Islam. (3) Risso place of women within the social systems of pre-Columbian
(Also offered as RELG 481.) Topics include the development and colonial Latin America. Will explore the gendered dimen-
of Islamic law and theory; philosophy and mysticism; ritual sions of the economy, politics and culture in indigenous and
and art. The political, social and economic ramifications of Spanish societies.
Islam will be emphasized.
472./652. Women in Modern Latin America. (3) Bieber,
482./662. Raj: India During British Rule. (3) Risso Hall, Hutchison
Covering the two centuries from 1756 through 1947, this (Also offered as WMST 472.) Course will focus on women
course includes inter-cultural contacts, economic issues and in Latin America, 1821–present, through various historical
the developments of both Indian and Muslim nationalisms. developments. Will explore political themes, such as suf-
frage, revolution and military regimes and social dimensions
IX. Women and Gender of class, race, ethnicity, work and family.
347./547. Native America, 1850–1940. (3) Connell-Szasz 324./524. Modern History of the Jewish People. (3)
(Also offered as NATV 347.) The course will cover American (Also offered as RELG 324.) Survey in ethnic history stress-
Indian/Alaska Native history from 1850 to 1940. ing political, religious and social developments from the
expulsion from Spain (1492) to the present. Concentrates on
348./548. Native America Post-1940. (3) Connell-Szasz European Jewry but will include consideration of American
(Also offered as NATV 342.) Course will address issues that Jewish community, modern anti-semitism and rise of the state
Native Americans have dealt with from World War II to the of Israel. {Spring and alternate years}
early 21st century, including termination, urbanization, Red
Power, gaming and self-determination. 325./525. History of World Communism. (3)
From Marx to the present.
363./563. Early History of Mexican-Americans. (3) Reyes
This course will review the history of the Southwest from 326./526. History of Christianity to 1517. (3) Graham
pre-conquest and Spanish colonization to the U.S. invasion (Also offered as RELG 326.) The history of Christianity
and its aftermath. from its beginnings in Palestine to the eve of the Protestant
Reformation. Primary focus will be on the rich variety of
364./564. Contemporary Chicana/o History. (3) Reyes forms–doctrinal, liturgical and institutional–that Christianity
This course examines the historical development of Chicana/ assumed through the Medieval centuries. Also of concern
o communities in the late 19th and 20th century with a special will be its contributions and significance as a civilizing force.
focus on the different socio-economic experiences of the {Fall}
Chicana/o population of the U.S.
327./527. History of Christianity, 1517 to Present. (3)
444./612. Native American and Celtic History Since (Also offered as RELG 327.) The development of Christianity
1700. (3) Connell-Szasz from the Protestant Reformation into the modern world,
Course will have a cross-cultural focus and look at how major including biography, doctrine, liturgy, institutions and religious
trends of the modern era have played out among various practice, together with the interaction of Christianity with
American Indian/Alaska Native Nations and the Celtic people society at large. {Spring}
of Eire (Ireland), Alba (Scotland) and Cymru (Wales).
328./528. History of Science From Antiquity to the
463./643. Hispanic Frontiers in North America. (3) Scientific Revolution. (3)
Reyes, Truett A history of western science from ancient Mesopotamia
History of colonial encounters, Indian-European exchanges through the “Scientific Revolution”.
and conflicts, environmental transformations and changing
identities at the northern frontiers of New Spain and Mexico. 329./529. History of Science Since the Enlightenment.
From the time of Columbus to 1848. (3)
A history of western science from the Enlightenment to the
464./644. U.S.–Mexico Borderlands. (3) Truett 20th century.
History of the U.S.–Mexico borderlands and its various
native and immigrant communities from 1848 to the present. 416./616. History of Medicine to 1850. (3)
Focus on cultural and economic linkages, ethnic and military A survey of western medicine’s development to mid-19th
struggles, and formation of new identities on the border. century, aimed at the nonspecialist. Includes the impact of
health factors in general historical development.
465./645. History of Mexican Immigration. (3) Reyes
This course examines the history of Mexican immigration to 417./617. History of Modern Medicine. (3)
the U.S. We review historical interpretations of the broader Survey of western medicine since mid-19th century, aimed
political economy of colonial, 19th and 20th century America at the nonspecialist. Includes the impact of health factors in
to contextualize past and current Mexican immigration. general historical development.
466./646. Native American Southwest. (3) Truett 439./639. History of Science and Technology in the
(Also offered as NATV 466.) In this class we will explore the U.S. (3)
history of Native American groups and their relationships to A history of science and technology in the United States,
dominant cultures and nations in the American Southwest examining both intellectual developments and the creation of
and Northern Mexico. an American scientific community.
473./653. Indigenous Peoples of Latin America. (3) 440./640. Atomic America. (3)
Bieber, Gauderman The history of atomic America in the 20th century, with focus
Historical overview of indigenous peoples of Spanish and on the political, social and cultural dimensions of the nuclear
Portuguese America from pre-colonial times to the present. arms race; the controversy over nuclear energy; and the
Emphasis on cultural history, contact and change and policies specter of nuclear terrorism.
impacting native American Groups.
441./641. History of Religion in America. (3) Szasz
474./654. Slavery and Race Relations. (3) Bieber (Also offered as RELG 441.) This class will cover the rise
Overview of slavery, the slave trade and post-emancipation and development of the nation’s religious groups, from first
race relations in the U.S., the Caribbean and Latin America. contact to the present day. The focus will be on the social
impact of the groups and how they influenced the develop-
XI. Religion, Science and Ideas ment of American life.
491. Historiography. (3) Bieber, Bokovoy, Cahill, Cornell, 676. Seminar and Studies in American Intellectual and
Sandoval-Strausz, Slaughter Social History. (3, no limit) ∆
Development of historical thought and writing. Restriction: permission of department graduate advisor.
Prerequisite: 101L–102L and a minimum of two upper-
division courses in history. Restriction: permission from 677. Seminar and Studies in Civil War Period. (3, no
department. {Summer, Fall} limit) ∆
Restriction: permission of department graduate advisor.
492. Senior Seminar. (3, no limit) ∆
Restriction: permission from department. 678. Seminar and Studies in Recent American History.
(3, no limit) ∆
493. Reading and Research in Honors. (3) Restriction: permission of department graduate advisor.
Restriction: permission of instructor.
679. Seminar and Studies in United States Military
494. Senior Thesis. (3) History. (3 to a maximum of 6) ∆
Prerequisite: 493. Restriction: permission of department graduate advisor.
495./595. Introduction to Public History. (3) Ball 680. Seminar and Studies in U.S. Social History and
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The object of this class is to introduce students to the field of Theory. (3, no limit) ∆
Public History. The course will embrace the theory, method Restriction: permission of department graduate advisor.
and practice of public history.
681. Seminar and Studies in United States Diplomatic
AND
496. Undergraduate Readings in History. (1-3, no History. (3, no limit) ∆
limit) ∆ Restriction: permission of department graduate advisor.
Restriction: permission of instructor.
682. Seminar in American Western History. (3, no
*499. Internship. (3-9, no limit) ∆ limit) ∆
Provides a supervised work experience in the practical appli- Restriction: permission of department graduate advisor.
cation of historical skills. Training for interns is provided in
various fields such as museum work, archival management 683. Seminar in American Indian History. (3, no limit) ∆
and historical editing. It does not give credit toward minimum Restriction: permission of department graduate advisor.
requirements for the Ph.D. Course may be repeated without
limit provided the topics vary. 684. Seminar and Studies in Chicana/o History. (3 to a
maximum of 6) ∆
Restriction: permission of department graduate advisor.
XIII. Graduate Seminars
685. Seminar in Borderlands History. (3, no limit) ∆
664. Advanced Historiography. (3) Bieber, Smilth
Restriction: permission of department graduate advisor.
This seminar familiarizes beginning graduate students with
many of the fundamental paradigms, analytical models, and 686. Seminar in Early Latin America. (3, no limit) ∆
theories of causation that have been used within the field Restriction: permission of department graduate advisor.
of history.
Restriction: permission of instructor. 687. Seminar in Recent Latin American History. (3, no
limit) ∆
665. Seminar in Historical Research Methods. (3, no Restriction: permission of department graduate advisor.
limit) ∆
Restriction: permission of department graduate advisor. 688. Seminar and Studies in Brazilian History. (3, no
limit) ∆
666. Seminar and Studies in History. (3, no limit) ∆ (Also offered as LTAM 504.) Format varies from research
Restriction: permission of department graduate advisor. seminar to reading colloquium and covers the whole history
of Brazil. Reading knowledge of Portuguese recommended.
668. Seminar and Studies in Medieval History. (3, no
Restriction: permission of department graduate advisor.
limit) ∆
Restriction: permission of department graduate advisor. 689. Interdisciplinary Seminar on Problems of
Modernization in Latin America. (3, no limit) ∆
669. Seminar and Studies in Early Modern European
(Also offered as ECON, POLS, SOC 584.)
History. (3, no limit) ∆
Restriction: permission of department graduate advisor.
Restriction: permission of department graduate advisor.
690. Seminar in Latin-American Studies. (3, no limit) ∆
670. Seminar and Studies in European Cultural and
(Also offered as LTAM 504.)
Intellectual History. (3, no limit) ∆
Restriction: permission of department graduate advisor.
Restriction: permission of department graduate advisor.
692. Seminar in the History of Women and Gender. (3,
671. Seminar and Studies in Modern European History.
no limit) ∆
(3, no limit) ∆
Restriction: permission of department graduate advisor.
Restriction: permission of department graduate advisor.
696. Dissertation/Professionalization Workshop. (3, to
672. Seminar and Studies in British History. (3, no
a maximum of 15) ∆
limit) ∆
This workshop allows advanced doctoral students to circu-
Restriction: permission of department graduate advisor.
late dissertation chapters to peers and faculty, and discuss
673. Seminar and Studies in Iberian History. (3, no readings preparing them for careers in history. Offered on a
limit) ∆ CR/NC basis only.
Restriction: permission of department graduate advisor.
697–698. Problems. (1-9, 1-9, no limit) ∆
674. Seminar and Studies in Modern Russian History. Restriction: permission of department graduate advisor.
(3, no limit) ∆
599. Master’s Thesis. (1-6, no limit) ∆
Restriction: permission of department graduate advisor.
Offered on a CR/NC basis only.
675. Seminar and Studies in Early American History.
699. Dissertation. (3-12, no limit) ∆
(3, no limit) ∆
Offered on a CR/NC basis only.
Restriction: permission of department graduate advisor.
Restriction: permission of department graduate advisor.
504./304. The High Middle Ages, 1050 to 1400. (3) 519./319. Spain and Portugal since 1700. (3) Sanabria
Graham Survey of Spanish and Portuguese history since the war of
The maturing of medieval civilization: Gregorian reform, Spanish Succession through Spain and Portugal’s successful
the Crusades, the rise of the university and the Gothic democratic transitions, with special emphasis on the second
cathedral. Spanish Republic and Civil War.
505./305. Renaissance Era, 1300 to 1520. (3) 520./320. History of Women from Ancient Times to the
The decline of medieval civilization and the transition to a new Enlightenment. (3) Slaughter
phase of European history. (Also offered as WMST 520.) Study of sex roles in primitive
societies, classical views of women, the Judeo-Christian
506./306. Reformation Era, 1500–1600. (3) Steen treatment of women, medieval social roles and the changes
(Also offered as RELG 506.) Religious revolution and concur- that came with the Renaissance and Reformation. Attention
rent developments in European politics, society and culture. will be paid to the role of women in the family and to their
economic function as well as to the less common activities of
507./307. Europe in the Seventeenth Century. (3) Steen saint, witch and revolutionary.
Survey of political, cultural, social and economic trends
in Europe during Thirty Years War and reign of Louis XIV. 521./321. Women in the Modern World. (3) Hutchison,
Special emphasis on developments in England, France and Scharff, Slaughter
Hapsburg dominions. Study of western women from pre-industrial to contempo-
rary society which will focus on Victorianism, familial roles,
508./308. Europe in the Eighteenth Century, 1700–1788. changes in work patterns, feminist movements and female
(3) Steen participation in fascist and revolutionary politics.
Survey of the political, cultural, social and economic situ-
ation in Europe at height of Old Regime. Emphasis will be 522./322. History of the Women’s Rights Movement. (3)
on intellectual and social developments that culminated in Hutchison, Slaughter
French Revolution. A detailed study of the movements for women’s rights in the
U.S., Europe and Latin America in the 19th and 20th centu-
509./309. The French Revolution and Napoleon, 1789– ries. The topic’s approach will emphasize the movement’s
1815. (3) Steen relation to and impact on broader historical questions.
Survey of the course of the revolution and its impact on
France and on European social, political, economic and 523./323. History of the Jewish People to 1492. (3)
military life. Survey of Jewish history in Ancient and Medieval times,
stressing major religious, intellectual, political and social devel-
510./310. Modern Europe, 1815–1890. (3) Ferguson opments. Traces the transformation of the Hebrews into the
This course examines social, political and economic issues Jews and Israelite religion into Judaism, Highlights the Rabinic
that shaped European society in the 19th century, including era and the diaspora experience in the Islamic and Christian
revolutions, imperial expansion, the emergence of class soci- worlds. {Fall and alternate years}
ety, transformations in urban and rural environments, cultural
identity and nationalism. 524./324. Modern History of the Jewish People. (3)
(Also offered as RELG 524.) Survey in ethnic history stress-
511./311. World War I, 1914–1918. (3) Bokovoy ing political, religious and social developments from the
A social, cultural, political, diplomatic and military history of expulsion from Spain (1492) to the present. Concentrates on
World War I. European Jewry but will include consideration of American
Jewish community, modern anti-semitism and rise of the state
512./312. Modern Europe, 1890–1939. (3) Bokovoy of Israel. {Spring 2004 and alternate years}
The origins of World War I, World War II and the search for
peace. 525./325. History of World Communism. (3)
From Marx to the present.
513./313. Europe since 1939. (3) Bokovoy, Slaughter
Study of the transformation of Europe after World War II as 526./326. History of Christianity to 1517. (3) Graham
experienced on the political, economic, social and cultural The history of Christianity from its beginnings in Palestine to
levels. the eve of the Protestant Reformation. Primary focus will be
on the rich variety of forms–doctrinal, liturgical and institu-
514./314. Old Russia from the Ninth to the Seventeenth tional–that Christianity assumed through the Medieval centu-
Century. (3) Monahan ries. Also of concern will be its contributions and significance
Survey of the Kievan, Mongol and Muscovite periods. as a civilizing force. {Fall}
Emphasis on political and social developments.
527./327. History of Christianity, 1517 to Present. (3) 542./342. Constitutional History of the United States to
The development of Christianity from the Protestant 1877. (3) Yazawa
Reformation into the modern world, including biography, doc- The American Constitution from English origins through the
trine, liturgy, institutions and religious practice, together with Civil War and Reconstruction. The continuing effort to fashion
the interaction of Christianity with society at large. {Spring} a frame of government broad enough to embrace diverse
peoples of different races, religious, national origins and
528./328. History of Science From Antiquity to the value systems.
Scientific Revolution. (3)
A history of western science from ancient Mesopotamia 543./343. Constitutional History of the United States
through the “Scientific Revolution.” since 1877. (3) Yazawa
Sequel to 342. A century-long struggle to resolve the conflict-
529./329. History of Science Since the Enlightenment. ing liberties of the people and requirements of an ordered
(3) society. Examination of the occasional collisions of the cher-
A history of western science from the Enlightenment to the ished rights of property and personal freedom.
20th century.
544./344. U.S. Women to 1865. (3) Scharff
530./330. The American Colonies, 1607–1763. (3) This course introduces students to the history of American
ARTS
SCIENCES
ARTSAND
SCIENCES
Yazawa women’s roles, status and ideas before 1865.
The settlement of English America. The transference of insti-
tutions and attitudes from Britain, Europe and Africa to North 545./345. U.S. Women Since 1865. (3) Scharff
America and what happened to them when they encountered This course introduces students to the history of American
AND
the new environment and the native population. women’s roles, status and ideas since 1865.
531./331. The American Revolution, 1763–1789. (3) 546./346. Native America to 1850. (3) Connell-Szasz
Yazawa This course will cover American Indian/Alaska Native history
The separation of British America from the mother country: to 1850.
why it was undertaken, how it was achieved, what its sig-
nificance was. The effort to gather a scattered and diverse 547./347. Native America, 1850–1940. (3) Connell-Szasz
people under one constitutional government. (Also offered as NATV 347.) The course will cover American
Indian/Alaska Native history from 1850 to 1940.
532./332. Age of Washington and Jefferson. (3) Yazawa
Study of the impact of the American Revolution on the 548./348. Native America Post-1940. (3) Connell-Szasz
post-war society, the creation of the new nation, crisis of Course will address issues that Native Americans have dealt
the 1790s, origin of modern political parties, Jeffersonian with from World War II to the early 21st century, including
America, the War of 1812 and the movement westward. termination, urbanization, Red Power, gaming and self-
determination.
533./333. Age of Jackson. (3)
The United States from 1815 to 1848, emphasizing economic 549./349. Military History of the United States to 1900.
growth, social transformation, westward expansion, political (3) Hutton
democratization, nationalism and sectionalism, and the rise Survey of U.S. military and naval history from colonial times
of the slavery controversy. to 1900, with emphasis upon technological, managerial
and political developments that have affected the armed
534./334. The Civil War Era. (3) Cornell services.
The United States from 1848 to 1868. Topics covered include
slavery, anti-slavery and the coming of the Civil War; social, 550./350. Modern U.S. Military History, 1900 to Present.
political and economic aspects of the war; emancipation and (3) Hutton
Reconstruction. A survey of the origins and development of American military
institutions, traditions and practices of the 20th century.
536./336. Twentieth Century America 1920–1960. (3) Attention to WWI, WWII and the Vietnam war, technological
Smith advances and institutional history will be given.
Americans debate the role of government, the meaning of
social justice and their role in the world as they forge the 551./351. History of Sport. (3) Sanabria
New Deal at home and fight fascism and then communism This course offers an interdisciplinary exploration of the his-
abroad. tory of sport and the relationship between sport and societies
in Western Europe, the United States and their colonies from
537./337. Twentieth Century America, 1960–Present. Antiquity through modern times.
(3) Smith
From JFK/LBJ liberalism to Reagan/Gingrich conservatism; 560./360. History of the American Frontier. (3) Connell-
the civil rights revolution and its backlash; from Vietnam to Szasz, Hutton
post-Cold War internationalism; democracy in the informa- Frontier expansion and conflict from the time of European
tion age. discovery to the Mexican-American War.
538./338. The United States in the World War II Era. (3) 561./361. The Trans-Mississippi West. (3) Connell-Szasz,
Szasz Hutton
The Era of World War II from the mid 1930s to the mid 1950s,
with a focus on the social, political, economic, cultural, mili- 562./362. The American West in the Twentieth Century.
tary and diplomatic aspects of the conflict. (3) Scharff
Surveys the growth of the trans-Mississippi West in the 20th
539./339. Vietnam War Era. (3) Hutton century, giving attention to social development, economic
This history of the Vietnam War era covers the origins of the growth, cultural development, the role of minority groups and
conflict, the nature of the war, the home front reaction and the the impact of science and technology.
political, military and social consequences.
563./363. Early History of Mexican-Americans. (3) Reyes
540./340. U.S. Foreign Relations to 1900. (3) This course will review the history of the Southwest from
Survey and analysis of U.S. foreign relations from indepen- pre-conquest and Spanish colonization to the U.S. invasion
dence to 1900. and its aftermath.
541./341. U.S. Foreign Relations from 1900. (3) 564./364. Contemporary Chicana/o History. (3) Reyes
Survey and analysis of U.S. foreign relations in the 20th This course examines the historical development of Chicana/
century. o communities in the late 19th and 20th century with a special
focus on the different socio-economic experiences of the
Chicana/o population of the U.S.
570./370. Inca Empire to Spanish Colony: Spanish 590./490. World History: Comparative Themes. (3)
South America to 1824. (3) Gauderman Skipping through time and space, this course investigates a
The native cultures in pre-Conquest times; the conquest series of themes common to human existence, and stresses
of the Incas and the colonial settlement of the remainder interaction among different societies and civilizations. Team
of Spanish South America; economic, social and cultural taught by three members of the History Department.
developments of colonial times, concentrating on the central
Andean region, but with accounts of varying development 595./495. Introduction to Public History. (3) Ball
in other areas; the origins and accomplishment of indepen- The object of this class is to introduce students to the field of
dence in the early 19th century. Public History. The course will embrace the theory, method
and practice of public history.
571./371. From Aztec to Spanish Domination: The
History of Early Mexico. (3) Gauderman 601./401. Anglo-Saxon England, 450–1066. (3) Graham
An introduction to the ancient, indigenous cultures of This course will offer an overview of the history and culture of
Mesoamerica. Examines Mexico’s political, economic and England from the arrival of the Angles and Saxons in the mid-
social development under Spanish colonial rule. Attention dle of the fifth century until the Battle of Hastings of 1066.
given to the social and cultural interaction among Mexico’s
indigenous, European and African populations. 602./402. The Crusades. (3)
This course will examine the phenomenon of the Crusades in
572./372. Mexico Since 1821. (3) Bieber, Hall, Hutchison the Middle Ages, examining the three (arguably more) distinct
The major political, social and economic trends and events in cultures involved and addressing issues relevant to social,
Mexico from the independence movement to 1940. political, intellectual and military history.
573./373. The Mexican Revolution. (3) Hall 611./411. History of England, 1066–1660. (3)
Study of the events, leadership, social and economic implica- Survey of medieval foundations, Tudor era and 17th-century
tions, and role of U.S. involvement in the Mexican Revolution social and political revolutions.
of 1910–1920.
612./444. Native American and Celtic History Since
574./374. Southern South America. (3) Hutchison 1700. (3) Connell-Szasz
Argentina, Chile, Uruguay and Paraguay from colonization to Course will have a cross-cultural focus and look at how
the present. Most emphasis on late 19th and 20th centuries, major trends of the modern era have played out among
when these nations led the region’s development. Deals with various American Indian/Alaska Native Nations and the Celtic
the rise of the export economies, populist movements, milita- people of Eire (Ireland), Alba (Scotland) and Cymru (Wales).
rism and socio-economic stagnation.
614./414. Twentieth Century Spanish Culture. (3) Sanabria
576./376. Brazil in the Colonial Period, 1500–1822. (3) An historical approach to Spanish culture since the Spanish/
Bieber American War (1898), focusing on regionalism, the com-
Colonial Brazil from 1500 to 1822. Focus on structures of colo- mercialization of sport and leisure, the construction of gender
nialism and their impact on indigenous, African and European roles and Spain’s entry into the European Community.
peoples. Plantation society, slavery, mercantile policy, the role
of the church, women and family will be discussed. 616./416. History of Medicine to 1850. (3)
A survey of western medicine’s development to mid-19th
577./377. Modern Brazil, 1822–Present. (3) Bieber century, aimed at the nonspecialist. Includes the impact of
History of Brazil since independence. Topics include oligarchi- health factors in general historical development.
cal politics, the end of slavery, race relations, urbanization,
industrialization, authoritarian regimes, labor and peasant 617./417. History of Modern Medicine. (3)
movements. Survey of western medicine since mid-19th century, aimed
at the nonspecialist. Includes the impact of health factors in
580./380. The Ancient Near East. (3) general historical development.
A political and social survey of civilization in Egypt and
Mesopotamia from its birth in Sumer in the fourth millen- 618./418. City Life. (3)
nium to the destruction of the Achaemenid Persian empire A study of the development of urban spaces and urban lives
by Alexander. from the 17th century, which considers the impact of political
and cultural changes upon physical spaces and their impact
581./381. Traditional China. (3) Porter upon modern lives.
Emergence and development of Chinese civilization to its
height in the 13th century, including cultural, political, social 619./419. Formation of Modern European Culture. (3)
and economic themes. Via a broad variety of media arts, theories and documents,
this course introduces students to people and events that
582./382. Imperial China. (3) Porter have contributed to changing definitions of modern European
The development of early modern society and the impact of cultural identity between the 17th and 20th centuries.
the West from the 13th to the 20th century.
620./420. Modern France since 1815. (3) Ferguson,
583./383. Revolutionary China. (3) Porter Sanabria
Political, social economic and cultural history of China in the A survey of French history from the Bourbon Restoration
revolutionary period from 1911 to the present. through modern times. Particular attention given to the Third
Republic, the French colonial empire, French fascism and
584./384. History of Japan. (3) Porter Vichy France, and France’s role in the modern world.
Social, political, and economic institutions from historical
beginnings to modern times. 621./421. Britain 1660 to the Present. (3)
Surveys British society and culture from the restoration to
586./386. The Islamic Middle East to 1800. (3) Risso the monarchy and emphasizes Britain’s influence on world
The political, social and economic development of the Islamic politics and culture.
world through the Ottoman and Safavid eras. Arab, Persian
and Turkish elements of Islamic civilization will be included. 622./422. Modern European Imperialism. (3) Ferguson
This course examines the expansion of European imperialism
587./387. The Modern Middle East from 1800. (3) Risso since the 17th century, from trading companies to cultural
Topics include 19th-century reform attempts, the transition imperialism.
from empire to nation-states, the gap between ideology and
practice, the Arab-Israeli conflict and revolutionary Iran. 623./423. Germany, 1871 to 1971. (3)
Bismarck to Brandt, a survey of German history from unifica-
tion to contemporary times, with special emphasis on Weimar
and Hitlerian Germany.
624./424. Modern Eastern Europe. (3) Bokovoy 640./440. Atomic America. (3)
The study of the “other” Europe, examining Eastern Europe The history of atomic America in the 20th century, with focus
during WWI, the interwar years, WWII and the communist on the political, social and cultural dimensions of the nuclear
and post-communist eras. arms race; the controversy over nuclear energy; and the
specter of nuclear terrorism.
625./425. Europe and the Balkans. (3) Bokovoy
This course explores- the Balkans peninsula not only as 641./441. History of Religion in America. (3) Szasz
Europe’s most diverse and complex cultural crossroad and (Also offered as RELG 641.) This class will cover the rise
frontier, but as an “imagined” political and cultural other. and development of the nation’s religious groups, from first
contact to the present day. The focus will be on the social
626./426. History of the Holocaust. (3) impact of the groups and how they influenced the develop-
(Also offered as RELG 626.) An examination of the motives, ment of American life.
methods and execution of the destruction of the Jews by Nazi
Germany and the responses of Jews, Western Powers, the 607./461. The Western Hero. (3) Hutton
Churches and Righteous Gentiles in the context of Jewish This course examines the evolution of the western hero. In
and world history. fiction, history and film the western hero has mirrored the
development of the nation, always responding to a rapidly
ARTS
SCIENCES
ARTSAND
SCIENCES
628./428. Women, War and Revolution. (3) Slaughter changing society–and more often than not defining it.
Study of women’s participation in wars and revolutions, and
discussion of the social impact of these events which often 608./462. Women in the U.S. West. (3) Scharff, Reyes
alters women’s status, experience and expectations. Typical History of women in the western United States from the
AND
approach using global examples and case studies. colonial period to the present, with attention to women’s work
and family roles, common stereotypes of western women,
629./429. History of Beauty, Body, and Power. (3) sex roles on the frontier and why women’s suffrage was first
A historical exploration of female and male beauty and body achieved in the West.
in relation to questions of power in comparative historical
context, drawing from U.S., European, and Latin American 643./463. Hispanic Frontiers in North America. (3)
examples, using both theoretical works and case studies. Reyes, Truett
History of colonial encounters, Indian-European exchanges
630./430. The Old South. (3) and conflicts, environmental transformations and changing
The South from the beginning of colonization to the outbreak identities at the northern frontiers of New Spain and Mexico.
of the Civil War. Emphasis on slavery and its impact on From the time of Columbus to 1848.
southern society.
644./464. U.S.–Mexico Borderlands. (3) Truett
631./431. Political History of the United States. (3) History of the U.S.–Mexico borderlands and its various
Study of American politics from 1787 to the present. Emphasis native and immigrant communities from 1848 to the present.
on national politics with special attention to the presidency Focus on cultural and economic linkages, ethnic and military
and changes in the political systems. struggles, and formation of new identities on the border.
632./432. U.S. Social Life and Leisure. (3) Sandoval- 645./465. History of Mexican Immigration. (3) Reyes
Strausz, Scharff This course examines the history of Mexican immigration to
An inquiry into sociability in the United States from 1820 to the U.S. We review historical interpretations of the broader
1960. Leading themes include youth and working-class cul- political economy of colonial, 19th and 20th century America
ture, social policing, identity, social life under capitalism, sex- to contextualize past and current Mexican immigration.
uality, travel, consumer culture and the politicization of leisure.
646./466. Native American Southwest. (3) Truett
633./433. U.S. Environmental History. (3) Scharff, Truett In this class we will explore the history of Native American
Examines the environmental transformation of the United groups and their relationships to dominant cultures and
States from the colonial era to the present day. Focus on nations in the American Southwest and Northern Mexico.
the ecological consequences of colonial encounters; shifting
links between cultures, markets and the land; changing ideas 648./468. Society and Development in Latin America,
and politics of nature; and the environmental impacts and 1492–Present. (3) Bieber
inequalities of urban-industrial life. Overview of social and economic trends in Latin America,
stressing labor systems, social structure, trade, demography
634./434. U.S. Business and Labor History. (3) and industrialization.
Sandoval-Strausz
This course traces developments in the structure of profit-mak- 649./469. Inter-American Relations. (3) Hall
ing enterprises and the organization of labor in United States Relations among the American nations since 1810 and with
history, examining how the imperatives of capitalism and the other world powers. Stresses U.S. role in the region after 1900,
struggles of working people shaped the American economy. as well as tendencies to curb that influence. Guerrilla warfare,
revolutionary networks and Third World ideology covered.
635./435. U.S. Culture and Society 1860-. (3) Szasz
650./470. Labor and Working Class in Latin America.
637./437. The City in America. (3) Sandoval-Strausz (3) Hutchison
This course examines the urban landscapes of America–its This course traces the evolution of Latin American labor
physical form as well as the cultural beliefs and practices; systems in the modern period.
economic conditions, material and social technologies; and
individual aspirations which shape urban life, function and 651./471. Women in Early Latin America. (3) Gauderman,
form. Hall
A historical exploration of the place of women within the social
638./438. American Legal History. (3) Sandoval-Strausz systems of pre-Columbian and colonial Latin America. Will
Law is all around us: in politics, at work and in the home. explore the gendered dimensions of the economy, politics
This course will help students understand state and private and culture in indigenous and Spanish societies.
law, which have substantial bearing on their lives and those
of other Americans. 652./472. Women in Modern Latin America. (3) Bieber,
Hall, Hutchison
639./439. History of Science and Technology in the Course will focus on women in Latin America, 1821–present,
U.S. (3) through various historical developments. Will explore political
A history of science and technology in the United States, themes, such as suffrage, revolution and military regimes and
examining both intellectual developments and the creation of social dimensions of class, race, ethnicity, work and family.
an American scientific community.
ITALIAN
102, 201, 202, 297, 301, 302; ECON 478; JAPN 101, 102,
201, 202, 297, 301, 302, 320, 339, 411; PHIL 108, 331, 334,
336, 337, 348, 438, 439, 440, 449; POLS 478; RELG 107,
109, 230, 231, 263, 323, 324, 438, 439, 440, 442, 447/547
See Foreign Languages and Literatures. when topic is appropriate, 448, 449, 481; SOC 221, 478;
UHON 221, 222 when “Eastern Legacy,” 301, 302 when
topic is appropriate; WMST 331 when topic is appropriate;
Asian Studies Senior Thesis given as COMP, HIST, PHIL,
INTERNATIONAL STUDIES RELG or POLS 453. For information about Arabic, Hebrew,
Classical Chinese, Persian and Sanskrit see the Asian
Studies Committee Chairperson.
ARTS
SCIENCES
Mark Peceny, Political Science
ARTSAND
SCIENCES
Marina Peters-Newell, Foreign Languages and Literatures Philosophy)
Walter Putnam, Foreign Languages and Literatures 4) Social Science (Anthropology, Economics, Geography,
Mary Quinn, Spanish and Portuguese Political Science, Sociology)
Enrique Sanabria, History
AND
In addition to the distribution requirements outlined above,
Christine Sauer, Economics
students must take an additional 9 hours from the courses in
Katja Schroeter, Foreign Languages and Literatures
the approved European Studies catalog (list available on Web
Jane Slaughter, History
site or in European Studies office).
Jake Spidle, History
Charlie Steen, History The non-language courses must meet the following guide-
Lawrence Straus, Anthropology lines:
Iain Thomson, Philosophy
Rajeshwari Vallury, Foreign Languages and Literatures No more than 6 hours below the 300 level;
Neddy Vigil, Spanish and Portuguese No more than 9 hours in any one department; and
Carolyn Woodward, English No more than 3 hours in undergraduate readings or indi-
vidual studies courses.
Honors in International Studies (International Studies/ ECON 342 Environmental Economics (prerequisites)
INTS 402, 3 hours) ECON 343 Natural Resource Economics (prerequisites)
Majors wishing to work for Honors in International Studies ECON 442 Topics in Environmental and Natural
should contact the Director of the International Studies Resources (prerequisites)
program during their junior year. Honors students will need GEOG 352 Global Climate Change
to sign up for two consecutive semesters of course work on GEOG 360 Land and Resource Management
the thesis. GEOG 461 Environmental Management (prerequisite)
GEOG 465 Urban Environmental Management
The first semester consists of a readings course/independent PHIL 363 Environmental Ethics
study in the home department of their thesis mentor and will POLS 475 Environmental Politics
count as one of the student’s electives in either the area stud- SOC 305 Environmental Sociology
ies or thematic concentration. This course is the preliminary
work and research for the honors thesis. Thematic Concentration 3: Indigenous, National, and
Transnational Identities
The second semester consists of INTS 402 in which the I. Core Course Requirement (3 hours)
student completes the research and writes the honors thesis Select one:
under the direction of a committee of at least 2 ISI affiliated
ARTS
SCIENCES
ARTSAND
SCIENCES
faculty members. ANTH 130 Cultures of the World
GEOG 140 World Regional Geography
Note: This option adds 3 hours to the major. ENGL 264 Survey of Native Literatures and Rhetorics
AND
II. Upper Division Courses (9 hours)
Thematic Concentrations Select three:
The courses below reflect current course offerings, but are
not exhaustive. INTS faculty and students may suggest addi- ANTH 312 Oral Narrative Traditions
otional courses for the thematic concentrations to the INTS ANTH 331 Indigenous Peoples of North America
advisor and/or advisory board. ANTH 332 Indigenous Peoples of South America
ANTH 344 Comparative Ethnic Relations
Thematic Concentration 1: Culture and Arts in Global ANTH 365 Anthropology of Health
Perspective CRP 376 Human Settlements
ENGL 464 Advanced Studies in Native Literatures and
I. Core Course Requirement (3 hours) Rhetorics
Select one: ENGL 479 Post-colonial Literature
ANTH 130 Cultures of the World HIST 346 Native America to 1850
ENGL 292 or 293 World Literatures HIST 347 Native America, 1850-1940
ARTH 261 or 262 World Architecture HIST 348 Native America, Post-1940
ARTH 201 or 202 History of Art HIST 473 Indigenous Peoples of Latin America
CJ 115 Communication Across Cultures MUS 422 Indigenous World Music
MUS 436 Selected Topics in Contemporary World Music
II. Upper Division Courses (9 hours)
Select three: Thematic Concentration 4: Global Markets, International
ANTH 312 Oral Narrative Traditions) Institutions, and Global Governance
ANTH 344 Comparative Ethnic Relations I. Core Course Requirement (3 hours)
ANTH 346 Expressive Culture Select one:
ANTH 444 Anthropology of World Beat ECON 203 Society and Environment
COMP 480 Seminar in Comparative Literature*** POLS 220 Comparative Politics
ENGL/COMP 330 Topics in Comparative and World SOC 221 Global Issues
Literature
ENGL 479 Postcolonial Literatures II. Upper Division Courses (9 hours)
MA 335 International Horror Films Select three:
MA 326 History of Film CJ 467 Mass Communication: International Perspectives
MA 327 History of Film ECON 321 Development Economics (prerequisites)
MA 412 Third World Cinemas ECON 421 Latin American Economics
MUS 422 Indigenous World Music ECON 423 Topics: Latin American Development
MUS 436 Selected Topics in Contemporary World Music ECON 424 International Trade (prerequisites)
RELG 350 Religion and Literature ECON 429 International Finance (prerequisites)
CJ 314 Intercultural Communication POLS 320 Topics in Comparative Politics
CJ 319 Language and Culture POLS 321 Comparative Politics: Developing Countries
POLS 322 Politics of Human Rights
***Comparative Literature/Cultural Studies courses have POLS 340 Topics in International Politics
specific area content and literature/cultural course should be POLS 346 International Political Economy
coordinated with the student's area studies concentration. POLS 377 Population Policy and Politics
POLS 446 Trade Law and Policy
Thematic Concentration 2: Environment and Society/ SOC 303 Sociology of Political Behavior
Sustainability SOC 461 Social Dynamics of Global Change
I. Core Course Requirement (3 hours)
Select one: Thematic Concentration 5: Conflict, Peace, and
ENVS 101 The Blue Planet Diplomacy
CRP 181 Introduction to Environmental Problems I. Core Course Requirement (3 hours)
GEOG 195 Survey of Environmental Issues Select one:
ECON 203 Society and Environment POLS 220 Comparative Politics
SOC 221 Global Issues
II. Upper Division Courses (9 hours)
Select three: II. Upper Division Courses (9 hours)
CRP 424 Environmental Planning Methods Select three:
CRP 431 Foundations of Community Development ANTH 339 Human Rights in Anthropology
CJ 339 Rhetoric and the Environment CJ 336 Rhetoric of Dissent
EPS 203 Earth Resources and Environment HIST 311 History of World War
EPS 352 Global Climate Change HIST 338 History of World War II Era
ENVS 330 Environmental Systems (multiple prerequisites) HIST 339 Vietnam War Era
HIST 340 U.S. Foreign Relations to 1900 3. Literature and Philosophy (English, Comparative
HIST 341 U.S. Foreign Relations, post 1900 Literature, Foreign Languages and Literatures,
HIST 350 Modern U.S. Military History Philosophy)
HIST 422 Modern European Imperialism 4. Social and Natural Sciences (Anthropology, Biology,
HIST 426 History of the Holocaust Economics, Geography, Political Science, Sociology)
HIST 428 Women, War and Revolution
POLS 322 Human Rights and Political Violence Africa. The list of approved courses is a compilation of all
POLS 341 International Conflict and Cooperation undergraduate courses offered by The University of New
POLS 342 American Foreign Policy Mexico which are devoted mostly to African orientations. The
POLS 440 International Conflict and Arms Control list is available on the Africana Studies website and/or in the
POLS 441 Civil Wars Africana Studies office. The list is not necessarily complete
POLS 442 International Peacekeeping and Conflict since new courses are added each year, and students are
Resolution therefore encouraged to ask about courses not found on the
SOC 331 Collective Behavior list that satisfy the requirements.
SOC 412 Sociology of Police and Social Control
Europe. The list of approved course is a compilation of all
Thematic Concentration 6: Rituals and Belief Systems undergraduate courses offered by The University of New
For this concentration also consult Religious Studies course Mexico which are devoted mostly to European orientations.
schedule. The list is available on the European Studies website and/
I. Core Course Requirement (3 hours) or in the European Studies office. The list is not necessar-
ily complete since new courses are added each year, and
RELG 107 Living World Religions students are therefore encouraged to ask about courses not
found on the list that satisfy the requirements.
II. Upper Division Courses (9 hours)
Select three: Asia and Middle East. The list of approved course is a
ANTH 333 Ritual, Symbols and Behavior compilation of all undergraduate courses offered by The
ENGL 304 The Bible as Literature University of New Mexico which are devoted mostly to Asian
HIST 323 History of the Jewish People to 1492 and Middle Eastern orientations. The list is available on the
HIST 324 Modern History of the Jewish People Asian Studies website and/or in the Asian Studies office.
HIST 326 History of Christianity to 1517 The list is not necessarily complete since new courses are
HIST 327 History of Christianity to the present added each year, and students are therefore encouraged
HIST 481 Islam to ask about courses not found on the list that satisfy the
PHIL 348 Comparative Philosophy requirements.
RELG 333 Ritual Symbols and Behavior
RELG 347 Topics in Religious Studies Russia and Eurasia. The list of approved course is a compi-
RELG 350 Religion and Literature lation of all undergraduate courses offered by The University
RELG 365 Philosophy of Religion of New Mexico which are devoted mostly to Russian and
SOC 422 Sociology of Religion Eurasian orientations. The list is available on the Russian
Studies website and/or in the Russian Studies office. The
Thematic Concentration 7: Women and Gender in the list is not necessarily complete since new courses are added
Contemporary World each year, and students are therefore encouraged to ask
For this concentration also consult Women’s Studies course about courses not found on the list that satisfy the require-
schedule. ments.
I. Core Course Requirement (3 hours)
WMST 200 Women: Social and Historical Perspectives Latin America. The list of approved course is a compilation
of all undergraduate courses offered by The University of
II. Upper Division Courses (9 hours) New Mexico which are devoted mostly to Latin American ori-
Select three: entations. The list is available on the Latin American Studies
ANTH 380 Women Culture and Society website and/or in the Latin American Studies office. The list is
CJ 326 Gender and Communication not necessarily complete since new courses are added each
CJ 469 Multiculturalism, Gender, and Media year, and students are therefore encouraged to ask about
CRP 428 Gender and Economic Development courses not found on the list that satisfy the requirements.
ECON 239 Economics of Race and Gender
ECON 331 Economics of Poverty and Discrimination
HIST 321 Women in the Modern World
Minor Study Requirements
HIST 322 History of Women’s Rights Movement The minor in International Studies requires 27 credit hours
HIST 428 Women, War, and Revolution of which at least 12 hours (4 classes) must be at the upper-
LING/WMST 334 Language and Gender division level. All students must take 9 hours of a foreign lan-
MA 436 Images of (Wo)men guage and 6 hours of required core courses specified below.
PSY 375 Psychology of Women In addition, students must take 6 hours each in one of the the-
SOC 308 Sociology of Gender matic and areas studies concentrations described below. No
SOC 423 Gender and Crime more than 9 hours may be selected in any one department.
WMST 325 Race, Class and Feminism Students will work closely with the Director of International
WMST 331 Transnational Feminisms Studies in planning their program of study and must receive
approval for all course work in fulfillment of the minor.
Area Studies Concentration (9 hours)
The courses in the area studies concentrations reflect current Foreign Language (9 hours)
course offerings but are not exhaustive. INTS faculty and Nine hours beyond General Education requirement of one
students may suggest additional courses to the INTS advisor semester of language or demonstrated proficiency through
and/or advisory board. At least 50% of course content must the second year of any language other than English.
be in area, see checklist for acceptance.
Core Courses (6 hours)
Majors are required to take 9 hours (3 courses) in their cho- Select six hours (three of which must introduce the student’s
sen area concentration. Courses must have at least 50% of chosen thematic concentration) from the following three
their content in the area and come from at least two of the areas:
four general areas below:
1) International Politics (3 hours): POLS 240
1. Fine Arts (Art/Art History, Dance, Cinematic Arts, Music, 2) Humanities (3 hours): ARTH 201 or 202; ARTH 261 or
Theatre) 262; COMP 224; ENGL 264; ENGL 292 or 293; HIST
2. History 490; RELG 107
–or–
3) Social and Natural Sciences (3 hours): ANTH 130; CJ Major Study Requirements
115; CRP 181; ECON 203; ENVS 101; GEOG 140;
GEOG 195; PHIL 102; POLS 220; SOC 221; WMST I. The Core–(27 semester hours)
200 RUSS 201 and 202
(Intermediate Russian: 3 + 3 credits) 6
Thematic Concentration (6 hours in upper-division RUSS 301 and 302
courses) (Advanced Russian: 3 + 3 credits) 6
Select one concentration from the list under Major Study RUSS 339
Requirements, and choose courses from the corresponding (Russian Culture and History through Film
list of approved courses. AOA HIST 335 and MA 339: 3 credits) 3
RUSS 338 or 340
Area Studies Concentration (6 hours)
(Russian Literature and Culture in Translation, 338, or
Select one from the list under Major Study Requirements,
Topics in Russian Literature, 340: 3 credits; both are
and choose courses from the corresponding list of approved
taught in translation) 3
courses.
HIST 315, 316 or 317
(History of Russia, three different (select two)
International Studies (INTS)
ARTS
SCIENCES
chronological periods: 3 + 3 credits) 6
ARTSAND
SCIENCES
POLS 357 Russian and Eurasian
400. Directed Study and Travel Abroad. (1-3, to a maxi- Government and Politics 3
mum of 3) ∆ Total 27
Provides academic credit to students participating in approved
AND
programs abroad. Course may be repeated once, providing II. Electives–(9 hours)
the student participates in a different travel program. Including, but not limited to the following:
Restriction: permission of program. RUSS 401/402 or any Russian Literature in Translation
course;
401. Intercultural Experience. (1-3, to a maximum of HIST 300 (when offered with Russian content), 313, 314,
3) ∆ 424, 674;
This course gives credit to students formally participating in POLS 220, 240, 440
venues that engage global issues, cross-cultural activities,
and/or international studies.
Restriction: permission of program.
Minor Study Requirements
The minor in Russian Studies requires 23 semester hours:
402. Honors in International Studies. (3) 14 hours of Russian language and 9 hours of Russian,
The Honors Thesis provides students the opportunity to History, Political Science and/or Economics.
focus on a specific research question or artistic project in
a rigorous, engaged fashion with the guidance of an expert
faculty member.
Restriction: permission of program. LATIN
see Foreign Languages and Literatures.
Russian Studies
Natasha Kolchevska, Chairperson (2008–2009)
Ortega Hall 229-A
LATIN AMERICAN STUDIES
MSC03 2088
1 University of New Mexico Kathryn McKnight, Associate Director for Academic
Albuquerque, NM 87131-0001 Programs
277-4771 Room 103, Latin American and Iberian Institute
nakol@unm.edu MSC02 1690
1 University of New Mexico
For general current information about the program con- Albuquerque, NM 87131-0001
tact Professor Kolchevska in the Department of Foreign (505) 277-2961, FAX (505) 277-5989
Languages and Literatures; for advisement and pertinent http://www.unm.edu/~lasunm
information about developing an individualized program of
study focusing in a specific area, contact individual faculty Professors
members of the committee. Donald Coes, Economics
David Craven, Art History
Committee in Charge Les Field, Anthropology
Melissa Bokovoy, History Phillip Gonzales, Sociology
Gregory Gleason, Political Science Linda Hall, History
Natasha Kolchevska, Foreign Languages and Literatures Hillard Kaplan, Anthropology
Tanya Ivanova-Sullivan, Foreign Languages and Literatures Enrique Lamadrid, Spanish and Portuguese
Antoinette Sedillo López, Law
Adjunct Professor Margaret Montoya, Law
Marina Oborotova, Political Science Jennifer Moore, Law
Mark Peceny, Political Science
Professor Emeritus
Elizabeth Rapaport, Law
Byron Lindsey, Foreign Languages and Literatures
Tey Diana Rebolledo, Spanish and Portuguese
Richard Robbins, History
James Richardson, Community and Regional Planning
Christine Sierra, Political Science
Introduction William Stanley, Political Science
Susan Tiano, Sociology
The combined major in Russian Studies is administered by Gloria Valencia-Weber, Law
the interdepartmental committee listed above. The goal of the Howard Waitzkin, Sociology
program is to provide the student with a broad knowledge of
modern Russia and Eurasia through the study of humanities, Associate Professors
language, literature and the social sciences. Study of the Holly Barnet-Sanchez, Art History
Russian language to a level of proficiency is required. Study Judy Bieber, History
abroad programs in Russia are strongly recommended. The Melissa Binder, Economics
major does not require a minor for graduation. Teresa Córdova, Community and Regional Planning
Raul de Gouvea, Management 4) Spanish option with Quichua support skills, requiring
Susan Dever, Media Arts SPAN 301, SPAN 302, LING 401 (Topics: Quichua
Robert Fiala, Sociology I), and LING 402 (Topics: Quichua II).
William Fleming, Community and Regional Planning 5) Spanish option with Quiche Maya support skills,
Kimberly Gauderman, History requiring SPAN 301, SPAN 302, LING 401 (Topics:
David Henkel, Community and Regional Planning Quiche Maya I), and LING 402 (Topics: Quiche
Elizabeth Hutchison, History Maya II).
Claudia Isaac, Community and Regional Planning 6) Portuguese option with Quichua support skills,
Celia López-Chávez, University Honors requiring PORT 311, PORT 312, LING 401 (Topics:
Kimberle López, Spanish and Portuguese Quichua I), and LING 402 (Topics: Quichua II).
Miguel López, Spanish and Portuguese 7) Portuguese option with Quiche Maya support skills,
Kathryn McKnight, Spanish and Portuguese requiring PORT 311, PORT 312, LING 401 (Topics:
Margo Milleret, Spanish and Portuguese Quiche Maya I), and LING 402 (Topics: Quiche
Rosalita Mitchell, Education Maya II).
Suzanne Oakdale, Anthropology B. Core Courses (15 hours): Students will select 15 hours
Andrew Schrank, Sociology of Latin American content courses from one of the fol-
Douglas Thomas, Management lowing three areas:
Sam Truett, History 1) Humanities: Art History; Brazilian Literature &
Richard Wood, Sociology Culture; History; Media Arts; Religious Studies;
Spanish American Literature & Culture.
Assistant Professors 2) Social and Natural Sciences: Anthropology; Biology;
Dante DiGregorio, Management Community and Regional Planning; Economics;
Matias Fontenla, Economics History; Political Science; Sociology; Women
Raymond Hernández-Durán, Art History Studies.
Michelle Hall Kells, English 3) A core area focused on a particular theme (such
Leila Lehnen, Spanish and Portuguese as environment and ecology, development, gender,
Nancy López, Sociology U.S.-Latin American relations, etc.) developed jointly
Juan Pablo Micozzi, Political Science by the student and the Associate Director.
Anna Nogar, Spanish and Portuguese C. Electives (minimum of 9 hours) with Latin American
Keith Prufer, Anthropology content as needed to complete 36 hours.
Barbara Reyes, History D. Of the courses completed for the Latin American
Enrique Sanabria, History Studies major, at least 18 hours must be at the 300 level
Eleuterio Santiago-Díaz, Spanish and Portuguese or higher.
Julie Sykes, Spanish and Portuguese E. Courses for the core and elective requirements must be
Catherine Travis, Spanish and Portuguese from at least three different disciplines.
Jennifer von Schwerin, Art History F. At least half of the required credit hours for the major
must be taken in residence on the main campus at
UNM. The Associator Director may approve substitu-
Introduction tions on a case-by-case basis.
This is an interdepartmental program offering the bachelor’s,
master’s and doctoral degrees. The program is academi- Brazilian Studies Concentration
cally supervised by the Interdisciplinary Committee on Latin
American Studies (ICLAS) in the College of Arts and Sciences Participants in the Latin American Studies undergraduate
and administered by the Latin American & Iberian Institute. major may earn a Concentration in Brazilian Studies by com-
pleting the Portuguese language track requirement and five
The Latin American Studies Program is currently not of the following courses: History 376, History 377, Portuguese
admitting students to its Ph.D. program. The doctoral 200, Portuguese 335, Philosophy 388, Portuguese 414 or
program is in moratorium. 415. The Associate Director may approve the substitution of
other courses with substantial Brazil content.
ARTS
SCIENCES
ARTSAND
SCIENCES
Fall semester: February 1 (with departmental financial aid
consideration) Political Science Concentration.
POLS 511, 512, 520, 521, 525, 540, 541.
April 1 (without departmental financial aid consideration)
AND
Spring semester: November 1 (without departmental finan- Religion & Philosophy Concentration.
cial aid consideration) ANTH 533, HIST 656, PHIL 588, 589, PHIL 590, RELG *422,
SOC 532.
Degrees Offered Sociology Concentration.
SOC *461, *484, 503, 506, 508, 509, 510, 513, 520, 528,
584.
M.A. in Latin American Studies
(MALAS) Southwest Studies Concentration.
AMST 558, 560, 563, 565, ANTH *421, 521, 535, 537, 576,
Students concentrate in two areas chosen from the follow- ARTH 576, CRP 586, 569, ENGL 565, 574, HIST 563, 564,
ing: Anthropology (with an emphasis in either Archaeology, 643, 644, 645, 684, 685, LING 532, LLSS *446, 566, 583,
Ethnology, or Human Evolutionary Ecology), Art History, (with PH 579, POLS *308, RELG *483, SOC 520, 528, SPAN
an emphasis in either Pre-Columbian, Colonial, or Modern), **479, 546, 547, 578, 579.
Brazilian Literature & Culture, Communication, Community
& Regional Planning, Economics, Gender Studies, History, Spanish American Literature Concentration.
Human Rights, International Management, Political Science, SPAN **430, **431, **432, **433, **435, *438, **439, 502,
Religion & Philosophy, Sociology, Southwest Studies, Spanish 504, 531, 532, 536, 631, 633, 639.
American Literature, and Spanish Linguistics. Students may
also petition for approval of other thematic areas of con- Spanish Linguistics Concentration.
centration (such concentrations cannot be transcripted). SPAN **443, 540, 542, 543, 545, 546, 547, 548, 549.
The combination of concentrations must ensure that the Students with limited background in Spanish Linguistics are
program is interdisciplinary. For example, students select- encouraged to take SPAN 350 and 352.
ing Anthropology with an emphasis in Archaeology as one
concentration may not select Anthropology with an emphasis Variations may occur from year to year in the availability of
in Ethnology as the second concentration. Students also are faculty members to support concentrations. Such changes
required to have no more than one interdisciplinary concen- in faculty availability are beyond the control of the Latin
tration. For example, a student may not choose both Human American Studies program. Thus, it may occasionally be
Rights and Gender Studies. impossible for students to obtain sufficient coursework and
advisement in one or more concentrations described herein.
Concentration/Emphases requirements. Therefore students’ choices of concentrations require the
Select from the following list of courses for each concentra- prior approval of the Associate Director.
tion/emphases. Substitutions for these courses will be consid-
ered on a case-by-case basis.
Ph.D. in Latin American Studies
Anthropology Concentration.
Emphases. Ethnology: ANTH 530, 532, 533, 535, 537, 539, The Latin American Studies Program is currently not
543, 546, 547, 584, 587. Archaeology: ANTH 522, 524, 529, admitting students to its Ph.D. program. The doctoral
574, 579. Human Evolutionary Ecology: ANTH 561, 562, program is in moratorium.
565, 566, 567.
Students select a concentration from Group A and con-
Art History Concentration. centration from Group B. Group A concentrations include:
Emphases. Pre-Columbian: ARTH *343, 500, 511, 512, 560. Anthropology, Art History, Brazilian Literature & Culture,
Colonial: ARTH 500, 549, 550, 580. Modern: ARTH 500, 529, History, Political Science, Sociology, Spanish American
583, 585, 588, 589, 590, 593, 594. Literature, and Spanish Linguistics. Group B concentra-
tions include: Anthropology, Art History, Brazilian Literature
Brazilian Literature and Culture Concentration. & Culture, Economics, History, International Management,
PORT *461, 514, 515, 516, 517, 521, 557, 558, 570, SPAN Political Science, Sociology, Spanish American Literature,
502. and Spanish Linguistics.
Economics Concentration. Art History: ARTH 500, 511, 512, 529, 549, 550, 560, 580,
ECON **315, *320, *321, *331, *335, *343, *410, *421, *423, 583, 585, 588, 589, 590, 593, 594.
*424, *427, *429, *442, 503, 520, 521, 542, 584.
Brazilian Literature & Culture: PORT *461, 514, 515, 516, Under the Plan II option, students must complete a minimum
517, 521, 557, 558, 570, SPAN 502. of 12 credits in graduate seminars numbered 500 or above
(excluding 551 or 552 Problems courses). Students should
Economics: ECON *410, *421, *423, *424, *427, *429, *442, consult with the Associate Director to determine which
503, 520, 521, 542, 584. courses are considered seminars.
History: HIST 518, 560, 570, 571, 572, 573, 574, 575, 576, To maintain and improve language proficiency during gradu-
577, 628, 643, 644, 645, 648, 649, 650, 651, 652, 653, 654, ate studies, students under both Plan I and II who are not
655, 656, 665, 673, 685, 686, 687, 688, 689, 690, 692. concentrating in Brazilian Literature & Culture, Spanish
American Literature, or Spanish Linguistics will be required
International Management: MGMT 511, 524, 574, 583, 594, to take at least one appropriate language course. Students
595, 597. may choose from Spanish 307 or above; Portuguese 277
or above; or a course in one of Latin America’s indigenous
Political Science: POLS 511, 512, 520, 521, 525, 540, 541,
languages. If the course is available for graduate credit, it can
580, 581, 582, 583, 681.
count as one of the student’s elective courses.
Sociology: SOC *420, *461, *484, 503, 506, 508, 509, 510,
Dual degrees: The Interdisciplinary Committee on Latin
513, 520, 528, 584.
American Studies coordinates the five dual degree programs
Spanish American Literature: SPAN **430, **431, **432, noted below. The student applying to any dual degree pro-
**433, **435, **438, **439, 502, 504, 531, 532, 536, 601, gram is required to meet entrance and other requirements
631, 633, 639. of both programs.
Spanish Linguistics: SPAN **443, 540, 541, 542, 543, 545, Students wishing to add one of these dual degree options
546, 547, 548, 549, 550. after their initial enrollment must apply to that program within
three semesters. Acceptance into the second program will
establish dual degree status for the student.
M.A. in Latin American Studies MALAS/MBA: Offered jointly with the Robert O. Anderson
Applications: In addition to the materials required by the School of Management (ASM), this program is designed to
University of New Mexico Office of Admissions, the follow- train management professionals with special expertise in
ing items must be submitted directly to the Latin American Latin America. The dual degree reduces requirements to
Studies Program: three letters of recommendation, a letter complete the two degrees by approximately 12 hours, to a
of intent, an academic writing sample, unofficial copies of minimum of 57 hours and a maximum of 72 hours past the
transcripts, and GRE scores. Bachelor’s, depending on the number of waivers granted
by ASM for core requirements. Competency in Spanish or
Prerequisite: The Bachelor’s degree is required. Background Portuguese is required for admission to the dual degree.
work in the social sciences and humanities related to Latin Applicants must meet entrance requirements for both pro-
America is preferred. At least two years of undergradu- grams; applications should be submitted simultaneously to
ate course work (or equivalent language training) in either both programs.
Spanish or Portuguese is required prior to admission.
Applicants with otherwise strong qualifications but with limited In order to meet the MBA requirements, a student must com-
Spanish competence may be admitted on the condition that plete 48 credit hours of study, unless the student is eligible to
they complete Spanish 352, Advanced Grammar, within their waive some of the courses. If waivers are granted, a total of
first year of graduate study. 33 credit hours must be completed. MBA core requirements
include MGT 501, 502, 504, 506, 508, 511, 520, 522, 526,
598. Students must complete 30 hours of core courses or be
Degree Requirements waived from these courses (with the exception of MGT 598).
Plan I (thesis option); 36 credit hours. Students must select Students must also complete 18 hours of elective manage-
two areas of concentration within the MALAS program. ment courses.
Students have the option of completing 9 credit hours in one
For the Latin American Studies component, students are
concentration and 15 credit hours in the other concentration
required to complete 24 credit hours, including a minimum of
or completing 12 credit hours in each concentration. The
9 hours in each of two concentrations chosen from the follow-
remaining 12 credit hours are divided between 6 hours of
ing: Anthropology (with an emphasis in either Archaeology,
program electives and 6 hours of thesis credits.
Ethnology, or Human Evolutionary Ecology), Art History, (with
Students under the Plan I option must complete a minimum an emphasis in either Pre-Columbian, Colonial, or Modern),
of 12 credits in graduate seminars numbered 500 or above Brazilian Literature & Culture, Communication, Community
(excluding 551 or 552 Problems courses) and 6 hours of & Regional Planning, Economics, Gender Studies, History,
thesis credits numbered 599. Students should consult with Human Rights, International Management, Political Science,
the Associate Director to determine which courses are con- Religion & Philosophy, Sociology, Southwest Studies,
sidered seminars. Students are required to present an oral Spanish American Literature, and Spanish Linguistics. The
defense of the thesis before a thesis committee composed combination of areas must ensure that the program is inter-
of at least two faculty members in one concentration and disciplinary. For example, students selecting Anthropology
one faculty member from the second concentration.Students with an emphasis in Archaeology as one concentration may
also are required to sit for the comprehensive examination not select Anthropology with an emphasis in Ethnology as the
in the second concentration, administered by three faculty second concentration. Students also are required to have no
members from that concentration. more than one interdisciplinary concentration. For example,
a student may not choose both Human Rights and Gender
Plan II (non-thesis option); 36 credit hours. Students must Studies. The remaining 6 hours may be used for thesis (under
select two areas of concentration within the MALAS program. Plan I) or electives (under Plan II).
Students have the option of completing 9 credit hours in one
concentration and 15 credit hours in the other concentra- Under Plan I, students are required to present an oral
tion or completing 12 credit hours in each concentration. defense of the thesis before a thesis committee composed of
The remaining 12 credit hours are comprised of electives. at least two faculty members in one area of concentration and
Students are required to sit for the comprehensive examina- one faculty member from the second concentration. Students
tions in both concentrations. The examinations are adminis- also are required to sit for the comprehensive examination
tered by a Committee on Studies composed of two faculty in the second concentration, administered by three faculty
members from each concentration. members from that concentration. Under Plan II, students are
required to sit for the comprehensive examinations in both
areas of concentration. The examinations are administered
by a Committee on Studies composed of two faculty mem-
bers from each concentration.
Under both Plans I and II, students must complete a minimum MALAS/JD: This dual degree program is intended to pre-
of 6 credits in graduate seminars numbered 500 or above pare legal professionals for work in Latin America or with
(excluding 551 or 552 Problems courses). Students should Hispanic peoples in the United States by combining legal
consult with the Associate Director to determine which training with Latin American language and area studies.
courses are considered seminars. The program enables students to develop professional skills
directly applicable to Latin American nations and popula-
There are two fellowships that are available specifically for tions. Prerequisites to the program are competence in either
MALAS/MBA dual degree students: Bank of America MALAS/ Spanish or Portuguese (at least two years of undergraduate
MBA Fellowship and Wells Fargo MALAS/MBA Fellowship. course work or equivalent language training). The program
Both fellowships provide $2000 for one year and can be requires 80 credit hours of Law course work that must
renewed. include 9 credit hours of international law, 24 credit hours
of Latin American Studies course work, and a 3 credit hour
MALAS/MCRP: The joint master’s program in Latin American bridge course containing subject matter linking Law and Latin
Studies and Community & Regional Planning is designed for American Studies.
students who are interested in the professional practice of
planning in a Latin American context. The first-year Law curriculum consists of required courses
that emphasize methods of legal reasoning, policy analysis,
ARTS
SCIENCES
ARTSAND
SCIENCES
The Community & Regional Planning Program at the and the analysis of legal institutions. During their second and
University of New Mexico is dedicated to planning and advo- third years, students can choose from approximately 100
cating for sustainable communities and ecosystems through- elective courses in developing individualized programs suited
out the Southwest region and Latin America. MALAS/MCRP to their career goals.
AND
graduates possess the knowledge and skills necessary to
support planning by diverse human communities throughout The Latin American Studies component requires that stu-
the Western Hemisphere. MALAS/MCRP students learn to dents complete a minimum of 9 hours in each of two con-
assist Latin American communities to create community- centrations chosen from the following: Anthropology (with
based plans and programs that sustain and enhance their an emphasis in either Archaeology, Ethnology, or Human
culture, resource base, built environment and economic Evolutionary Ecology), Art History, (with an emphasis in either
vitality. The program promotes participatory processes that Pre-Columbian, Colonial, or Modern), Brazilian Literature &
respond to community identities and development needs. Culture, Communication, Community & Regional Planning,
Economics, Gender Studies, History, Human Rights,
Prerequisites to the program are competence in either International Management, Political Science, Religion &
Spanish or Portuguese (at least two years of undergradu- Philosophy, Sociology, Southwest Studies, Spanish American
ate course work or equivalent language training) and basic Literature, and Spanish Linguistics. The combination of
course work in economics (micro and/or macro) and statis- areas must ensure that the program is interdisciplinary. For
tics. Deficit courses in economics and statistics may be made example, students selecting Anthropology with an empha-
up after admission to the program. sis in Archaeology as one concentration may not select
Anthropology with an emphasis in Ethnology as the second
The program requires a minimum of 54 hours of graduate
concentration. Students also are required to have no more
credit (compared to 72 hours if the two degrees were pursued
than one interdisciplinary concentration. For example, a
separately). The required graduate credit hours include: 1)
student may not choose both Human Rights and Gender
CRP 578, a 3 credit hour bridge seminar; 2) 27 credit hours
Studies. The remaining 6 credit hours may be used for
of thesis and course work in Community & Regional Planning;
electives. Students must complete a minimum of 6 credits
and 3) 24 credit hours of course work in Latin American
in graduate seminars numbered 500 or above (excluding
Studies. For the 27 credit hours in Community & Regional
551 or 552 Problems courses). Students should consult
Planning, students must complete CRP 500, 510, 511, 521,
with the Associate Director to determine which courses are
545 (or 580), 588, and 599. For the 24 credit hours in Latin
considered seminars.
American Studies, students must complete a minimum of 9
hours in each of two concentrations chosen from the follow- To meet the exit requirements for the Latin American Studies
ing: Anthropology (with an emphasis in either Archaeology, component, students must 1) sit for the comprehensive
Ethnology, or Human Evolutionary Ecology), Art History, (with examinations in both concentrations. The examinations are
an emphasis in either Pre-Columbian, Colonial, or Modern), administered by a Committee on Studies composed of two
Brazilian Literature & Culture, Communication, Community faculty members from each concentration; or 2) sit for a
& Regional Planning, Economics, Gender Studies, History, comprehensive examination in one concentration and com-
Human Rights, International Management, Political Science, plete an article length professional paper (jointly supervised
Religion & Philosophy, Sociology, Southwest Studies, by one member of the Law faculty and one non-Law Latin
Spanish American Literature, and Spanish Linguistics. The American-specialized faculty member) in the student’s other
combination of areas must ensure that the program is inter- area of concentration.
disciplinary. For example, students selecting Anthropology
with an emphasis in Archaeology as one concentration may MALAS/MA in LLSS: The Latin American Studies Program
not select Anthropology with an emphasis in Ethnology as the and the College of Education offer a dual degree program
second concentration. Students also are required to have no leading to master’s degrees in Latin American Studies and
more than one interdisciplinary concentration. For example, Language, Literacy and Sociocultural Studies. This program
a student may not choose both Human Rights and Gender is intended to allow education professionals to enhance
Studies. Each candidate is required to prepare a thesis (Plan their secondary school teaching with Latin American top-
I). The Master’s examination will consist of an oral examina- ics in the humanities and social sciences. The program
tion at the final presentation of the thesis; this examination combines advanced professional development in education
will include coverage of the student’s two concentrations in with advanced interdisciplinary study of Latin America and
Latin American Studies. The student’s Committee on Studies, is designed to help students integrate the two fields through
comprised of at least two faculty members in one concentra- coordinated advisement and bridge courses.
tion and one faculty member from the second concentration,
preside over the examination. The Chair of the Committee The program requires 51 credit hours of course work for
on Studies must be a faculty member from Community & students who hold teaching certificates. It includes three
Regional Planning. components: 1) 21 credit hours of Language, Literacy
and Sociocultural Studies courses with a concentration in
Students must complete a minimum of 6 credits in gradu- social studies; 2) 21 credit hours of Latin American Studies
ate seminars numbered 500 or above (excluding 551 or course work with at least 9 hours in each of two areas of
552 Problems courses). Students should consult with the concentration chosen from the following: Anthropology (with
Associate Director to determine which courses are consid- an emphasis in either Archaeology, Ethnology, or Human
ered seminars. Evolutionary Ecology), Art History, (with an emphasis in either
Pre-Columbian, Colonial, or Modern), Brazilian Literature & must include 15 hours in the concentration from Group A and
Culture, Communication, Community & Regional Planning, 9 hours in the concentration from Group B. Group A concen-
Economics, Gender Studies, History, Human Rights, trations include: Anthropology, Art History, Brazilian Literature
International Management, Political Science, Religion & & Culture, History, Political Science, Sociology, Spanish
Philosophy, Sociology, Southwest Studies, Spanish American American Literature, and Spanish Linguistics. Group B con-
Literature, and Spanish Linguistics. The combination of centrations include all of the above as well as Economics and
areas must ensure that the program is interdisciplinary. For International Management. See concentration requirements
example, students selecting Anthropology with an empha- listed under Ph.D. in Latin American Studies.
sis in Archaeology as one concentration may not select
Anthropology with an emphasis in Ethnology as the second A Committee on Studies must be formed before the conclu-
concentration. Students also are required to have no more sion of the semester preceding the semester in which the
than one interdisciplinary concentration. For example, a student plans to take comprehensive examinations and a
student may not choose both Human Rights and Gender program of studies must be developed and approved by the
Studies. The remaining 3 credit hours may be used for elec- Associate Director by the end of the second semester. The
tives; and 3) 9 credit hours of bridge courses. Committee on Studies will be composed of three members
from the student’s Group A concentration and two members
Students must complete a minimum of 6 credits in gradu- from the Group B concentration. Under no circumstances will
ate seminars numbered 500 or above (excluding 551 or the comprehensive examinations be administered by less
552 Problems courses). Students should consult with the than the approved five-member committee.
Associate Director to determine which courses are consid-
ered seminars. Comprehensive examinations will be given at the completion
of all course work in both concentrations. The comprehen-
All students follow Plan II (non-thesis) and are required to sive examinations will be coordinated and administered
sit for the comprehensive examinations in both concentra- by the Associate Director in conjunction with the student’s
tions. The examinations are administered by a Committee Committee on Studies (COS). There will be a six to eight
on Studies composed of two faculty members from each hour written examination in at least two areas of study within
concentration. Students also must meet exit requirements for the Group A concentration and a four to six hour written
the LLSS degree. examination in at least two areas of study within the Group
B concentration. The written examination in the Group A
Ph.D. in Latin American Studies conentration will be followed by an oral examination in no
more than two weeks. All examinations will be taken during
The Latin American Studies Program is currently not the same semester.
admitting students to its Ph.D. program. The doctoral
program is in moratorium. A separate dissertation committee oversees the doctoral dis-
sertation project. Members of this committee frequently also
The Ph.D. in Latin American Studies is designed to meet the served on the student’s COS. This does not, however, have
needs of a small number of students whose career goals to be the case. The dissertation committee consists of at least
would be best advanced by an inter-disciplinary doctorate. two Latin American Studies faculty members from the Group
Such students would include individuals who seek employ- A concentration (one of whom serves as the chair), one Latin
ment in small colleges where the ability to teach across American Studies faculty member from the Group B concen-
disciplines would be an advantage and those who seek tration, and a fourth member from “at large” that is approved
non-academic positions in fields such as museum work, inter- by the Associate Director. If the student and committee chair
national cultural exchange, diplomacy or other roles in which agree, another Latin American Studies faculty member may
having skills in two disciplines, combined with Latin American serve as co-chair. The co-chair would need to be from either
area expertise, would be more useful than somewhat more the Group A or Group B concentration.
extensive training within one discipline. Students primarily
interested in academic employment in research institutions Competence is required in two languages chosen from
will generally be better served by earning a doctorate within Spanish, Portuguese, French, Haitian Creole, or Latin
a single discipline. American indigenous languages. (Basic competence is con-
sidered the equivalent of the successful completion of
Applications: In addition to the materials required by the advanced level course work in the primary language and two
University of New Mexico Office of Admissions, the follow- semesters or more of study in the second language.)
ing items must be submitted directly to the Latin American
Studies Program: three letters of recommendation, a letter General requirements for the Ph.D. are set forth in earlier
of intent, an academic writing sample, unofficial copies of pages of this catalog. Students must write and successfully
transcripts, and GRE scores. defend a dissertation.
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578. Latin American Development and Planning. (3) in Linguistics; a B.S. major in Signed Language Interpreting;
(Also offered as SOC 508 and CRP 578.) Interdisciplinary a minor in Navajo Language and Linguistics; an M.A. and
seminar focusing on area topics in Latin American planning, Ph.D. in Linguistics; and contributes to linguistics-related
development and urbanization. It is the core course for the degree programs in other departments and colleges. The
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LAS/MCRP dual-degree program. Department offers a range of courses in the core areas of
phonetics, phonology, syntax, semantics, and discourse as
599. Master’s Thesis. (1-6, no limit) ∆
well as in the interdisciplinary fields of applied linguistics,
Offered on a CR/NC basis only.
psycholinguistics, and sociolinguistics. The Department has
699. Latin American Studies Dissertation. (3-12, no a theoretical orientation based in functional and cognitive
limit) ∆ approaches and has teaching and research strengths in the
Offered on a CR/NC basis only. areas of Signed Language Studies, typology, language evolu-
tion, sociocultural and interactional studies, Native American
Languages, discourse analysis, and experimental inquiry. In
addition the Department offers programs of study in linguis-
tics with concentrations in Computational Linguistics, Speech
LINGUISTICS and Hearing Sciences, and Native American Languages of
the Southwest. The faculty also participates in the Ph.D.
program in Educational Linguistics, sponsored jointly by the
Sherman E. Wilcox, Chairperson Department of Linguistics and the College of Education’s
Humanities Bldg. 526 Department of Language, Literacy and Sociocultural Studies.
MSC03 2130, Linguistics The program in Educational Linguistics focuses on issues in
1 University of New Mexico bilingual and multicultural education and in second language
Albuquerque, NM 87131 learning and pedagogy.
(505) 277-6353 FAX (505) 277-6355
e-mail: linguist@unm.edu
Web site: http://www.unm.edu/~linguist Major Study Requirements
Professors
Melissa Axelrod, Ph.D., University of Colorado (Boulder) Linguistics
William Croft, Ph.D., Stanford University The B.A. major in Linguistics requires a minimum of 33 hours
Jill P. Morford, Ph.D., University of Chicago numbered above 200 (24 in required courses, 9 in approved
Phyllis Perrin Wilcox, Ph.D., The University of New Mexico electives) and four semesters of a second language or the
Sherman E. Wilcox, Ph.D., The University of New Mexico equivalent. Required courses are: LING 301, 303, 304, 322,
331, 367, 412 or 446, 425 or 429. The 9 hours in approved
Associate Professors electives may be selected from courses in linguistics or from
Larry P. Gorbet, Ph.D., University of California (San Diego) courses in other departments approved by the department
Barbara J. Shaffer, Ph.D., The University of New Mexico advisor. The four semesters of a second language may be
Caroline L. Smith, Ph.D., Yale University satisfied by fulfilling the College Second Language Group
Catherine E. Travis, Ph.D., La Trobe University (Australia) requirement.
Assistant Professors
Paul R. Platero, Ph.D., Massachusetts Institute of Signed Language Studies
Technology
The B.A. major in Linguistics with a concentration in Signed
Lecturers Language Studies requires 33 hours (24 required, 9 in
Lorraine Begay Manavi, M.A., Arizona State University approved electives) and four semesters of American Sign
Dawn Myers, M.S., The University of New Mexico Language: SIGN 201, 210, 211, 310, or the equivalent.
Bonnie J. Rudy, M.A., California State University, Northridge Required courses are SIGN 305, 352, 355 and LING 322, 331
Josephine Santiago, B.A., The University of New Mexico or 359, 367, 412, 425 or 429. Electives must be approved by
the Signed Language Studies advisor.
Professors Emeriti
Garland D. Bills, Ph.D., University of Texas at Austin
Joan L. Bybee, Ph.D., University of California (Los Angeles) Signed Language Interpreting
Eduardo Hernández Chávez, Ph.D., University of California The B.S. major in Signed Language Interpreting requires the
(Berkeley) following courses: SIGN 201, 210, 211, 212, 214, 310, 352,
Alan J. Hudson, Ph.D., Yeshiva University 360, 411, 412, 418, 419 and LING 101. Students majoring in
Vera P. John-Steiner, Ph.D., University of Chicago Signed Language Interpreting must be approved by the Signed
Language Interpreting program.
Adjunct Faculty
Ian Maddieson, Ph.D., University of California (Los Angeles)
David Margolin, Ph.D., The University of New Mexico
Minor in Navajo Language and Plan I students are required to undergo an oral examination
of the master's thesis. Plan II students are required to take a
Linguistics written comprehensive examination.
The minor in Navajo Language requires 18 hours of Navajo
language and Navajo linguistics courses at or above the 200
level. These hours must include NVJO 201, 202, 311, 312,
Computational Linguistics
and 401. Native speakers must take NVJO 206 and NVJO In addition to the course work for the Linguistics M.A., the
315 in lieu of NVJO 201 and 202. Three additional hours must concentration in Computational Linguistics requires five
be selected from the following courses in Linguistics: LING prerequisite Computer Science courses: CS 151, CS 201,
331, LING 359, LING 415, LING *401, LING *402 or from CS 251, CS 257, and CS 351; three recommended graduate-
approved electives from LLSS or Native American Studies. level Computer Science courses: CS 438, CS 451, and CS
527; and, two elective courses chosen in consultation with
the student’s department advisor. If the student has opted
Major or Minor in the College of for Plan I, they are required to take nine thesis hours in addi-
Education tion to two of the recommended CS courses. One of three
Master’s examination questions must address an area of
For the major, composite major or minor in language arts,
Computational Linguistics.
bilingual education, teaching English to speakers of other
languages (TESOL), and reading, see the Bilingual/TESOL
Education, Elementary Education and Secondary Education Native American Languages of the
section of this catalog.
Southwest
The Department of Linguistics offers the M.A. in Linguistics
Departmental Honors with a concentration in Native American Languages of the
A student seeking departmental honors in the Department Southwest. The program is designed so as to take advan-
of Linguistics (for majors in either Linguistics or Signed tage of the resources in the Departments of Linguistics,
Language Interpreting) should identify a research project Native American Studies, and Anthropology, as well as the
during the junior year in consultation with an appropriate College of Education. The concentration in Native American
professor and should submit a proposal in the form of a letter Languages is designed to fit with the department’s interest in
to the department chairperson. functional grammar and sociolinguistics. Candidates for the
M.A. degree under the thesis Plan I must complete 24 hours
If the proposal is approved by the department chairperson, of course work in linguistics plus at least eight thesis hours
the student should enroll in LING 498 the first semester of the and candidates under the non-thesis Plan II must complete
senior year and LING 499 the second semester of the senior 32 hours of course work in linguistics. The candidate will
year. These 6 hours of honors work are in addition to the choose one of three focus areas: 1) field research on Native
minimum number of hours required for the major. American languages, 2) issues in bilingual education, or
3) Navajo studies. Four courses in the chosen focus area,
and one course from either of the other two focus areas,
Graduate Programs are required.
Application Deadlines
Fall semester: March 31 for M.A. and January 15 for
Ph.D.
Ph.D. in Linguistics
Spring semester: None accepted for Ph.D.; October 31 Admission to the Ph.D. program is highly selective. The fol-
for M.A. lowing criteria must be met: 1) completion of course work
Summer semester: None accepted for Ph.D.; March 31 for equivalent to the University of New Mexico M.A. in Linguistics
M.A. with an average of B+ or better; 2) Pass with Distinction on
the University of New Mexico M.A. Comprehensive Exam
All applications seeking financial aid must be received by or equivalent, and the submission of a research paper of
January 15. publishable quality; and 3) willingness of a University of New
Mexico Linguistics faculty member to serve as the student’s
Degrees Offered mentor.
areas: discourse/syntax (523, 529, or a seminar on a rel- 295. Special Topics in Current Language Issues. (3 to a
evant topic); cognitive linguistics (519, 525, or a seminar on maximum of 12) ∆
a relevant topic), and typology (513, 517, 548, or a seminar Special topics motivated by expertise of instructor and interest
on a relevant topic); 4) at least one methods courses; and 5) of students. Topics such as language and gender, language
three advanced seminars in the areas of preparation for the and politics, animal communication, language and aging and
comprehensive examination. These required courses include languages of the world. May be repeated for credit as topic
some that were required for the MA and courses taken for varies. {Offered upon demand}
that degree may be included as fulfilling the requirements for
the Ph.D. as well. 301. [292.] Introduction to Linguistic Analysis. (3)
Basic concepts and technical vocabulary of language as a
Research skills required for the Ph.D. are 1) reading, writing, structured system: phonology, morphology, syntax, seman-
and conversational ability in a language other than the stu- tics. Emphasis on descriptive linguistics; some attention to
dent’s native language (this requirement may be fulfilled by 4 language change and variation. Presumes no prior knowl-
semesters of college language courses with a grade of B or edge of linguistics.
better); 2) knowledge of the structure of a non-Indo-European
language; and 3) coursework in statistics up to and including 303. Introduction to Phonetics. (3) Neel, Smith
analysis of variance or the equivalent. (Also offered as SHS 303.) An introduction to the physi-
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ological mechanisms underlying speech production, linguistic
At the end of their coursework Ph.D. candidates are required classification and transcription of speech sounds, acoustic
to take a comprehensive examination over three areas of properties of speech sounds, relationship between phonetics
specialization. and phonology, and applications to speech pathology.
AND
Contact the department for more detailed information on 304./504. Phonological Analysis. (3) Smith
admissions and requirements for the M.A. and Ph.D. pro- (Also offered as ANTH 317.) Introduction to patterns in
grams or consult the Web site, http://www.unm.edu/~linguist. sound structure, with an emphasis on problem-solving. Topics
include distinctive features, common phonological processes,
autosegmental theory and syllable structure.
Computational Linguistics Prerequisite: 301 or 303 or SHS 303.
The Ph.D. in Linguistics with a concentration in Computational
322./522. Grammatical Analysis. (3) Axelrod, Croft,
Linguistics requires that the student complete a minimum of
Gorbet
48 hours of graduate credit course work that includes up to
(Also offered as ANTH *318.) Principles of morphological and
30 hours of appropriate courses from the M.A., but at least
syntactic analysis and introduction to functional and formal
18 hours must be course work beyond the M.A. At least 24
theories of grammar. Descriptive analysis of grammatical
hours must be completed at UNM and at least 18 hours must
structures and problems from a variety of languages.
be at the 500 or 600 level. Students must fulfill the following
Prerequisite: 301 or SIGN 305 or SPAN 351.
requirements: 1) One 500-level course each in phonology,
grammar and discourse, and computer science beyond what 331./531. Language in Society. (3) Axelrod
is required for the M.A.; 2) at least one methods course (which Introduction to sociolinguistics. Topics: social dialects, soci-
may include an appropriate course from Computer Science); etal multilingualism, language contact, language attitudes,
3) three advanced seminars in the areas of preparation for language policy and planning, the role of language in binding
the comprehensive examination; 4) a comprehensive exami- and defining communities.
nation over three areas of specialization, two of which shall Prerequisite: 101 or 301 or 440 or ANTH 110.
be in the core areas of linguistics, and one in the area of com-
putational linguistics; 5) reading, writing, and conversational 334./534. Language and Gender. (3) Axelrod
ability in a language other than the student’s native language (Also offered as WMST 334.) This course provides an
plus proficiency in a computer language; 6) knowledge of the introduction to linguistic analyses of language used by and
structure of a non-Indo-European language; and 7) course about women and men, exploring how language is used in
work in formal modeling or quantitative methods. constructing ourselves and others as men and women, gay,
straight, or transgendered.
Speech and Hearing Sciences 359./559. Language and Culture. (3) Dinwoodie, Gorbet
The Department offers a concentration in the linguistics (Also offered as ANTH 310 and CJ 319.) Examination of the
doctoral program for students interested in combining the interrelations of language and speech with other selected
study of Speech and Hearing Sciences with Linguistics. aspects of culture and cognition.
Requirements for students who have a master’s degree Prerequisite: 101 or 301 or ANTH 110.
in Speech-Language Pathology are: LING 504; LING 522;
LING 531; LING 567; LING 502 or 503; LING 523; LING 532, 367./567. Psychology of Language. (3) Morford
533, or 535. Requirements for students who have a master’s (Also offered as PSY **367.) Theoretical and methodological
degree in Linguistics: SHS 510; LING 506; SHS 431; SHS issues in psycholinguistics, including comprehension, speech
550; SHS 507; SHS 530 or LING 560; one additional SHS perception and production, language acquisition, bilingual-
course on disorders. Requirements for all students in the ism, brain and language, reading.
concentration: a second graduate course in phonetics and Prerequisite: 101 or 301 or ANTH 110 or PSY 220 or PSY 240
phonology (chosen from LING 502, 503, or 505); LING or PSY 260 or PSY 265 or PSY 271.
529; and the following: graduate level courses in statistics,
*401–402. Topics: American Indian Languages. (3, 3 to
research methods (not SHS 506), and three seminars in the
a maximum of 12) ∆
areas of specialization for the comprehensive examination
Introductory study of a Native American language, selected
(specific courses must be approved by the Committee on
according to availability of instructor and student interest.
Studies). Students in the concentration must also meet all
May be repeated for credit as the topic varies.
other requirements for the Linguistics Ph.D.
406./506. Introduction to Experimental Phonetics. (3)
Smith
Linguistics (LING) Introduction to experimental methods used in the study of
speech. Laboratory exercises in computer-based measure-
101. Introduction to the Study of Language. (3)
ment of acoustic and aerodynamic data. Acoustic theory
(Also offered as ANTH 110.) Broad overview of the nature of
illustrated by sounds in diverse languages. Introduction to
language: language structure, biology of language, language
speech technology.
learning, language and thought, bilingualism, social and
Prerequisite: 303 or SHS 303 or SPAN 350.
regional variation and educational implications. Intended to
fulfill breadth requirements in any college. 101 and ANTH 110
may not both be counted for credit.
415./515. Native American Languages. (3) Axelrod 460./560. Child Language. (3) Morford
(Also offered as ANTH 415.) Survey of Indian languages of (Also offered as PSY 422.) Theories, methodologies and
North America, with special emphasis on languages of New findings in child language from birth to late childhood.
Mexico. Topics: linguistic structure in particular languages Emphasizes implications of child language data for linguistic
and language families; relationship of languages and cul- and psycholinguistic theories. Topics: biological foundations;
tures; and language loss, maintenance and preservation. pre-linguistic communication; phonological, syntactic, seman-
tic and pragmatic development; bilingualism.
417./517. Typology and Universals. (3) Croft Prerequisite: 367 or PSY 324 or PSY 328 or PSY 360 or
An overview of language universals based on the comparison PSY 367.
of a broad range of languages, and explanations for language
universals. Topics covered include implicational universals, 469L./569L. Experimental Psycholinguistics. (3) Morford
typological markedness, functional motivations, and dia- (Also offered as PSY 469L.) Laboratory course in psycholin-
chronic typology. guistics; review of classic issues and research. Provides an
Prerequisite: 322. opportunity to learn basic research methods in experimental
psycholinguistics and gain skills necessary to conduct inde-
425./525. Semantic Analysis. (3) Axelrod, Croft, Travis pendent research.
An introduction to the study of sentence and word level Prerequisite: 367 or PSY 367.
meaning in the languages of the world, emphasizing the role
of speaker and hearer, linguistic and extralinguistic context, 490./590. Topics in Linguistics. (3 to a maximum of
lexical semantics, and grammatical meaning. 12) ∆
Prerequisite: 301 or SIGN 305 or SPAN 351. Special topics motivated by expertise of instructor and inter-
est of students.
429./529. Discourse Analysis. (3) Axelrod, Travis
Introduction to the relationship of morphosyntax to the 495. Undergraduate Problems. (1-6, to a maximum of
structure of discourse in the languages of the world. Topics: 6) ∆
method and theory in the analysis of spoken and written dis- For original individual study project approved by instructor.
course; basic notions such as topic, focus and cohesion. Maximum of 6 hours creditable to linguistics major or minor.
Prerequisite: 322. Restriction: permission of instructor.
432./532. Spanish-English Bilingualism. (3) 498. Reading and Research for Honors. (3)
(Also offered as LLSS 445.) An introduction to issues in Restriction: permission of instructor.
bilingualism with emphasis on Spanish and English in the
Southwest. Topics: language maintenance and shift, lan- 499. Honors Thesis. (3)
guage policy and education, borrowing and codeswitching, Prerequisite: 498.
first and second language acquisition, language attitudes.
502. Generative Theories of Phonology. (3) Smith
435./535. Societal Bilingualism. (3) The basic organizational units of phonology: features, seg-
Differential use of languages in multilingual societies; attitu- ments, syllables, words, suprasegmentals, tone, stress and
dinal correlates of use; language maintenance and shift in intonation. Topics: natural phonological processes, diachronic
relation to other social change; language loyalty and group changes, and typological variation involving these units.
identification. Prerequisite: 304 or 504 or SPAN 545.
Prerequisite: 331.
503. Usage-based Phonology. (3) Bybee, Smith
436./536. Language and Education in Southwest Native The nature of phonological representations in the lexicon
American Communities. (3) and the interaction of morphology, syntax, and language use
(Also offered as LLSS 460/560 and NATV *460.) This course with phonology. Topics: underspecification, lexical phonology,
explores the historical context of education and its impact cognitive phonology, rules, schemas, and productivity.
on Native American communities of the Southwest. Topics Prerequisite: 304 or 504 or SPAN 545.
include native language acquisition, bilingualism, language
shift, and language revitalization efforts in native communi- 504./304. Phonological Analysis. (3) Smith
ties and schools. (Also offered as ANTH 517.) Introduction to patterns in sound
structure, with an emphasis on problem-solving. Topics
440./540. Introduction to Linguistics. (3) include distinctive features, common phonological processes,
Broad overview of the field of linguistics; principles and prac- autosegmental theory and syllable structure.
tices of linguistic analysis, sociolinguistics, psycholinguistics Prerequisite: 303 or SHS 303 or SPAN 350.
and educational linguistics. Oriented primarily to the needs of
present and prospective teachers.
505. Survey of Phonetic Theory. (3) Smith of speaker and hearer, linguistic and extralinguistic context,
Advanced topics in phonetics. Acoustic and articulatory study lexical semantics, and grammatical meaning.
of sounds in different languages; phonetic universals; mod- Prerequisite: 292 or SIGN 305 or SPAN 351.
els of speech production and perception; prosody; relation
between phonetics and phonology. 529./429. Discourse Analysis. (3) Axelrod, Travis
Prerequisite: 304 or 504 or SPAN 545. Introduction to the relationship of morphosyntax to the
structure of discourse in the languages of the world. Topics:
506./406. Introduction to Experimental Phonetics. (3) Smith method and theory in the analysis of spoken and written dis-
Introduction to experimental methods used in the study of course; basic notions such as topic, focus and cohesion.
speech. Laboratory exercises in computer-based measure- Prerequisite: 322 or 522 or SPAN 351.
ment of acoustic and aerodynamic data. Acoustic theory
illustrated by sounds in diverse languages. Introduction to 531./331. Language in Society. (3) Axelrod
speech technology. Introduction to sociolinguistics. Topics: social dialects, soci-
Prerequisite: 303 or SHS 303 or SPAN 350. etal multilingualism, language contact, language attitudes,
language policy and planning, the role of language in binding
512./412. Morphosyntax (3) Axelrod, Croft and defining communities.
Analysis of the morphology and syntax of a broad range Prerequisite: 101 or 301 or 440.
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of constructions, examining crosslinguistic variation and
universals, semantic and discourse functions, and historical 532./432. Spanish-English Bilingualism. (3)
origins. (Also offered as LLSS 545.) An introduction to issues in
Prerequisite: 322 or 522. bilingualism with emphasis on Spanish and English in the
AND
Southwest. Topics: language maintenance and shift, lan-
513./413. Linguistic Field Methods. (3) Axelrod, Gorbet guage policy and education, borrowing and codeswitching,
(Also offered as ANTH 512) Practice in transcribing from first and second language acquisition, language attitudes.
oral dictation, phonemic analysis, introduction to problems
of morphology. 533. Sociolinguistic Variation. (3)
Prerequisite: (304 or 504 or SPAN 350) and (322 or 522). Linguistic variability in relation to social status and situational
{Offered upon demand} context, attitudinal correlates of language stratification and
sociolinguistic change in progress.
515./415. Native American Languages. (3) Axelrod Prerequisite: 331 or 531.
(Also offered as ANTH 515.) Survey of Indian languages of
North America, with special emphasis on languages of New 534./334. Language and Gender. (3) Axelrod
Mexico. Particular languages and such issues as classifica- (Also offered as WMST 534.) This course provides an
tion; language structure; relationship of languages and cul- introduction to linguistic analyses of language used by and
tures; and language loss, maintenance and preservation. about women and men, exploring how language is used in
constructing ourselves and others as men and women, gay,
517./417. Typology and Universals. (3) Croft straight or transgendered.
An overview of language universals based on the compari-
son of a broad range of languages, and explanations for 535./435. Societal Bilingualism. (3)
language universals. Topics covered include implicational Differential use of languages in multilingual societies; attitu-
universals, typological markedness, functional motivations, dinal correlates of use; language maintenance and shift in
and diachronic typology. relation to other social change; language loyalty and group
Prerequisite: 322 or 522. identification.
Prerequisite: 331 or 531.
519. Cognitive Linguistics. (3) Croft, Gorbet
(Also offered as ANTH 519.) Introduction to cognitive lin- 536./436. Language and Education in Southwest Native
guistic approaches (e.g., Cognitive Grammar, Construction American Communities. (3)
Grammar) to syntax, morphology, and semantics. (Also offered as LLSS 460/560 and NATV *460.) This course
Grammatical phenomena at various scales from morpheme explores the historical context of education and its impact
to discourse and in a variety of languages. on Native American communities of the Southwest. Topics
Prerequisite: 322 or 522 or SPAN 351. include native language acquisition, bilingualism, language
shift, and language revitalization efforts in native communities
521. Formal Syntactic Theories. (3) Axelrod, Croft and schools.
The study of universals of syntax from a generative or formal
perspective. Description of cross-linguistic phenomena in at 539. Seminar in Sociolinguistics. (3 to a maximum of
least two formal theories, such as Government and Binding, 12) ∆
Generalized Phrase Structure Grammar or Lexical Functional Variable topics such as variation theory, language planning,
Grammar. pidgins and creoles, language attitudes and dialectology.
Prerequisite: 322 or 522.
540./440. Introduction to Linguistics. (3)
522./322. Grammatical Analysis. (3) Axelrod, Croft, Broad overview of the field of linguistics; principles and prac-
Gorbet tices of linguistic analysis, sociolinguistics, psycholinguistics
Principles of morphological and syntactic analysis and and educational linguistics. Oriented primarily to the needs of
introduction to functional and formal theories of grammar. present and prospective teachers.
Descriptive analysis of grammatical structures and problems
from a variety of languages. 541./441. English Grammars. (3) Beene
Prerequisite: 292 or SIGN 305 or SPAN 351. (Also offered as ENGL 541.) A survey of various grammar
models and their applications to analysis of the English
523. Functional Syntactic Theories. (3) Axelrod, Croft, language.
Travis, S. Wilcox Prerequisite: ENGL 240.
(Also offered as ANTH 513.) Description and explanation of
morphological, syntactic, and discourse phenomena, both 546./446. Introduction to Language Change. (3) Bybee,
in language-specific and typological perspective, in terms of Croft
their cognitive representations and the cognitive and interac- (Also offered as ANTH 516.) Theories and methods of com-
tional processes in which they function. parative and historical linguistics, emphasizing change in
Prerequisite: 322 or 522 or SPAN 351. English, Indo-European, and Native American languages.
Prerequisite: 304 or 504 or SPAN 545.
525./425. Semantic Analysis. (3) Axelrod, Croft, Travis
An introduction to the study of sentence and word level
meaning in the languages of the world, emphasizing the role
547./447. Old English. (3 to a maximum of 6) ∆ Damico 599. Master’s Thesis. (1-6, no limit) ∆
(Also offered as ENGL 547./447.) An introduction to the Offered on a CR/NC basis only.
grammar, syntax, and phonology of Old English. Prepares
students for more advanced studies in this and later periods. 699. Dissertation. (3-12, no limit) ∆
Original research for doctoral dissertation in Linguistics.
548. Grammaticization. (3) Bybee Available only to doctoral students who have been advanced
Grammaticization is the historical process by which words in to candidacy. Taken under supervision of dissertation director.
constructions become grammatical units. The course exam- Offered on a CR/NC basis only.
ines this process across languages, focusing on mechanisms
of change and implications for typology, universals and syn-
chronic analysis. Navajo (NVJO)
Prerequisite: 412 or 512 or **SPAN 443 or SPAN 542. (No major offered. For minor study requirements, see
Linguistics.)
549./449. Middle English Language. (3) Damico
(Also offered as ENGL 549./449.) Comprehensive study 101–102. Elementary Conversational Navajo for Non-
of Middle English dialects and the development of Middle Native Speakers. (3, 3) Manavi
English from Old English. Prepares students for Middle Beginning Navajo for students with no previous exposure to
English literature. the language. Development of all four language skills, with
emphasis on listening and speaking. {101–Fall, 102–Spring}
554. Seminar in Linguistic Theory. (3 to a maximum of
12) ∆ 103. Basic Medical Navajo. (3) Manavi
(Also offered as ANTH 514.) Current topics and issues in Fundamentals of Navajo for students in the medical profes-
phonology, syntax or semantics. Maximum 12 credits. sion. Does not satisfy language requirement of College of
Arts and Sciences. {Offered upon demand}
559./359. Language and Culture. (3) Dinwoodie, Gorbet
(Also offered as ANTH 511 and CJ 519.) Examination of the 105. Introduction to Written Navajo for Native Speakers.
interrelations of language and speech with other selected [Written Navajo for Native Speakers.] (3) Manavi
aspects of culture and cognition. Introduction to Navajo writing and reading; for native speak-
Prerequisite: 101 or 301 or ANTH 110. ers of Navajo only. 101 and 105 may not both be counted
for credit.
560./460. Child Language. (3) Morford
(Also offered as PSY 522.) Theories, methodologies and 201. [201-202.] Intermediate Conversational Navajo I.
findings in child language from birth to late childhood. [Intermediate Navajo.] (3)
Emphasizes implications of child language data for linguistic Intermediate Navajo for students who have completed 102,
and psycholinguistic theories. Topics: biological foundations; or equivalent. Introduction to Navajo phonology, morphology,
pre-linguistic communication; phonological, syntactic, seman- syntax as well as the use of Young & Morgan's 'The Navajo
tic and pragmatic development; bilingualism. Language'. Emphasis on comprehension and conversation.
Prerequisite: 102 or 105.
565. Seminar in Thought and Language. (3) John-Steiner
(Also offered as PSY, EDPY 565.) The role of language in 202. [201-202.] Intermediate Conversastional Navajo II.
human cognition is approached from a sociocultural frame- [Intermediate Navajo.] (3)
work. Topics: semiotic systems, languages of the mind, cat- Intermediate Navajo for students who have completed NVJO
egorization, problem solving, and cognitive pluralism. 201, or equivalent. Continued exploration of Navajo sentence
and word structure. Course work will involve extensive
566. Psychology of Bilingualism. (3) Morford reading, writing as well as situational speaking and listen-
(Also offered as PSY 566.) Examination of psycholinguistic ing skills
research relating to adult and childhood bilingualism. Topics: Prerequisite: 201.
bilingual memory and lexical representation, language sepa-
ration and interaction in production, code switching and mix- 206. Creative Writing and Advanced Reading for Native
ing, neurolinguistics, and childhood bilingualism. Speakers. [Creative Writing and Advanced Reading.] (3)
Prerequisite: 367 or 567 or PSY 367. Manavi
A continuation of 105 for native Navajo speakers. Difficulty
567./367. Psychology of Language. (3) Morford level of reading will increase. Additionally, difficulty level of
(Also offered as PSY **367.) Theoretical and methodological writing will require an advanced level of vocabulary. Fluency
issues in psycholinguistics, including comprehension, speech in Navajo is desired.
perception and production, language acquisition, bilingual- Prerequisite: 105.
ism, brain and language, reading.
Prerequisite: 301 or PSY 265 or SIGN 305. 311./511. Navajo Verb System I. (3) Platero
This course focuses on Navajo phonology verb morphology
568. Seminar in Psycholinguistics. (3 to a maximum of and multifaceted nature of Navajo verb complex. Will also
12) ∆ Morford cover introduction to prefix template of Navajo verb, verb
(Also offered as PSY 569.) paradigms in imperfective mode, and its four sub-modes.
Restriction: permission of instructor. Prerequisite: 202 and 206.
569L./469L. Experimental Psycholinguistics. (3) Morford 312./512. Navajo Verb System II. (3) Platero
(Also offered as PSY 469L.) Laboratory course in psycholin- The course continues study of the verb paradigms in Navajo
guistics; review of classic issues and research. Provides an and introduces the perfective, usitative, iterative, progressive
opportunity to learn basic research methods in experimental and future modes. Extensive discussion on Navajo aspectual
psycholinguistics and gain skills necessary to conduct inde- variation, stem alternations, conjugation patterns and verb
pendent research. parsing.
Prerequisite: 367 or 567 or PSY 367. Prerequisite: 311.
401./501. Navajo Linguistics. (3) Platero 214. Lexical Semantics for Transliteration. (3) P. Wilcox
Introduction to Navajo linguistics including examination of Examines polysemy of the English lexicon which transliterators
the nature and structure of the language. Linguistics areas must be concerned with, ranging from semantic prototypes to
including phonetics and phonology, syntax, semantics, prag- word meanings which are essentially fluid. Signs representing
matics and sociolinguistics will be covered. English morphology are also discussed.
Prerequisite: 202 and 206. Prerequisite: 201. Restriction: permission of program coor-
dinator.
495. Undergraduate Problems. (1-6 to a maximum of
6) ∆ Willink, Platero *305. Signed Language Linguistics. (3) S. Wilcox
Restriction: permission of instructor. Examines linguistic research on signed languages, primar-
ily ASL: phonetics, phonology, morphology, syntax and
501./401. Navajo Linguistics. (3) semantics. Also covers signed language sociolinguistics,
Introduction to Navajo linguistics including examination of psycholinguistics, language acquisition (first and second)
the nature and structure of the language. Linguistics areas and neurolinguistics.
including phonetics and phonology, syntax, semantics, prag- Prerequisite: 210 and LING 101. Restriction: permission of
matics and sociolinguistics will be covered. instructor.
Prerequisite: 202 and 206.
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*310. American Sign Language III. (3) Rudy
511./311. Navajo Verb System I. (3) Platero Designed to help students improve their expressive skills
This course focuses on Navajo phonology verb morphology and general conversational competence in ASL relative to
and multifaceted nature of Navajo verb complex. Will also phonology, lexical items, syntax and discourse. Focuses on
AND
cover introduction to prefix template of Navajo verb, verb semantic appropriateness and accuracy of particular lexical
paradigms in imperfective mode, and its four sub-modes. items, appropriate use of non-manual behaviors and the use
Prerequisite: 202 and 206. of context to determine meaning.
Prerequisite: 211. Restriction: permission of program coor-
512./312. Navajo Verb System II. (3) Platero dinator.
The course continues study of the verb paradigms in Navajo
and introduces the perfective, usitative, iterative, progressive 320. American Sign Language IV. (3) Rudy
and future modes. Extensive discussion on Navajo aspectual Intensive practice involving receptive/expressive skills in
varion, stem alternations, conjugation patterns and verb complex grammatical structures, dialogue and storytelling.
parsing. Intensive study of transcription techniques and their applica-
Prerequisite: 311 or 511. tions to ASL research and documentation.
Prerequisite: 310. Restriction: permission of program coor-
515./315. Advanced Navajo. (3) Platero dinator.
An examination of Navajo syntax, including voice alterna-
tions (passive, causative), relative and subordinate clause *352. Language and Culture in the Deaf Community,
constructions and discourse structure. Part 1. (3) S. Wilcox
Prerequisite: 202 or 206. An introduction to Deaf culture. Examines the language,
education, social and political aspects and art forms of Deaf
595. Graduate Problems. (1-6) Axelrod, Platero people from an anthropological point of view.
Original independent study project approved by instructor. Restriction: permission of program coordinator.
Restriction: permission of instructor.
353. Language and Culture in the Deaf Community,
Part 2. (3)
Signed Language Interpreting Continues developing a thorough understanding of the issues
(SIGN) related to signed languages and Deaf culture. Cross-cultural
issues and the history of Deaf people also will be addressed.
(For major study requirements, see Linguistics.)
Taught in ASL.
201. Introduction to Signed Language. (3) Myers, Prerequisite: 310 and 352.
Santiago, P. Wilcox
355. Deaf History and Literature. (3) Rudy
Overview of signed language studies and related issues.
A study of the history of Deaf people, the Deaf community
Introduction to American Sign Language (ASL); signed com-
and an overview of all genres of Deaf literature. Topics
munication systems most frequently used by deaf and hard of
include educational, social, political and economic aspects of
hearing individuals; the study of fingerspelling.
the Deaf community from the Deaf perspective.
210. American Sign Language I. (3) Myers, Rudy, Prerequisite: 310 and 352. Restriction: permission of program
Santiago coordinator.
Study of ASL, including basic concepts and sign lexicon.
*360. The Interpreting Profession. (3) P. Wilcox
Grammatical features of ASL will be stressed, along with
Addresses the mental processes essential to interpretation
structure and syntax. The student will be expected to dem-
and transliteration. In addition to exercises used to develop
onstrate to the instructor his or her proficiency at the end of
interpreting strategies such as memory retention, message
the semester.
analysis, decalage, etc., the student is introduced to the
Prerequisite: 201. Restriction: permission of program coor-
interpreter's Code of Professional Conduct and business
dinator.
practices of the professional interpreter.
211. American Sign Language II. (3) Myers, Rudy Prerequisite: 212 and 214 and 310 and 352 and LING 101.
A study of ASL including sign language colloquialisms used Restriction: permission of program coordinator.
in conversational signing. Provides a summary of information
411. Consecutive Interpretation. (3) Shaffer
currently available dealing with the understanding of ASL
Theory and practice of consecutive interpretation. Topics:
grammatical structure and its sociolinguistic usage.
message analysis, attention, cultural mediation, reducing
Prerequisite: 210. Restriction: permission of program coor-
interference from the source language. Equal time is spent
dinator.
with ASL & English texts.
212. Fingerspelling I. (3) Santiago, P. Wilcox Prerequisite: 360. Restriction: admitted to B.S. in Signed
Assists the student in acquiring fluent fingerspelling ability Language Interpreting, and permission of program coordi-
through the use of visual and expressive drills. Videotapes nator.
of a variety of fingerspelling styles will be used to ensure that
the student acquires a comprehensive background.
Prerequisite: 201. Restriction: permission of program coor-
dinator.
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UNM Testing Center.
SCIENCES
during that year, for the best preparation and placement 9. Mathematics or Statistics course work dating back more
into mathematics courses at the University of New Mexico. than five years cannot automatically be counted as
Students planning to major in any scientific or technological fulfillment of a prerequisite. Students with older course
field should take more advanced mathematics courses in
AND
work who feel they have retained subject knowledge
high school. Placement in Mathematics or Statistics courses are encouraged to take the COMPASS placement tests
at UNM is based on the most recent ACT/SAT Math scores. offered through the University of New Mexico Testing
Center.
A beginning student who wishes to take MATH 163 or a
more advanced course must have College Board Advanced
Placement scores as described in the Admissions section of
the catalog.
Mathematics Major Study
A student who wishes to enroll in a course requiring a pre-
Requirements
requisite must earn a grade of C (not C-) or better in the See separate listing under Statistics for additional degree
prerequisite course. concentrations.
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of work in mathematics to include Math 512 and 513 and an
prior to graduation; 3) completion of a project based on 6 cred-
elective at the Math 500 level or above, to exclude colloquia
its of STAT 495 (project outline to be presented to the Statistics
or seminars and approved by both the student’s major depart-
Undergraduate Honors Committee [SUHC] for approval);
ment and the Department of Mathematics and Statistics are
4) final written report to be submitted to SUHC for approval;
AND
required. This minor may not be more than 25% of course
and 5) seminar to be given at the end of the project. These
work required for the Ph.D. degree. The minor form must be
requirements are in addition to the major requirements.
submitted to OGS with the Program of Studies.
NOTE: MATH 501 and 502 cannot be counted toward quadratic equations, perimeters, areas of simple geometric
hours needed for graduate degrees in Mathematics shapes, and logarithms. Emphasis on problem solving skills.
or Statistics. Acceptable as credit toward graduation, but not acceptable to
satisfy UNM core or group requirements.
General requirements for both the M.S. and Ph.D. degrees
Prerequisite: ACT=>19 or SAT=>450 or IS-M 100 or Compass
are given in the earlier pages of the catalog. Lists of required
Pre-Algebra >56 or Algebra >33.
courses, the number of hours that must be taken in courses
labeled STAT and various concentrations can be found in the 121. College Algebra. (3) 1
Handbook for Statistics Graduate Students.obtained from the Preparation for MATH 150 and 180. The study of equations,
Statistics Web page: http://stat.unm.edu/stats functions and graphs, especially linear and quadratic func-
tions. Introduction to polynomial, rational, exponential and
Graduate Minor in Statistics (M.A.) logarithmic functions. Applications involving simple geometric
objects. Emphasizes algebraic problem solving skills. Meets
For a graduate minor at least 9 hours of work in statistics New Mexico Lower-Division General Education Common
approved by both the student’s major department and the Core Curriculum Area II: Mathematics (NMCCN 1113).
Statistics Program faculty are required. (For a Masters using Prerequisite: ACT=>22 or SAT=>510 or MATH 120 or
Plan II, 12 credit hours are required.) Compass Algebra >54 or College Algebra >33.
Students desiring to take a course who do not have the indi- 123. Trigonometry. (3) 1
cated prerequisites should consult with the course instructor. Definition of the trigonometric functions, radian and degree
NOTE: STAT 538 and 539 cannot be counted toward measure, graphs, basic trigonometric identities, inverse trigo-
the hours needed for graduate degrees in Mathematics nometric functions, complex numbers, polar coordinates and
and Statistics. graphs, vectors in 2 dimensions. May be taken concurrently
with MATH 150. Meets New Mexico Lower-Division General
Graduate Minor in Statistics (Ph.D.) Education Common Core Curriculum Area II: Mathematics
(NMCCN 1113).
For a graduate minor for the Ph.D. student at least 9 hours Prerequisite: ACT=>25 or SAT=>570 or MATH 121 or
of work in statistics courses including STAT 540 and 545 and Compass College Algebra >54.
one elective at the 500 level or above, to exclude colloquia or
seminars and approved by both the student’s major depart- 129. A Survey of Mathematics. (3)
ment and the Department of Mathematics and Statistics are An introduction to some of the great ideas of mathematics,
required. This minor may not be more than 25% of course including logic, systems of numbers, sequences and series,
work required for the Ph.D. degree. The minor form must be geometry and probability. Emphasizes general problem-solving
submitted to OGS with Program of Studies. skills. Meets New Mexico Lower-Division General Education
Common Core Curriculum Area II: Mathematics.
Prerequisite: ACT=>22 or SAT=>510 or MATH 120 or 121 or
Graduate Minor in Pure Mathematics 123 or 150 or 162 or 163 or 180 or 181 or 264.
(Ph.D.)
150. Pre-Calculus Mathematics. (3) 1
For a graduate minor for the Ph.D. student at least 9 hours In-depth study of polynomial, rational, exponential and
of work in mathematics to include Math 510 and 511 and an logarithmic functions and their graphs. Includes the fun-
elective at the Math 500 level or above, to exclude colloquia damental theorem of algebra, systems of equations, conic
or seminars and approved by both the students major depart- sections, parametric equations and applications in geom-
ment and the Department of Mathematics and Statistics are etry. Exploration of the graphing calculator. May be taken
required. This minor may not be more than 25% of course concurrently with MATH 123. Meets New Mexico Lower-
work required for the Ph.D. degree. The minor form must be Division General Education Common Core Curriculum Area
submitted to OGS with the Program of Studies. II: Mathematics.
Prerequisite: ACT=>25 or SAT=>570 or MATH 121 or
Compass College Algebra >54.
Mathematics (MATH)
162. Calculus I. (4) 1
I. Introductory Courses Derivative as a rate of change, intuitive, numerical and theo-
retical concepts, applications to graphing, linearization and
ISM 100. Algebraic Problem Solving. (3) optimization. Integral as a sum, relation between integral and
Includes signed numbers, solving linear equations, formulas, derivative, and applications of definite integral. Meets New
graphing, solving systems of equations and applications. Also Mexico Lower-Division General Education Common Core
covers exponents and polynomials, factoring and quadratics. Curriculum Area II: Mathematics (NMCCN 1614).
Satisfactory completion of MATH 100 meets prerequisite Prerequisite: (ACT=28-31 or SAT=640-700 or MATH 150 or
for MATH 120. Offered on a CR/NC basis only through Compass College Algebra >66) and (MATH 123 or Compass
University College. Trig >59) or (ACT=>32 or SAT=>700).
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Prerequisite: Grade of at least A- in 180 or 162.
338./542. Mathematics for Secondary Teachers. (3)
Footnote: Topics from secondary mathematics presented from an
1 See Restrictions earlier in Mathematics and Statistics. advanced standpoint and designed to meet the needs of
AND
pre- and in-service teachers. Open only to prospective and
in-service teachers of mathematics.
II. Courses for Teachers and Prerequisite: 306 and 327. {Spring}
300./500. Computing in the Mathematics Curriculum. **314. Linear Algebra with Applications. (3) 1
(3) System of linear equations, matrices, linear transformations,
Use of computers and graphing utilities in the mathematics determinants, eigenvalues and eigenvectors. Efficient com-
classroom. Introduction to hardware and commercial soft- putational methods emphasized.
ware. Applications of selected programming languages to the Prerequisite: (163 or 181) and CS 151L.
teaching of mathematics.
**316. Applied Ordinary Differential Equations. (3)
Prerequisite: 162 or 181.
Introduction to algorithmic theory of ordinary differential equa-
301./503. Calculus for Teachers. (3) tions. Topics covered: elementary theory of ordinary differen-
A penetrating look at functions, derivatives, intergrals, and the tial equations, numerical methods, phase-plane analysis, and
Fundametnal Theorem of Calculus that makes explicit how introduction to Laplace transformations. Third-level calculus
topics in the secondary school curriculum come to fruition in is helpful for this class.
this foundational subject. Prerequisite: 163 and CS 151L.
Prerequisite: 163. Restriction: permission of instructor.
**317. Elementary Combinatorics. (3) **412. Nonlinesar Dynamics and Chaos. (3)
Basic enumeration including combinations, permutations, Qualitative study of linear and nonlinear ordinary differential
set and integer partitions, distributions, and rearrangements, equations and discrete time maps including stability analysis,
binomial and multinomial theorems together with pigeon-hole bifucations, fractal structures and chaos; applications to biol-
and inclusion-exclusion principles and mathematical induction ogy, chemistry, physics and engineering.
principles. Discrete probability, elementary ordinary generat- Prerequisite: 264 and (314 or 321) or 316.
ing functions, recurrence relations, and sorting algorithms.
Prerequisite: 163 or 181. {Fall} **415. History and Philosophy of Mathematics. (3)
(Also offered as PHIL *415.) A historical survey of principal
**318. Graph Theory. (3) issues and controversies on the nature of mathematics.
Trees, connectivity, planarity, colorability, and digraphs; algo- Emphasis varies from year to year.
rithms and models involving these concepts. Ability in linear Prerequisite: 163 or 181 or 356.
algebra is helpful when taking this course. {Spring}
*421. Modern Algebra II. (3)
**319. Theory of Numbers. (3) Theory of fields, algebraic field extensions and Galois theory
Divisibility, congruences, primitive roots, quadratic residues, for fields of characteristic zero.
diophantine equations, continued fractions, partitions, num- Prerequisite: 322 or 422. {Spring}
ber theoretic functions. {Spring}
**422. Modern Algebra for Engineers. (3)
**321. Linear Algebra. (3) 1 Groups, rings and fields. (This course will not be counted in
Linear transformations, matrices, eigenvalues and eigenvec- the hours necessary for a mathematics major.)
tors, inner product spaces. Prerequisite: 264. {Fall}
Prerequisite: 264. {Fall, Spring}
*431./535. Introduction to Topology. (3)
322. Modern Algebra I. (3) Metric spaces, topological spaces, continuity, algebraic topol-
Groups, rings, homomorphisms, permutation groups, quo- ogy.
tient structure, ideal theory, fields. Prerequisite: 401. {Fall}
Prerequisite: 264. {Fall}
434./534. Introduction to Differential Geometry. (3)
**327. Introduction to Mathematical Thinking and Elementary theory of surfaces, differential forms, integral
Discrete Structures. (3) geometry and Riemannian geometry.
Course will introduce students to the fundamentals of math- Prerequisite: 311 or 402. {Offered upon demand}
ematical proof in the context of discrete structures. Topics
include logic, sets and relations, functions, integers, induction **439. Topics in Mathematics. (1-3, no limit) ∆
and recursion, counting, permutations and combinations and {Offered upon demand}
algorithms.
Prerequisite: 162 and 163. (Fall) 441. Probability. (3)
(Also offered as STAT 461/561.) Mathematical models for
**356. Symbolic Logic. (4) random experiments, random variables, expectation. The
(Also offered as PHIL 356.) This is a first course in logi- common discrete and continuous distributions with applica-
cal theory. Its primary goal is to study the notion of logical tion. Joint distributions, conditional probability and expecta-
entailment and related concepts, such as consistency and tion, independence. Laws of large numbers and the central
contingency. Formal systems are developed to analyze these limit theorem. Moment generating functions.
notions rigorously. Prerequisite: 264. {Fall}
391. Advanced Undergraduate Honors Seminar. (1-3 to 463./513. Introduction to Partial Differential Equations. (3)
a maximum of 8) ∆ Classification of partial differential equations; properly posed
Advanced problem solving. Especially recommended for problems; separation of variables, eigenfunctions and
students wishing to participate in the Putnam Intercollegiate Green’s functions; brief survey of numerical methods and
Mathematical Competition. variational principles.
Restriction: permission of instructor. {Offered upon demand} Prerequisite: 312 and 313 and (314 or 321) and (311 or
402). {Spring}
393. Topics in Mathematics. (3, no limit) ∆
Selected topics from analysis, algebra, geometry, statistics, 464./514. Applied Matrix Theory. (3)
model building, interdisciplinary studies and problem solving. Determinants; theory of linear equations; matrix analysis of
{Offered upon demand} differential equations; eigenvalues, eigenvectors and canoni-
cal forms; variational principles; generalized inverses.
401./**501. Advanced Calculus I. (4) Prerequisite: 314 or 321. {Fall}
Rigorous treatment of calculus in one variable. Definition and
topology of real numbers, sequences, limits, functions, con- *466. Mathematical Methods in Science and
tinuity, differentiation and integration. Students will learn how Engineering. (3)
to read, understand and construct mathematical proofs. Special functions and advanced mathematical methods
Prerequisite: 264 and two courses at the 300+ level. for solving differential equations, difference equations and
integral equations.
402./**502. Advanced Calculus II. (3) Prerequisite: 311 and 312 and 313 and 316. {Spring}
Generalization of 401/501 to several variables and metric
spaces: sequences, limits, compactness and continuity on *471. Introduction to Scientific Computing. (3)
metric spaces; interchange of limit operations; series, power (Also offered as CS 471.) Introduction to scientific computing
series; partial derivatives; fixed point, implicit and inverse fundamentals, exposure to high performance programming
function theorems; multiple integrals. language and scientific computing tools, case studies of
Prerequisite: 401. scientific problem solving techniques.
472./572. Fourier Analysis and Wavelets. (3) 508./308. Theory and Practice of Problem Solving. (3)
Discrete Fourier and Wavelet Transform. Fourier series and An experience in mathematical invention and discovery at
integrals. Expansions in series of orthogond wavelets and the level of high school geometry and algebra that includes
other functions. Multiresolution and time/frequency analysis. a deeper look at sequences, series, and recursions. {Offered
Applications to signal processing and statistics. upon demand}
Prerequisite: (314 or 321) or 401. {Offered upon demand} Prerequisite: 180 or 162. Corequisite: 306. Restriction:
College of Education graduate students.
499. Individual Study. (1-3 to a maximum of 6) ∆
Guided study, under the supervision of a faculty member, of 509./309. Applications of Mathematics. (3)
selected topics not covered in regular courses An experience in mathematical invention and discovery at
the level of high school geometry and algebra that includes a
Footnote: deeper look at sequences, series, and recursions.
1 See Restrictions earlier in Mathematics and Statistics. Prerequisite: 181 or 163. Restriction: College of Education
graduate students.
ARTS
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ARTSAND
SCIENCES
ogy, sequences, series, convergence issues. Continuous func-
500./300. Computing in the Mathematics Curriculum. (3)
tions, differentiation, Riemann integral. General topology and
Use of computers and graphing utilities in the mathematics
applications: Weierstrass and Stone-Weierstrass approxima-
classroom. Introduction to hardware and commercial soft-
tion theorems, elements of Founier Analysis (time permitting).
AND
ware. Applications of selected programming languages to the
Prerequisite: 321, 401. {Fall}
teaching of mathematics.
Prerequisite: 162 or 181. Restriction: College of Education 511. Introduction to Analysis II. (3)
graduate students. Continuation of 510. Differentiation in Rn. Inverse and implicit
function theorems, integration in Rn, differential forms and
**501./401. Advanced Calculus I. (4)
Stokes theorem.
Rigorous treatment of calculus in one variable. Definition and
Prerequisite: 510. {Spring}
topology of real numbers, sequences, limits, functions, con-
tinuity, differentiation and integration. Students will learn how 512./462. Introduction to Ordinary Differential
to read, understand and construct mathematical proofs. Equations. (3)
Prerequisite: 264 and two courses at the 300+ level. Linear systems. Existence and uniqueness theorems, flows,
Restriction: College of Education graduate students. linearized stability for critical points, stable manifold theo-
rem. Gradient and Hamiltonian systems. Limit sets, attrac-
**502./402. Advanced Calculus II. (3)
tors, periodic orbits, Floquet theory and the Poincare Map.
Generalization of 401/501 to several variables and metric
Introduction to perturbation theory.
spaces: sequences, limits, compactness and continuity on
Prerequisite: 314, or 321, 316, 401. {Fall}
metric spaces; interchange of limit operations; series, power
series; partial derivatives; fixed point, implicit and inverse 513./463. Introduction to Partial Differential Equations. (3)
function theorems; multiple integrals. Classification of partial differential equations; properly posed
Prerequisite: 501. Restriction: College of Education gradu- problems; separation of variables, eigenfunctions and
ate students. Green’s functions; brief survey of numerical methods and
variational principles.
503./301. Calculus for Teachers. (3)
Prerequisite: 312, 313, 314 or 321, one of 311 or 402.
A penetrating look at functions, derivatives, intergrals, and the
{Spring}
Fundametnal Theorem of Calculus that makes explicit how
topics in the secondary school curriculum come to fruition in 514./464. Applied Matrix Theory. (3)
this foundational subject. Determinants; theory of linear equations; matrix analysis of
Restriction: permission of instructor. differential equations; eigenvalues, eigenvectors and canoni-
cal forms; variational principles; generalized inverses.
504. Introductory Numerical Analysis: Numerical Linear
Prerequisite: 314 or 321. {Fall}
Algebra. (3)
(Also offered as CS 575.) Direct and iterative methods of the 519. Selected Topics in Number Theory. (3, no limit) ∆
solution of linear systems of equations and least squares
problems. Error analysis and numerical stability. The eigen- 520. Abstract Algebra I. (3)
value problem. Descent methods for function minimization, Theory of groups, permutation groups, Sylow theorems.
time permitting. Introduction to ring theory, polynomial rings. Principal ideal
Prerequisite: 464, 514. {Spring} domains.
Prerequisite: 322. {Fall}
505. Introductory Numerical Analysis: Approximation
and Differential Equations. (3) 521. Abstract Algebra II. (3)
(Also offered as CS 576.) Numerical approximation of func- Continuation of 520. Module theory, field theory, Galois
tions. Interpolation by polynomials, splines and trigonometric theory.
functions. Numerical integration and solution of ordinary Prerequisite: 321, 520. {Spring}
differential equations. An introduction to finite difference and
finite element methods, time permitting. 530. Algebraic Geometry I. (3)
Prerequisite: 316 or 401. {Fall} Basic theory of complex affine and projective varieties.
Smooth and singular points, dimension, regular and rational
506./306. College Geometry. (3) mappings between varieties, Chow’s theorem.
An axiomatic approach to fundamentals of geometry, both Prerequisite: 431, 521, 561. {Alternate Falls}
Euclidean and non-Euclidean. Emphasis on historical devel-
opment of geometry. 531. Algebraic Geometry II. (3)
Restriction: College of Education graduate students. Continuation of 530. Degree of a variety and linear systems.
{Spring} Detailed study of curves and surfaces.
Prerequisite: 530. {Alternate Springs}
507./305. Mathematics from a Historical Perspective.
(3) 532. Algebraic Topology I. (3)
A survey of mathematical developments prior to 1800; Introduction to homology and cohomology theories. Homotopy
emphasis on problem solving techniques; comparison of theory, CW complexes.
older and more modern methods. Prerequisite: 431, 521. {Alternate Falls}
Prerequisite: 163. Restriction: College of Education graduate
students. {Fall}
533. Algebraic Topology II. (3) be repeated for credit by permission of instructor. {Offered
Continuation of 532. Duality theorems, universal coefficients, upon demand}
spectral sequence. Restriction: College of Education graduate students.
Prerequisite: 532. {Alternate Springs}
551. Problems. (1-3, no limit) ∆
534./434. Introduction to Differential Geometry. (3)
Elementary theory of surfaces, differential forms, integral 557. Selected Topics in Numerical Analysis. (3, no
geometry, Riemannian geometry. limit) ∆
Prerequisite: 311 or 402. {Offered upon demand} (Also offered as CS 557.) Possible topics include approxima-
tion theory, two point boundary value problems, quadrature,
535./431. Foundations of Topology. (3) integral equations and roots of nonlinear equations.
Basic point set topology. Separation axioms, metric spaces,
topological manifolds, fundamental group and covering 561. Functions of a Complex Variable I. (3)
spaces. Analyticity, Cauchy theorem and formulas, Taylor and Laurent
Prerequisite: 401. {Fall} series, singularities and residues, conformal mapping,
selected topics.
536. Introduction to Differentiable Manifolds. (3) Prerequisite: 311 or 402. {Fall}
Concept of a manifold, differential structures, vector bundles,
tangent and cotangent bundles, embedding, immersions and 562. Functions of a Complex Variable II. (3)
submersions, transversality, Stokes’ theorem. The Mittag-Leffler theorem, series and product expansions,
Prerequisite: 511. {Spring} introduction to asymptotics and the properties of the gamma
and zeta functions. The Riemann mapping theorem, har-
537. Riemannian Geometry I. (3) monic functions and Dirichlet’s problem. Introduction to ellip-
Theory of connections, curvature, Riemannian metrics, Hopf- tic functions. Selected topics.
Rinow theorem, geodesics. Riemannian submanifolds. Prerequisite: 561. {Fall}
Prerequisite: 536. {Alternate Falls}
563. Measure Theory. (3)
538. Riemannian Geometry II. (3) Functions of one and several real variables, measure theory,
Continuation of MATH 537 with emphasis on adding more starting with Lebesque measure and integration. Product
structures. Riemannian submersions, Bochner theorems measures. Measure on spaces of functions.
with relation to topology of manifolds, Riemannian Foliations, Prerequisite: 401 or 510. {Fall}
Complex and Kaehler geometry, Sasakian and contact
geometry. 565. Harmonic Analysis. (3)
Prerequisite: 537. {Alternate Springs} Fourier analysis on the circle, real line and on compact and
locally compact groups.
539. Selected Topics in Geometry and Topology. (3, Prerequisite: 563. {Offered upon demand}
no limit) ∆
568. Stochastic Differential Equations. (3)
540. Stochastic Processes with Applications. (3) Basic theory of stochastic differential equations with applica-
(Also offered as STAT 565.) Markov chains and processes tions. The presentation will be at a level accessible to scien-
with applications. Classification of states. Decompositions. tists, engineers and applied mathematicians.
Stationary distributions. Probability of absorption, the gam- Prerequisite: 316 and 441. {Offered upon demand}
bler’s ruin and mean time problems. Queuing and branching
processes. Introduction to continuous time Markov pro- 569. Selected Topics in Analysis. (3, no limit) ∆
cesses. Jump processes and Brownian motion.
Prerequisite: 527. {Offered on demand} 570. Singular Perturbations. (3)
Singularly perturbed boundary value problems, layer type
541. Advanced Probability. (3) expansions and matching. Initial value problems and multi-
(Also offered as STAT 567.) A measure theoretic introduction scaling methods for ordinary and partial differential equations.
to probability theory. Construction of probability measures. Phase plane and qualitative ideas. Applications. Perturbations
Distribution and characteristic functions, independence and of Hamiltonian systems.
zero-one laws. Sequences of independent random variables, Prerequisite: 462, 463. {Alternate Springs}
strong law of large numbers and central limit theorem.
Conditional expectation. Martingales. 571. Ordinary Differential Equations. (3)
Prerequisite: 563. {Alternate Springs} Existence and uniqueness of solutions, linear systems,
asymptotic behavior of solutions to nonlinear systems, inte-
542./338. Mathematics for Secondary Teachers. (3) gral manifolds and linearizations, perturbation theory, bifurca-
Topics from secondary mathematics presented from an tion theory, dichotomies for solutions of linear systems.
advanced standpoint and designed to meet the needs of Prerequisite: 462. {Alternate Springs}
pre- and in-service teachers. Open only to prospective and
in-service teachers of mathematics. 572./472. Fourier Analysis and Wavelets. (3)
Prerequisite: 306 and 322 and 327. Restriction: College of Discrete Fourier and Wavelet Transform. Fourier series and
Education graduate students. {Fall} integrals. Expansions in series of orthogond wavelets and
other functions. Multiresolution and time/frequency analysis.
543./339. Topics in Mathematics for Elementary and Applications to signal processing and statistics.
Middle School Teachers. (1-3, no limit) ∆ Prerequisite: 314, 321 or 401. {Offered upon demand}
Presents mathematical topics of concern to elementary and
mid-school teachers. Open only to in-service and prospective 573. Partial Differential Equations. (3)
teachers. May be repeated for credit by permission of instruc- Equations of first order, classification of equations and sys-
tor. {Offered upon demand} tems, elliptic equations and introduction to potential theory,
Restriction: College of Education graduate students. hyperbolic equations and systems, parabolic equations.
Prerequisite: 463. {Alternate Falls}
549. Selected Topics in Probability Theory. (3, no
limit) ∆ 576. Numerical Linear Algebra. (3)
(Also offered as STAT 569.) Selected advanced topics in numerical linear algebra.
Prerequisite: 504. {Alternate Springs}
550./350. Topics in Mathematics for Secondary
Teachers. (1-3, no limit) ∆ 577. Numerical Ordinary Differential Equations. (3)
Presents mathematical topics of concern to secondary teach- Numerical methods for initial value and/or boundary value
ers. Open only to in-service and prospective teachers. May problems.
Prerequisite: 462, 504, 505. {Offered upon demand}
578. Numerical Partial Differential Equations. (3) **345. Elements of Mathematical Statistics and
Introduction to the numerical analysis of partial differential Probability Theory. (3)
equations. An introduction to probability including combinatorics, Bayes’
Prerequisite: 463, 504, 505. {Alternate Falls} theorem, probability densities, expectation, variance and cor-
relation. An introduction to estimation, confidence intervals
579. Selected Topics in Applied Mathematics. (3, no and hypothesis testing.
limit) ∆ Prerequisite: MATH 181 or MATH 163.
581. Functional Analysis I. (3) 425./525. SAS® Programming. (3)
Normed vector spaces, including Hilbert and Banach spaces. A detailed introduction to the SAS® programming language.
Linear operators on these spaces, with an emphasis on Topics covered include reading data, storing data, manipulat-
applications. ing data, data presentation, graphing, and macro program-
Prerequisite: 510. {Offered upon demand} ming. SAS® software will be used.
Prerequisite: 345 and 427.
582. Functional Analysis II. (3)
Advanced topics in function spaces and linear operators. 427./**527. Advanced Data Analysis I. (3)
Prerequisite: 581. Statistical tools for scientific research, including parametric
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and non-parametric methods for ANOVA and group com-
583. Methods of Applied Mathematics I. (3) parisons, simple linear and multiple linear regression, and
Approximation in Hilbert spaces, basic operator theory, basic ideas of experimental design and analysis. Emphasis
integral equations, distribution theory, Green’s functions, dif- placed on the use of statistical packages such as Minitab®
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ferential operators, boundary value problems and nonlinear and SAS®.
problems. Prerequisite: 145. {Fall}
Prerequisite: 312, 314, 316, 401. {Alternate Falls}
428./528. Advanced Data Analysis II. (3)
584. Methods of Applied Mathematics II. (3) A continuation of 427 that focuses on methods for analyz-
Eigenfunction expansions for ordinary and partial differential ing multivariate data and categorical data. Topics include
operators, Euler-Lagrange equations, Hamilton’s principle, cal- MANOVA, principal components, discriminant analysis, clas-
culus of variations, brief complex variable theory, special func- sification, factor analysis, analysis of contingency tables
tions, transform and spectral theory, asymptotic expansions. including log-linear models for multidimensional tables and
Prerequisite: 312 and 314 and 316 and 401. {Alternate logistic regression.
Springs} Prerequisite: 427.
598. Practicum. (1-6 to a maximum of 6) ∆ 434./534. Contingency Tables and Dependence
Practicum involves a project of an applied nature which may Structures. (3)
be done in conjunction with an industrial laboratory, a research This course examines the use of log-linear models to ana-
institution or another department of the University. It is expected lyze count data. It also uses graphical models to examine
the student will become acquainted with a field of application in dependence structures for both count data and measure-
science or engineering and complete a project of use and inter- ment data.
est to workers in that field. A final written report is required. Prerequisite: 345 and 427.
599. Master’s Thesis. (1-6, no limit) ∆ 440./540. Regression Analysis. (3)
Offered on a CR/NC basis only. Simple regression and multiple regression. Residual analysis
and transformations. Matrix approach to general linear mod-
605. Graduate Colloquium. (1 to a maximum of 4) ∆
els. Model selection procedures, nonlinear least squares,
Students present their current research.
logistic regression. Computer applications.
639. Seminar in Geometry and Topology. (1-3, no Prerequisite: 427. {Fall}
limit) ∆
445./545. Analysis of Variance and Experimental
649. Seminar in Probability and Statistics. (1-3, no Design. (3)
limit) ∆ A data-analytic course. Multifactor ANOVA. Principles of exper-
(Also offered as STAT 649.) imental design. Analysis of randomized blocks, Latin squares,
split plots, etc. Random and mixed models. Extensive use of
650. Reading and Research. (1-6 to a maximum of 12) ∆ computer packages with interpretation, diagnostics.
Prerequisite: 440. {Spring}
669. Seminar in Analysis. (1-3, no limit) ∆
453./553. Statistical Inference with Applications. (3)
679. Seminar in Applied Mathematics. (1-3, no limit) ∆ Transformations of univariate and multivariate distributions
to obtain the special distributions important in statistics.
689. Seminar in Functional Analysis. (1-3) Concepts of estimation and hypothesis testing in both large
and small samples with emphasis on the statistical properties
699. Dissertation. (3-12, no limit) ∆ of the more commonly used procedures, including student’s
Offered on a CR/NC basis only. t-tests, F-tests and chi-square tests. Confidence intervals.
Performance of procedures under non-standard conditions
(i.e., robustness).
Statistics (STAT) Prerequisite: 461. {Spring}
145. Introduction to Statistics. (3) 461./561. Probability. (3)
Techniques for the visual presentation of numerical data, (Also offered as MATH 441.) Mathematical models for ran-
descriptive statistics, introduction to probability and basic dom experiments, random variables, expectation. The com-
probability models used in statistics, introduction to sampling mon discrete and continuous distributions with application.
and statistical inference, illustrated by examples from a variety Joint distributions, conditional probability and expectation,
of fields. independence. Laws of large numbers and the central limit
Prerequisite: ACT = >22 or SAT = >510 or MATH 120 or 121 theorem. Moment generating functions.
or 123 or 150 or 162 or 163 or 180 or 181 or 264. {Summer, Prerequisite: MATH 264. {Fall}
Fall, Spring}
470./570. Industrial Statistics. (3) on the use of statistical packages such as Minitab® and
Basic ideas of statistical quality control and improvement. SAS®. Course cannot be counted in the hours needed for
Topics covered: Deming’s 14 points and deadly diseases, graduate degrees in Mathematics and Statistics.
Pareto charts, histograms, cause and effect diagrams, control Prerequisite: 145. {Fall}
charts, sampling, prediction, reliability, experimental design,
fractional factorials, Taguchi methods, response surfaces. 528./428. Advanced Data Analysis II. (3)
Prerequisite: 345. A continuation of 527 that focuses on methods for analyz-
ing multivariate data and categorical data. Topics include
472./572. Sampling Theory and Practice. (3) MANOVA, principal components, discriminate analysis, clas-
Basic methods of survey sampling; simple random sampling, sification, factor analysis, analysis of contingency tables
stratified sampling, cluster sampling, systematic sampling and including log-linear models for multidimensional tables and
general sampling schemes; estimation based on auxiliary logistic regression.
information; design of complex samples and case studies. Prerequisite: 527.
Prerequisite: 345. {Alternate Falls}
531. Statistical Genetics I. (3)
474./574. Biostatistical Methods: Survival Analysis and A detailed examination of the statistical methods used in
Logistic Regression. (3) analyzing genetic data. Topics covered include the estimation
A detailed overview of methods commonly used to analyze of allele frequencies, testing for Hardy-Weinberg equilibrium,
medical and epidemiological data. Topics include the Kaplan- classical and complex segregation analysis, linkage analysis
Meier estimate of the survivor function, models for censored for Mendelian and complex diseases, and the detection of
survival data, the Cox proportional hazards model, methods allelic association. Popular genetic software will be used for
for categorical response data including logistic regression data analysis.
and probit analysis, generalized linear models. Prerequisite: 345, 427. {Alternate Falls}
Prerequisite: 428 or 440.
532. Statistical Genetics II. (3)
476./576. Multivariate Analysis. (3) A continuation of 531. Topics covered include statistical meth-
Tools for multivariate analysis including multivariate ANOVA, ods for describing variation in quantitative traits, methods of
principal components analysis, discriminant analysis, cluster mapping and characterizing quantitative trait loci and other
analysis, factor analysis, structural equations modeling, current topics in statistical genetics, including the analysis of
canonical correlations and multidimensional scaling. microarray data and phylogenetic methods. Popular genetic
Prerequisite: 428 or 440. {Offered upon demand} software will be used for data analysis.
Prerequisite: 531. {Alternate Springs}
477./577. Introduction to Bayesian Modeling. (3)
An introduction to Bayesian methodology and applications. 534./434. Contingency Tables and Dependence
Topics covered include: probability review, Bayes’ theorem, Structures. (3)
prior elicitation, Markov chain Monte Carlo techniques. The This course examines the use of log-linear models to ana-
free software programs WinBUGS and R will be used for lyze count data. It also uses graphical models to examine
data analysis. dependence structures for both count data and measure-
Prerequisite: 461 and (427 or 440). {Alternate Springs}. ment data.
Prerequisite: 345, 527.
479. Topics in Statistics. (3, no limit) ∆
Modern topics not covered in regular course offerings. **538. Biostatistical Methods I for Public Health and
Medical Sciences. (3)
481./581. Introduction to Time Series Analysis. (3) Covers basic statistical methods, including statistical sum-
Introduction to time domain and frequency domain models maries and inference. Methods of summarizing data include
of time series. Data analysis with emphasis on Box-Jenkins graphical displays and numerical summaries. Statistical infer-
methods. Topics such as multivariate models; linear filters; ence includes hypothesis testing and confidence intervals.
linear prediction; forecasting and control. Methods for continuous and categorical data are studied.
Prerequisite: 461. {Alternate Springs} Prerequisite: B or better in MATH 121. {Fall}
495. Individual Study. (1-3 to a maximum of 6) ∆ **539. Biostatistical Method II for Public Health and
Guided study, under the supervision of a faculty member, of Medical Sciences. (3)
selected topics not covered in regular course offerings. Covers basic models used in the statistical analysis of
studies in the medical sciences and public health field, with
520. Topics in Interdisciplinary Biological and an emphasis on epidemiology. Linear regression, analysis
Biomedical Sciences. (3, unlimited) ∆ of variance, logistic regression, and survival models are
(Also offered as ANTH 620, BIOL 520, CS 520, ECE 620) studied.
Varying interdisciplinary topics taught by collaborative scien- Prerequisite: 538. {Spring}
tists from UNM, SFI, and LANL.
540./440. Regression Analysis. (3)
524. Collaborative Interdisciplinary Teaching. (3) Simple regression and multiple regression. Residual analysis
(Also offered as BIOL 524, CS 524, ANTH 624, ECE 524) and transformations. Matrix approach to general linear mod-
Course designed to develop the methods content and els. Model selection procedures, nonlinear least squares,
assessment of effective interdisciplinary biological courses; logistic regression. Computer applications.
Students will develop and teach an undergraduate interdisci- Prerequisite: 527. {Fall}
plinary topics course. Topics vary.
Restriction: permission of instructor. 545./445. Analysis of Variance and Experimental
Design. (3)
525./425. SAS® Programming. (3) A data-analytic course. Multifactor ANOVA. Principles
A detailed introduction to the SAS® programming language. of experimental design. Analysis of randomized blocks,
Topics covered include reading data, storing data, manipulat- Latin squares, split plots, etc. Random and mixed models.
ing data, data presentation, graphing, and macro program- Extensive use of computer packages with interpretation,
ming. SAS® software will be used. diagnostics.
Prerequisite: 345, 427. Prerequisite: 540. {Spring}
**527./427. Advanced Data Analysis I. (3) 546. Theory of Linear Models. (3)
Statistical tools for scientific research, including parametric Theory of the Linear Models discussed in 440/540 and
and non-parametric methods for ANOVA and group compari- 445/545. Linear spaces, matrices, projections, multivariate
sons, simple linear and multiple linear regression and basic normal distribution and theory of quadratic forms. Non-
ideas of experimental design and analysis. Emphasis placed full rank models and estimability. Gauss-Markov theorem.
Distribution theory for normality assumptions. Hypothesis 574./474. Biostatistical Methods: Survival Analysis and
testing and confidence regions. Logistic Regression. (3)
Prerequisite: 553, 545, linear algebra. {Alternate Falls} A detailed overview of methods commonly used to analyze
medical and epidemiological data. Topics include the Kaplan-
547. Multivariate Analysis and Advanced Linear Models. Meier estimate of the survivor function, models for censored
(3) survival data, the Cox proportional hazards model, methods
Hotelling T2, multivariate ANOVA and Regression, classifi- for categorical response data including logistic regression
cation and discrimination, principal components and factor and probit analysis, generalized linear models.
analysis, clustering, graphical and computational techniques, Prerequisite: 528 or 540.
topics in linear models.
Prerequisite: 546. {Alternate Springs} 576./476. Multivariate Analysis. (3)
Tools for multivariate analysis including multivariate ANOVA,
553./453. Statistical Inference with Applications. (3) principal components analysis, discriminant analysis, cluster
Transformations of univariate and multivariate distributions analysis, factor analysis, structural equations modeling,
to obtain the special distributions important in statistics. canonical correlations and multidimensional scaling.
Concepts of estimation and hypothesis testing in both large Prerequisite: 528 or 540. {Offered upon demand}
and small samples with emphasis on the statistical properties
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of the more commonly used procedures, including Students 577./477. Introduction to Bayesian Modeling. (3)
t-tests, F-tests and chi-square tests. Confidence intervals. An introduction to Bayesian methodology and applications.
Performance of procedures under non-standard conditions Topics covered include: probability review, Bayes’ theorem,
(i.e., robustness). prior elicitation, Markov chain Monte Carlo techniques. The
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Prerequisite: 561. {Spring} free software programs WinBUGS and R will be used for
data analysis.
556. Advanced Statistical Inference I. (3) Prerequisite: 561 and (527 or 540). {Alternate Springs}.
Theory and methods of point estimation, sufficiency and its
applications. 579. Selected Topics in Statistics. (3, no limit) ∆
Prerequisite: 553, 561 and MATH 510. {Alternate Falls}
581./481. Introduction to Time Series Analysis. (3)
557. Advanced Statistical Inference II. (3) Introduction to time domain and frequency domain models
Standard limit theorems, hypothesis testing, confidence inter- of time series. Data analysis with emphasis on Box-Jenkins
vals and decision theory. methods. Topics such as multivariate models; linear filters;
Prerequisite: 556. {Alternate Springs} linear prediction; forecasting and control.
Prerequisite: 561. {Alternate Springs}
561./461. Probability. (3)
Mathematical models for random experiments, random vari- 582. Advanced Time Series Analysis. (3)
ables, expectation. The common discrete and continuous Time series models in the time and spectral domains. Linear
distributions with application. Joint distributions, conditional filters. Multivariate models. Autoregressive and moving aver-
probability and expectation, independence. Laws of large age models. Filtering and prediction. Distribution theory.
numbers and the central limit theorem. Moment generating Design of experiments.
functions. Prerequisite: 581. {Alternate Falls}
Prerequisite: MATH 264. {Fall}
585. Nonparametric and Robust Methods. (3)
565. Stochastic Processes with Applications. (3) Statistical methods that are insensitive to the distribution of
(Also offered as MATH 540.) Markov chains and processes the data. Sign tests, Kolmogorov-Smirnov tests, rank tests
with applications. Classification of states. Decompositions. including the Wilcoxon, Mann-Whitney, Kruskal-Wallis and
Stationary distributions. Probability of absorption, the gam- Friedman tests. Robust estimation including M estimators, L
bler’s ruin and mean time problems. Queuing and branching estimators and R estimators.
processes. Introduction to continuous time Markov pro- Prerequisite: 561. {Offered upon demand}
cesses. Jump processes and Brownian motion.
Prerequisite: 561. {Offered on demand} 586. Nonparametric Curve Estimation and Image
Reconstruction. (3)
567. Advanced Probability. (3) Nonparametric regression, density estimation, filtering, spec-
(Also offered as MATH 541.) A measure theoretic introduction tral density estimation, image reconstruction and pattern
to probability theory. Construction of probability measures. recognition. Tools include orthogonal series, kernels, splines,
Distribution and characteristic functions, independence and wavelets and neural networks. Applications to medicine,
zero-one laws. Sequences of independent random variables, engineering, biostatistics and economics.
strong law of large numbers and central limit theorem. Prerequisite: 561. {Offered upon demand}
Conditional expectation. Martingales.
Prerequisite: MATH 563. {Alternate Springs} 590. Statistical Computing. (3)
A detailed examination of essential statistical computing skills
569. Selected Topics in Probability Theory. (3, no needed for research and industrial work. Students will use
limit) ∆ S-Plus, Matlab and SAS® to develop algorithms for solving
(Also offered as MATH 549.) a variety of statistical problems using resampling and simula-
tion techniques such as the bootstrap, Monte Carlo methods
570./470. Industrial Statistics. (3) and Markov chain methods for approximating probability
Basic ideas of statistical quality control and improvement. distributions. Applications to linear and non-linear models
Topics covered: Demings 14 points and deadly diseases, will be stressed.
Pareto charts, histograms, cause and effect diagrams, control Prerequisite: 528.
charts, sampling, prediction, reliability, experimental design,
fractional factorials, Taguchi methods, response surfaces. 595. Problems. (1-3, no limit) ∆
Prerequisite: 345.
597. Statistical Consulting Laboratory. (1-3, no limit) ∆
572./472. Sampling Theory and Practice. (3) Provides experience in statistical consulting and analysis
Basic methods of survey sampling; simple random sampling, of real data.
stratified sampling, cluster sampling, systematic sampling and Prerequisite: 528.
general sampling schemes; estimation based on auxiliary
information; design of complex samples and case studies. 599. Master’s Thesis. (1-6, no limit) ∆
Prerequisite: 345. {Alternate Falls} Offered on a CR/NC basis only.
649. Seminar in Probability and Statistics. (1-3, no 101, 102, 201, 202, 275, 276. The remaining 18 hours are
limit) ∆ to be selected from the Approved Electives listed below,
(Also offered as MATH 649.) including at least 3 hours in History, 3 hours in English, and
3 hours in Art History.
650. Reading and Research. (1-6 to a maximum of 12) ∆
In the twenty-first century, the problem of violence exists on Group I – Thought, Ideology and Ethics of War and
multiple levels, from domestic abuse and entrenched poverty Peace
to international armed conflict, terrorism and counter-ter- Suggested courses:
rorism. We face the prospect of a nuclear conflagration on
AMST 320 Topics in Globalization Theory & Practice 3
one side, with the daily reality of low-technology conflicts in
AMST 182 Environment, Science & Technology 3
dozens of countries on another. In the organized violence
ANTH 420 Ethics in Anthropology 3
of warfare, far more civilians die than soldiers; small arms
CJ 318 Language, Thought and Behavior 3
destroy more than sophisticated weaponry, and war-related
ECON 204 Origins and Development of
poverty, displacement, and disease are the biggest killers of
Economic Thought 3
all. Moreover, in refugee camps and urban communities alike,
ENGL 420 Language and Diversity 3
the pervasive incidence of violence within families and com-
LING 490 Topics in Rhetoric of War 3
munities feeds and is fed by violence in its other forms.
PHIL 102 Current Moral Problems 3
Peace Studies students examine the influences that often PHIL 358 Ethical Theory 3
lead to violent conflict, and the alternative pathways toward PHIL 441 Philosophical Movements/Contemporary 3
sustainable peace, by using the disciplinary frames found POLS 260 Political Ideas 3
within the College of Arts & Sciences. Anthropology, history, POLS 362 Modern Political Theory 3
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philosophy, sociology, political science, economics, literature, SOC 312 Causes of Crime 3
communications, journalism and psychology all offer ways RELG 347 Religion and Ecology 3
of understanding the patterns of conflict we see in our lives UHON 302 Sem/Modern Terrorism & US Constitution 3
and in the world. In both classroom and experiential learning,
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Group II – Methodology and Practice of Conflict
students are invited to think critically about our world, to act
Resolution
creatively, and to fashion their own and our collective future in
Suggested courses:
a holistic and supportive educational environment.
AMST 300 Topics in Globalization
Ultimately, the goals of the Peace Studies minor reinforce the & Nonviolent Resistance 3
overall goals of liberal arts education – to inform, to enrich AMST 310 Nonviolence Issues 3
and to strengthen humanistic values in our society. The minor ANTH 251 Forensic Anthropology 3
offers a unique, interdisciplinary addition to existing programs ARTH 429 Topics in Visible Agendas 3
at the University of New Mexico and is readily integrated into BIOL 402 Topics in Bioterrorism 3
undergraduate programs in other schools and colleges in the CJ 221 Interpersonal Communication 3
university. Careers in law, education, management, and fine CJ 314 Intercultural Communication 3
arts are enhanced by the study of conflict and its peaceful CJ 320 Mediation 3
resolution, no less than more obvious career paths in foreign FLC Conflict and Reconciliation 3
service, criminology, media and communications, politics, POLS 442 International Peacekeeping
psychology, and human services. and Conflict Resolution 3
PSY 374 Cross-cultural Psychology 3
The UNM Peace Studies Program is a collaborative associa- PSY 450 Special Topics in Psychological Trauma 3
tion of UNM faculty, staff, students and administrators with WMST 279 Intercultural Communication
affiliated organizational and community members. The pro- Between Women 3
gram affirms the citizenship role of the University, participat-
ing in campus and community events relevant to establishing Group III – Conflict and Conflict Resolution at the
a just and sustainable peace. International Level
Suggested courses:
POLS 441 Civil Wars 3 Group I – Thought, Ideology and Ethics of War and Peace
SOC 216 Dynamics of Prejudice 3 – suggested courses:
SOC 416 Race & Cultural Relations 3 See Group I electives for Peace Studies minor
SOC 331 Collective Behavior 3
WMST 353 Women and Creativity 3 Group II – Methodology and Practice of Conflict
Resolution – suggested courses:
See Group II electives for Peace Studies minor
The Peace and Justice Studies
Group III – Conflict and Conflict Resolution at the
Certificate Program International Level – suggested courses:
See Group III electives for Peace Studies minor
The Peace and Justice Studies Certificate Program offers all
UNM undergraduate and non-degree students the opportunity Group IV – Conflict and Conflict Resolution at the
to both study and promote peace and justice in interpersonal, National and Sub-national Level
institutional, societal and/or global terms. The certificate is – suggested courses:
a component of the UNM Peace Studies Program, admin- See Group IV electives for Peace Studies minor
istered through the College of Arts & Sciences, which also
offers an interdisciplinary undergraduate minor degree in
Peace Studies for students enrolled in the College of Arts Peace Studies (PCST)
& Sciences. While the 24-credit minor is available to A&S
majors, the 15-credit certificate program has a broader reach. 102. Introduction to Peace Studies. (3 to a maximum
The Peace & Justice Certificate Program welcomes students of 6) ∆
from all undergraduate academic departments at UNM, Introduction to peace research. Primary content of Peace
including those administered within University College, the Studies Program; focuses on the concepts of peace/war,
College of Education, and the College of Engineering. security/conflict, and violence/non-violence. Special empha-
sis on non-violent conflict resolution, human rights, and social
Certificate recipients must earn 18 credits, encompassing justice issues.
3 internship hours and 12 elective hours. The internship
component entails a service learning experience with a com- 221. Global Issues. (3)
munity peace and justice organization, such the Albuquerque (Also offered as SOC 221). The global context of pat-
Center for Peace and Justice, Catholic Charities, Health terns of development in nation-states with an emphasis on
Care for the Homeless, Cuidando los Ninos, the Women’s industrializing countries. Selected topics of social, economic
Community Association and Enlace Comunitario. To fulfill the and cultural change. Inequality, war, reform and revolution
classroom component, students select four 3-credit courses in global perspective. Meets New Mexico Lower-Division
from the current electives offered under the auspices of the General Education Common Core Curriculum Area IV: Social/
Peace Studies minor, and under the guidance of the Peace Behavioral Sciences.
Studies Advisor. Prerequisite: 101.
The comprehensive list of Peace & Justice Studies electives, 240. International Politics. (3)
currently being offered by various departments in the College (Also offered as POLS 240). Analyzes significant factors in
of Arts & Sciences, are listed in the catalog under the entry world politics, including nationalism, “national interest,” ideol-
for the Peace Studies minor program. Electives are divided ogy, international conflict and collaboration, balance of power,
into four substantive categories, comprising the theoretical, deterrence, international law and international organization.
methodological, international and national/subnational facets {Fall, Spring}
of peace and justice studies, respectively. Certificate candi-
dates may select their electives freely, in consultation with the 400. Peace Studies Internship. (3)
Peace Studies advisor. Some students may wish to concen- Placement in community-based organization active in conflict
trate their electives in one or more category, and others elect resolution, peacemaking, and/or social justice. Arranged by
to take one from each of the four. student in consultation with advisor. Must be supervised by
a faculty member.
The essence of the Peace & Justice certificate program is
twofold. First, it involves an exploration of the causes and
consequences of various forms of violence, as well as peace-
PHILOSOPHY
ful alternatives to violence. Second, it encourages students to
understand peace as a multi-faceted vision for transformed
human relations, which requires implementation on numer-
ous levels and over the long term. Peace & Justice certificate
candidates are encouraged to explore the many dimensions John Bussanich, Chairperson
of conflict transformation – including disarmament, socio-eco- Department of Philosophy
nomic development, inter-personal and cross-cultural com- MSC03 2140
munication, political and social pluralism, respect for human 1 University of New Mexico
rights, international peacekeeping, environmental protection Albuquerque, NM 87131-0001
and sustainable resource development, and the promotion of (505) 277-2405 FAX (505) 277-6362
social welfare, including access to a living wage, social secu- e-mail: thinker@unm.edu
rity after retirement, health care, education and shelter. Web site: http://www.unm.edu/~thinker
Regents Professor
Russell B. Goodman, Ph.D., The Johns Hopkins University
Peace and Justice Studies
Requirements Professors
Andrew Burgess, Ph.D., Yale University
Required Course – 6 credit hours John Bussanich, Ph.D., Stanford University
102 Introduction to Peace Studies 3 Barbara Hannan, Ph.D., University of Arizona
400 Peace Studies Internship* 3 John Taber, Ph.D., Universitat Hamburg
* see your Advisor
Associate Professors
Elective Courses – 12 credit hours Kelly Becker, Ph.D., University of California (San Diego)
Students may take one or more 3-credit courses from each Richard Hayes, Ph.D., University of Toronto
of the preceding four groups, amounting to a total of four Brent Kalar, Ph.D., Harvard University
3-credit electives. These are suggested courses; substitution Iain Thomson, Ph.D., University of California (San Diego)
of courses of similar nature is permitted with approval of the
Peace Studies Advisor.
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programs in philosophy are designed to serve several dif- International Studies); Latin American Studies, Period Minor
ferent functions: 1) the central focus of a liberal arts degree (see Comparative Literature), Peace Studies, Religious
program; 2) a key component in an interdisciplinary program; Studies; and Science Technology and Society.
3) preparation for graduate work in education, law, medicine,
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politics, social work and theology; and 4) preparation for grad-
uate work in philosophy. Students are invited to discuss with Departmental Honors
the departmental undergraduate advisor the role philosophy
courses might play in specific programs of study. Students desiring to read for honors in philosophy should
1) discuss requirements of the program with the departmental
honors advisor; 2) establish a committee on studies during
Major Study Requirements the junior year; and 3) enroll in PHIL 497 and 499 for at least
a total of 6 hours credit.
Thirty-one hours distributed as follows:
201 Greek Philosophy
202 Modern Philosophy Graduate Program
356 Symbolic Logic
358 Ethical Theory Graduate Director
352 Theory of Knowledge Iain Thomson
–or– 354 Metaphysics
Applications Deadlines:
441 Philosophical Movements
Fall semester: Ph.D.–Only students who apply by
–or– 442 Individual Philosophers
January 31 are assured of consideration.
–or– 402, 403, 404, 406, 409, 410, 412, 413, 421 or
422 M.A.–Only students who apply by March 1 are assured
of consideration.
Twelve hours of electives, 6 of which must be at the 300-level
Spring semester: M.A.–Only students who apply by
or above. (Normally 100-level Philosophy courses will count
November 1 are assured of consideration. No Spring
only if taken prior to any 200 or higher level course.)
admissions for Ph.D. program.
202. From Descartes to Kant. (3) 361. Modern Christian Thought. (3)
An historical study of philosophical trends and controversies (Also offered as RELG 361.) Background of the intellectual
that characterize the development of early modern phi- issues facing Roman Catholic and Protestant traditions
losophy. This survey will cover the philosophies of Descartes, today.
Spinoza, Leibniz, Locke, Berkeley, Hume, and Kant.. Prerequisite: one course in Religious Studies or Philosophy.
371. Classical Social and Political Philosophy. (3) ence; evaluation; artist’s/author’s status; meaning; reception;
From Plato to Hobbes. hermeneutics and representation.
Prerequisite: 101 or 201. Prerequisite:one course in Philosophy.
372. Modern Social and Political Philosophy. (3) *480. Philosophy and Literature. (3 to a maximum of
From Hobbes to present. 12) ∆
Prerequisite: 101 or 202 or 371. (Also offered as ENGP 480.) Selected philosophical move-
ments and their relationships to literary masterpieces.
381. Philosophy of Law. (3) Prerequisite: one course in Philosophy.
Examination of philosophical issues pertaining to law, includ-
ing the nature of law, responsibility, rights, justice, the 485. Philosophical Foundations of Economic Theory.
justification of punishment, and the justification of state inter- (3)
ference with individual liberty. (Also offered as ECPH 485.)
Prerequisite: 358. Prerequisite: ECON 105 and ECON 106.
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through independence ideologies.
Prerequisite: one course in Philosophy.
on Individual Figures in the History
of Philosophy
390. Latin American Thought II. (3)
AND
(Also offered as HIST, RELG, SOC 390.) Positivism through *402. Plato. (3)
contemporary thought. Prerequisite: 201.
Prerequisite: one course in Philosophy.
*403. Aristotle. (3)
Prerequisite: 201.
Undergraduate Topics Courses
404./504. Augustine. (3)
341. Topics in Philosophy. (3) (Also offered as RELG 404.)
An investigation of some important philosophic debates. Prerequisite: 201 or RELG 360
342. Selected Philosophers. (3 to a maximum of 12) ∆ *406. Descartes. (3)
A treatment of the thought of a major philosopher. Prerequisite: 202.
*434. South Asian Mystical Traditions. (3) 466./566. Seminar in Philosophy of Art and Aesthetics. (3
(Also offered as RELG *434.) This course will examine a to a maximum of 6) ∆
wide range of mystical thought and experience in South Asia An in-depth examination of the genesis of modern aesthetics
from the first millennium BCE through the medieval period in in the 18th and early 19th centuries, with a special focus on
Hindu and Buddhist traditions. the aesthetic theory of Immanuel Kant.
Prerequisite: 333 or 334 or RELG 263 or RELG 343. Prerequisite: 15 hours Philosophy coursework.
*438. Indian Buddhist Philosophy. (3) 568./468. Seminar in Psychoanalytic Theory and
(Also offered as RELG *438.) A survey of Hinayana and Continental Philosophy. (3 to a maximum of 6) ∆
Mahayana philosophical thought as it developed in South This seminar offers students an in-depth introduction to psy-
Asia, together with its religious, historical and social context. choanalysis considered in relation to philosophy. It focuses
Prerequisite: 333 or 334 or RELG 343. on Freudian and/or Lacanian versions of analytic thought and
their consequences for various philosophical discussions.
*440. Summer Seminar in Buddhism. (3 to a maximum Prerequisite: 15 hours Philosophy coursework.
of 6) ∆
(Also offered as RELG *440.) Two-week, intensive summer 469./569. Seminar in Continental Philosophy. (3 to a
course at Jemez Bodhi Manda Zen Center. Study of both theory maximum of 6) ∆
and practice with visiting professors from various universities. This seminar offers graduate and advanced undergraduate
Opportunity for directed meditation for interested participants. students an in-depth engagement with a specific philosopher
Prerequisite: 333 or 334 or 336 or RELG 263 or RELG 343.. or philosophical orientation situated in the context of twen-
tieth-century Europe. It focuses on French and/or German
*448. Comparative Philosophy. (3) philosophies in particular.
A comparative study of the Buddhist, Chinese, European, Prerequisite: 15 hours Philosophy coursework.
Indian and Islamic philosophical traditions with reference to
ontology, epistemology, axiology and sociopolitical thought. 486./586. Seminar on Major Continental Philosopher. (3
Prerequisite: one course in Philosophy. to a maximum of 6) ∆
A close reading of a leading figure in contemporary conti-
453. Asian Studies Thesis. (3) nental philosophy, typically focusing on that thinker’s most
(Also offered as COMP, HIST, POLS, RELG, 453.) Supervised influential work, such as Sartre’s Being and Nothingness,
research in one or more disciplines leading to an undergradu- Levinas’s Totality and Infinity, Gadamer’s Truth and Method,
ate thesis for the major in Asian Studies. etc.
Prerequisite: 15 hourse Philosophy coursework.
Other Advanced Undergraduate 497. Honors Seminar. (3 to a maximum of 6) ∆
Courses For departmental honors in philosophy. {Offered upon
demand}
*441. Topics: Figures and Movements. (3 to a maximum
of 12) ∆ 498. Reading and Research. (1-3, may be repeated 3
Topic varies. times) ∆
Prerequisite: one Philosophy course 200-level or above.
499. Senior Thesis. (3 to a maximum of 6) ∆
442. Individual Philosophers. (3 to a maximum of 12) ∆ For departmental honors. {Offered upon demand}
Figure varies.
Prerequisite: one course in Philosophy.
Graduate Seminars
454./554. Seminar in Metaphysics & Epistemology. (3 to
a maximum of 6) ∆ 554./454. Seminar in Metaphysics & Epistemology. (3
This seminar offers graduate and advanced undergraduate to a maximum of 6) ∆
students exposure to contemporary literature and current This seminar offers graduate and advanced undergraduate
professional discussion on issues in metaphysics and/or students exposure to contemporary literature and current
epistemology. professional discussion on issues in metaphysics and/or
Prerequisite: 15 hours Philosophy coursework. epistemology.
Prerequisite: 15 hours Philosophy coursework.
457./557. Seminar in the History of Philosophy. (3 to a
maximum of 6) ∆ 557./457. Seminar in the History of Philosophy. (3 to a
A close and critical examination of issues in the history of maximum of 6) ∆
philosophy. Emphasis may be placed on a particular philo- A close and critical examination of issues in the history of
sophical figure or on the development of a particular trend in philosophy. Emphasis may be placed on a particular philo-
the history of philosophy. sophical figure or on the development of a particular trend in
Prerequisite: 15 hours Philosophy coursework. the history of philosophy.
Prerequisite: 15 hours Philosophy coursework.
458./558. Seminar in Moral and Political Philosophy. (3
to a maximum of 9) ∆ 558./458. Seminar in Moral and Political Philosophy.
A study of advanced topics in ethics. Possible topics include: (3 to a maximum of 9) ∆
practical reason; the connection between ethics and agency; A study of advanced topics in ethics. Possible topics include:
metaethics; the nature of normativity. practical reason; the connection between ethics and agency;
Prerequisite: 15 hours Philosophy coursework. metaethics; the nature of normativity.
Prerequisite: 15 hours Philosophy coursework.
462./562. Seminar in American Philosophy. (3 to a maxi-
mum of 6) ∆ 562./462. Seminar in American Philosophy. (3 to a maxi-
An intensive study of texts and movements in American mum of 6) ∆
philosophy from the eighteenth century to contemporary An intensive study of texts and movements in American
pragmatism. philosophy from the eighteenth century to contemporary
Prerequisite: 15 hours Philosophy coursework. pragmatism.
Prerequisite: 15 hours Philosophy coursework.
464./564. Seminar in Philosophy of Religion. (3 to a
maximum of 6) ∆ 564./464. Seminar in Philosophy of Religion. (3 to a
(Also offered as RELG 464.) Advanced topics in philosophy maximum of 6) ∆
of religion. (Also offered as RELG 464.) Advanced topics in philosophy
Prerequisite: 15 hours Philosophy or Religious Studies of religion.
coursework. Prerequisite: 15 hours Philosophy or Religious Studies
coursework.
566./466. Seminar in Philosophy of Art and Aesthetics. 677. Seminar in Dignāga and Dharmakīrti. (3)
(3 to a maximum of 6) ∆ The thought of Dignāga and Dharmakīrti, excerpts of whose
An in-depth examination of the genesis of modern aesthetics works will be read in Sanskrit or English translation, along
in the 18th and early 19th centuries, with a special focus on with reflections on their work by several modern scholars.
the aesthetic theory of Immanuel Kant. Knowledge of Sanskrit expected.
Prerequisite: 15 hours Philosophy coursework.
678. Seminar in Nyāya and Vaiśesika. (3)
526. Seminar in Asian Philosophers. (3) This is a study of major themes of the Nyāya and Vaiśesika
schools of Indian philosophy based on a reading of the
542. Seminar in Individual Philosophers. (3 to a maxi- Vaiśeskasūtra, Nyāyasūtra and Nyāyabhāsya in Sanskrit.
mum of 18) ∆ Knowledge of Sanskrit expected.
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568./468. Seminar in Psychoanalytic Theory and
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Continental Philosophy. (3 to a maximum of 6) ∆
This seminar offers students an in-depth introduction to psy-
choanalysis considered in relation to philosophy. It focuses
Other Ph.D. Courses
on Freudian and/or Lacanian versions of analytic thought and
AND
651. Ph.D. Problems. (1-3, may be repeated 6 times) ∆
their consequences for various philosophical discussions. Offered on a CR/NC basis only.
Prerequisite: 15 hours Philosophy coursework.
699. Dissertation. (3-12, no limit) ∆
569./469. Seminar in Continental Philosophy. (3 to a Offered on a CR/NC basis only.
maximum of 6) ∆
This seminar offers graduate and advanced undergraduate
students an in-depth engagement with a specific philosopher
or philosophical orientation situated in the context of twen- PHILOSOPHY-ECONOMICS
tieth-century Europe. It focuses on French and/or German
philosophies in particular.
See Economics-Philosophy.
Prerequisite: 15 hours Philosophy coursework.
Regents Professor
Ph.D. Seminars/Tutorials in Indian Wolfgang Rudolph, Ph.D., University of Jena
Philosophy Professors
Harjit S. Ahluwalia, Ph.D., University of Gujarat
670. Seminar in Sanskrit Philosophical Texts. (3 to a
Bernd Bassalleck, Ph.D., University of Karlsruhe
maximum of 6) ∆
Kevin E. Cahill, Ph.D., Harvard University
This course is designed to give students at the intermediate
Ivan H. Deutsch, Ph.D., University of California (Berkeley)
to advanced level practice in reading philosophical literature
Jean-Claude Diels, Ph.D., University of Brussels
in Sanskrit. The texts chosen will be those that are most
David H. Dunlap, Ph.D., University of Rochester
relevant to the students' research interests.
Daniel Finley, Ph.D., University of California (Berkeley)
675. Seminar in Madhyamaka. (3) Michael S. Gold, Ph.D., University of California (Berkeley)
The heart of this course will be a study of Nāgārjuna's Mūla- Kevin Malloy, Ph.D., Stanford University
madhyamaka-kārikā and its principal commentaries by com- John A. J. Matthews, Ph.D., University of Toronto
paring several translations with the original Sanskrit texts and John T. McGraw, Ph.D., University of Texas
key modern interpreters. Knowledge of Sanskrit expected. Sudhakar Prasad, Ph.D., Harvard University
Sally C. Seidel, Ph.D., University of Michigan
676. Seminar in Vasubandhu. (3) Mansoor Sheik-Bahae, Ph.D., State University of New York
The topic of this course will be the thought of Vasubandhu, (Buffalo)
excerpts of whose works will be read in Sanskrit or English
translation, along with reflections on his work by modern
scholars. Knowledge of Sanskrit expected.
Undergraduate Program scheduled, the Honors Program allows each Honors Student
the opportunity to be directly involved in the choice of an addi-
The basic courses PHYC 160, 160L, 161, 161L, 262, 262L tion to his/her educational program. In addition, the program
and MATH 162, 163 and 264 are prerequisite to all 300-level offers the student the opportunity to work closely with one or
and higher physics and astronomy courses, and are required two professors.
prerequisites for major and minor study in physics and in
astrophysics for either the B.S. or the B.A. degree. For the During each of the last two semesters of the student’s under-
B.S. in astrophysics, ASTR 270, 270L, 271 and 271L are also graduate program, and upon selecting an original research
required. topic that is accepted by the faculty mentor, the student
should register for the 1 credit hour honors course, ASTR/
PHYC 456. This registration requires the prior approval of
Major Study Requirements the faculty mentor in question. As an honors award is of a
departmental nature, the student and mentor should submit
First year students planning to major or minor in physics or an initial proposal outlining the intended work as early as
astrophysics, if they have the necessary mathematics, usually possible, and certainly before the end of the fourth week of
take PHYC 160, 160L and MATH 162 in their first semester, the semester in which the work is begun. The proposal is
submitted to the department’s Undergraduate Committee for
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and PHYC 161, 161L and MATH 163 in their second semes-
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ter. There is some flexibility in these prerequisites. Academic initial approval.
advisement prior to actual registration is required each semes-
ter for students majoring in physics or astrophysics. Successful completion will be demonstrated by a final,
formal, written paper as well as an oral presentation by
AND
Students are not allowed to receive credit for both PHYC 151 the student. Approval of the presentation as achieving the
and 160, nor for both PHYC 152 and 161. level and standard intended for Honors work will be made by
a subcommittee of the Undergraduate Committee, thereby
The B.S. degrees are designed as a beginning and founda- providing some uniformity for the department. Finally, the
tion for students planning to continue their studies in graduate student’s overall grade point average must be 3.25 or greater
school and are, therefore, preparatory to professional training at the time of graduation.
in physics or astrophysics.
The B.A. degree is designed for people interested in physics, Minor Study Requirements
astrophysics and science in general who are not seeking a
career in scientific research. Rather, these students should
use the flexibility within the program to choose minors or Physics
an additional major in other areas, such as management,
education, communications, journalism, economics, history, Four courses selected from PHYC 290, 301, 302, 302L or
political science, etc. 307L, 303, 304, 330, 405, 406; MATH 316.
Current research areas: advanced materials, atom optics, PHYC 102. Introduction to Physics. (3)
biomedical optics, fiber optics, laser physics, lithography, Designed to introduce non-science majors to basic concepts,
nanostructures, nonlinear optics, optical imaging, optical sen- laws and skills in physics, in various applications to ordinary
sors, optoelectronics, photonic integrated circuits, quantum life. Energy, momentum, force, wave phenomena, electric
optics, spectroscopy, and ultra-fast phenomena. charge and light are discussed; also basic properties of
gravitational, electromagnetic and nuclear forces. Selections
See the Graduate Interdisciplinary Studies section of the from relativity, quantum theory, atoms and molecules will be
catalog for degree requirements. Other program information included. See PHYC 102L for an optional laboratory. Meets
is available at http://www.optics.unm.edu. New Mexico Lower-Division General Education Common
Core Curriculum Area III: Science.
energy, propagating rays, vibrating waves and as photons; 158. Problems in General Physics. (1)
interactions with matter; in rainbows, sunsets, iridescence; Problem solving and demonstrations related to 152.
in technology and art: cameras, telescopes, the human eye, Corequisite: 152. Offered on a CR/NC basis only.
color and color perception; lasers and holography. See PHYC
106L for an optional laboratory. {Fall} 160. General Physics. (3)
Mechanics, sound. Meets New Mexico Lower-Division
PHYC 106L. Light and Color Laboratory. (1) General Education Common Core Curriculum Area III:
Students involve themselves in experiments and demon- Science (NMCCN 1214).
strations with optical phenomena: lenses, mirrors, the eye, Pre- or corequisite: MATH 162.
interference, polarization, lasers, holography.
Pre- or corequisite: 106. Two hours lab. {Fall} 160L. General Physics Laboratory. (1)
Mechanics, sound. Meets New Mexico Lower-Division
PHYC 107. Problems for Introduction to Physics. (1) General Education Common Core Curriculum Area III:
Instructor-led study session for PHYC 102, including problem Science (NMCCN 1214).
solving and demonstrations. Pre- or corequisite: 160. Three hours lab.
Corequisite: 102. Offered on a CR/NC basis only.
161. General Physics. (3)
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PHYC 108. Introduction to Musical Acoustics. (3) Heat, electricity, magnetism. Meets New Mexico Lower-
Designed to introduce non-science majors to basic concepts, Division General Education Common Core Curriculum Area
laws and skills in physics, in the context of a study of sound, III: Science (NMCCN 1224).
acoustics and music. Energy and force involved with the Prerequisite: 160. Pre- or corequisite: MATH 163.
AND
physical nature of sound waves; application to harmonics,
tone quality, pitch. Sound production, propagation, detection 161L. General Physics Laboratory. (1)
and perception are demonstrated and illustrated by many Electricity and magnetism. Meets New Mexico Lower-Division
different musical instruments, building acoustics and the General Education Common Core Curriculum Area III:
behavior of the voice and the ear. See PHYC 108L for an Science (NMCCN 1224).
optional laboratory. {Spring} Pre- or corequisite: 161. Three hours lab.
PHYC 108L. Musical Acoustics Laboratory. (1) 167. Problems in General Physics. (1)
Student involvement in experiments and demonstrations Problem solving and demonstrations related to 160.
with sound waves, measurements of properties of musical Corequisite: 160. Offered on a CR/NC basis only.
instruments and electronic equipment measuring musical and
acoustic properties. 168. Problems in General Physics. (1)
Pre- or corequisite: 108. Two hours lab. {Spring} Problem solving and demonstrations related to 161.
Corequisite: 161. Offered on a CR/NC basis only.
Physics (PHYC) 262. General Physics. (3)
For PHYC 102 through 108L, see the general interest Optics, modern physics.
courses described above. Prerequisite: 161. Pre- or corequisite: MATH 264.
110. Introduction to Applied Physics. (3) 262L. General Physics Laboratory. (1)
Preparatory course to review skills needed for PHYC Optics, modern physics.
151/160. Reviews math skills (vectors, trigonometry, word Pre- or corequisite: 262. Three hours lab.
problems, solving equations, etc.) through applications of
physics principles to examples such as cell phones, musical 267. Problems in General Physics. (1)
instruments, CD players, driving, tools, projectiles, athletics, Problem solving and demonstrations related to 262.
and electrical circuits. Corequisite: 262. Offered on a CR/NC basis only.
Prerequisite: MATH 121 or SAT=>570 or ACT=>25. {Second
290. Computational Physics. (3)
half of Fall and Spring}
Application of computational techniques to problems in
151. General Physics. (3) physics and astronomy. Topics include: matrices, interpola-
Mechanics, sound, heat, fluid, waves. The sequence (151, tion, fitting of data, Runge-Kutta techniques, complex math,
151L, 152, 152L) is required of pre-medical, pre-dental, Fourier techniques.
and pre-optometry students. Only 151 and 152 are required Prerequisite: 262. Pre- or corequisite: Math 316 {Spring}
of pharmacy students. Meets New Mexico Lower-Division
**300. Topics in Physics & Astronomy. (1-3 to a maxi-
General Education Common Core Curriculum Area III:
mum of 6) ∆
Science (NMCCN 1114).
Advanced study of concepts of physics and astronomy,
Prerequisite: (MATH 123 or Compass Trig Test=>60) and
designed especially for science teachers and other non-tra-
(MATH 150 or MATH 162 or MATH 180 or ACT>27 or
ditional students. Cannot be used to satisfy major or minor
SAT>630). {Summer, Fall, Spring}.
program requirements for physics or astrophysics degrees.
151L. General Physics Laboratory. (1) Prerequisite: 102 or ASTR 101 or NTSC 261L.
Mechanics, sound, heat. Meets New Mexico Lower-Division
**301. Thermodynamics and Statistical Mechanics. (3)
General Education Common Core Curriculum Area III:
Concepts of heat and thermodynamics; large numbers and
Science (NMCCN 1114).
probability distributions; spin, oscillator, and gas systems;
Pre- or corequisite: 151. Three hours lab.
simple interacting systems, Fermi and Bose statistics.
152. General Physics. (3) Prerequisite: 330. {Fall}
Electricity, magnetism, optics. Meets New Mexico Lower-
**302. Introduction to Photonics. (3)
Division General Education Common Core Curriculum Area
Geometrical optics; wave optics; lasers, nonlinear optics.
III: Science (NMCCN 1124).
{Alternate Years}
Prerequisite: 151.
**302L. Optics Lab. (3)
152L. General Physics Laboratory. (1)
Laboratory experiments in geometrical optics, diffraction,
Electricity, magnetism, optics. Meets New Mexico Lower-
prisms, gratings, microscopy and imaging, polarization, inter-
Division General Education Common Core Curriculum Area
ference and interferometry, and laser operation. {Spring}
III: Science (NMCCN 1124).
Pre- or corequisite: 152. Three hours lab. **303. Analytical Mechanics I. (3)
Dynamics of particles and rigid bodies, harmonic motion,
157. Problems in General Physics. (1)
gravitation, Lagrange's & Hamilton's equations, moving coor-
Problem solving and demonstrations related to 151.
dinate systems.
Corequisite: 151. Offered on a CR/NC basis only.
Prerequisite: MATH 311 and MATH 316. {Fall}
**304. Analytical Mechanics II. (3) *430. Introduction to Solid State Physics. (3)
Mechanics of continuous media, rotations of rigid bodies, Free electron gas, energy bands, crystals, semiconductors,
small oscillations, nonlinear and chaotic motions. metals, elementary excitations, superconductivity.
Prerequisite: 303 and MATH 312. {Spring} Prerequisite: 330. {Alternate years}
314. Problems in Analytical Mechanics II. (1) *463. Advanced Optics I. (3)
Problem solving and demonstrations related to PHYC 304. (Also offered as ECE 463.) Electromagnetic theory of geo-
Prerequisite: 303 and MATH 312. metrical optics, Gaussian ray tracing and matrix methods,
Offered on CR/NC basis only. finite ray tracing, aberrations, interference. {Fall}
*493L. Contemporary Physics Laboratory. (3) closed-line magnetic confinement systems; nonlinear instabil-
Spectrographic methods; lasers, atomic structure; high Tc ity theory.
superconductivity; natural and artificial radioactivity; cosmic Restriction: permission of instructor. {Alternate Springs}
rays. One lecture, 5 hours lab. {Spring}
536. Advanced Astrophysics I. (3)
*495. Theory of Special Relativity. (3) (Also offered as ASTR 536.) Astrophysical problems as
Relativistic kinematics and dynamics, relativistic electromag- illustrations of classical and statistical mechanics, as well
netism, application to subatomic physics and astrophysics. as E&M: expansion of the universe; dark matter; big-bang
{Offered upon demand} nucleosynthesis; interiors of white dwarfs and neutron stars;
supernova explosions; formation of galaxies. {Alternate
496. Problems in Intermediate Quantum Mechanics I. (1) Falls}
Problem solving and demonstrations related to PHYC 491.
Prerequisite: 330 and MATH 321. 538. Selected Methods of Theoretical & Computational
Offered on CR/NC basis only. Physics. (3-4 to a maximum of 6) ∆
Selected topics in methods of theoretical and computational
497. Problems in Intermediate Quantum Mechanics II. (1) physics. {Offered upon demand}
Problem solving and demonstratons related to PHYC 492.
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Offered on CR/NC basis only. 542. Particle Physics I. (3)
Overview of the standard model, including electroweak
500. Advanced Seminar. (1-3 to a maximum of 12) ∆ interactions, gauge theories, QCD, other selected topics.
Offered on CR/NC basis only. {Alternate Falls}
AND
501. Advanced Seminar. (1-3 to a maximum of 12) ∆ 545. Introduction to Cosmic Radiation. (3)
Galatic cosmic rays, Stormer theory, secondary cosmic rays
503. Classical Mechanics I. (3) in earth's atmosphere and environmental effects, time varia-
Review of Lagrangian dynamics; two-body central force; tions, particle detectors, heliopheric transport, extensive air
rigid-body motion; small oscillations; Hamilton’s equations; showers, origin of cosmic rays.
canonical transformations; Hamilton-Jacobi theory. {Fall} Prerequisite: 406 and 491. Restriction: permission of instruc-
tor.
505. Statistical Mechanics and Thermodynamics. (3)
Review of thermodynamics; classical statistical mechan- 551./451. Problems. (1-4 to a maximum of 16) ∆
ics; ensemble theory; quantum statistical mechanics with Offered on a CR/NC basis only.
examples. {Spring}
552. Problems. (1-4 to a maximum of 16) ∆
511. Electrodynamics. (3)
Review of electro- and magneto-statics; E&M waves and 554. Advanced Optics II. (3)
radiation; covariant electrodynamics; scattering; relativity and (Also offered as ECE 554.) Diffractions theory, coherence
covariant collisions. {Spring} theory, coherent objects, and incoherent imaging, and polar-
ization.
521. Graduate Quantum Mechanics I. (3) Prerequisite: 463. {Spring}
Review of 1-dim. potentials; Dirac formalism; postulates;
symmetries and conservation laws; harmonic oscillator; 556. Optical Coherence Theory. (3)
angular momentum and spin; central potentials; approxima- Time dependence of coherent and incoherent light beams,
tion methods. {Fall} intensity fluctuations of chaotic light, fringe intensity, first
order correlation function, higher order correlation functions,
522. Graduate Quantum Mechanics II. (3) photo-electron statistics. {Offered upon demand}
More on angular momentum; scattering; identical particles;
spectra of atoms and molecules; symmetry and conservation 559. Internship in Optical Science and Engineering. (3)
laws; approximation methods; special topics. (Also offered as ECE 559.) Students do research and/or
Prerequisite: 521. {Spring} development work at a participating industry or government
laboratory in any area of optical science and engineering.
523. Quantum Field Theory I. (3) Restriction: permission of department.
Introduction to relativistic quantum mechanics, and quantum
mechanics and quantum field theory with applications drawn 564. Laser Physics II. (3)
from quantum electrodynamics and high-energy physics. Semiclassical laser theory, mode problems, pulse propaga-
Prerequisite: 522. {Alternate Years} tion, self-induced transparency, phase conjugate optics,
photon statistics. May include semiconductor lasers, ultrafast
524. Quantum Field Theory II. (3) phenomena, waveguides.
A continuation of 523. {Offered upon demand} Prerequisite: 464. {Alternate Springs}
Prerequisite: 523.
566. Quantum Optics. (3)
529. Condensed Matter I. (3) Study and manipulation of quantum coherence with electro-
Band concepts; Bloch functions; phonons and their interac- magnetic fields. Quantum coherent spectroscopy; photon
tions; superconductivity. {Alternate Falls} statistics and nonclassical light; open quantum systems;
decoherence; special topics. {Alternate Years}
531. Atomic and Molecular Structure. (3)
One-, two-, and many-electron atoms; interactions with 568. Nonlinear Optics. (3)
E&M radiation; fine and superfine structure; external fields; General concepts, microscopic approach, nonlinear optical
molecular structure and spectra; collisions; applications of effects and devices. {Alternate Springs}
atomic and molecular physics. {Alternate years}
569. Advanced Topics in Modern Optics. (3 to a maxi-
534. Plasma Physics I. (3) mum of 6) ∆
(Also offered as ASTR, CHNE, ECE 534.) Plasma param- Possible topics include dye lasers, solid-state lasers, novel
eters, adiabatic invariants, orbit theory, plasma oscillations, lasers, interaction between intense lasers and matter, advanced
hydromagnetic waves, plasma transport, stability, kinetic nonlinear optics, spectroscopy. {Offered upon demand}
theory, nonlinear effects, applications. {Fall}
570. Theory of Relativity. (3)
535. Plasma Physics II. (3) Einstein’s theory of general relativity both as a theoretical
Derivation of fluid equations; CGL, MCD; equilibrium in the model for gravitational forces via curved space times and as
fluid plasma; energy principle; Rayleigh-Taylor, two-stream, applied to various realistic astrophysical situations such as
and firehose instabilities; applications to lCF and open- and neutron stars, black holes and gravitational waves. {Offered
upon demand}
580. Advanced Plasma Physics. (3) *445. Introduction to Cosmic Radiation. (3)
(Also offered as CHNE, ECE 580.) Plasma kinetics equa- Primary cosmic radiation, Stormer theory, production and
tions, Vlasov theories of plasma waves and microinstabilities, detection of secondary cosmic radiation, meteorological
Landau damping, nonlinear evolution of instabilities, turbu- and environmental effects, temporal variations, heliospheric
lence, applications, transport in fluid plasmas; Fokker-Planck, transport, extensive air showers and origin of cosmic rays.
Krook collision model. {Offered upon demand}
Prerequisite: 534, 535. {Offered upon demand}
*455. Problems. (1-3 to a maximum of 6) ∆
581. Advanced Topics in Physics and Astrophysics. (3
to a maximum of 12) ∆ 456. Honors Problems. (1 to a maximum of 2) ∆
(Also offered as PHYC 456.) Independent studies course for
599. Master’s Thesis. (1-6, no limit) ∆ students seeking departmental honors.
Only 6 hours will count toward the program of studies.
Offered on a CR/NC basis only. 534. Plasma Physics I. (3)
(Also offered as CHNE, PHYC, ECE 534.) Plasma param-
650. Research. (1-12 to a maximum of 24) ∆ eters, adiabatic invariants, orbit theory, plasma oscillations,
May be repeated with any single faculty member. hydromagnetic waves, plasma transport, stability, kinetic
theory, nonlinear effects, applications. {Fall}
699. Dissertation. (3-12, no limit) ∆
Offered on a CR/NC basis only. 536. Advanced Astrophysics I. (3)
(Also offered as PHYC 536.) Astrophysical problems as
Astronomy/Astrophysics (ASTR) illustrations of classical and statistical mechanics, as well
as E&M: expansion of the universe; dark matter; big-bang
For ASTR 101 through 109 see the general interest courses nucleosynthesis; interiors of white dwarfs and neutron stars;
described above. supernova explosions; formation of galaxies. {Alternate
Falls}
270. General Astronomy. (3)
Concepts of astronomy with emphasis on the solar system. 537. Advanced Astrophysics II. (3)
Pre- or corequisite: MATH 150 or 162 and any physics course Astrophysical problems as illustrations of quantum mechan-
numbered 150 or higher. {Fall} ics; hydrogen and other atoms; molecules; spectral lines
in the astrophysical environment; Doppler effect; ionized
270L. General Astronomy Laboratory I. (1) regions surrounding stars; centers of active galaxies; Lyman
Observations of the moon, planets and stars. alpha forest; non-Keplerian rotation of galaxies.
Pre- or corequisite: 270. Three hours lab. {Fall} Prerequisite: PHYC 521. {Alternate Springs}
271. General Astronomy. (3)
Stellar astronomy, the galaxy, extra-galactic systems, cos-
mology.
Pre- or corequisite: (MATH 150 or 162) and any physics
course numbered 150 or higher. {Spring}
POLITICAL SCIENCE
271L. General Astronomy Laboratory. (1) Mark Peceny, Chairperson
Observations of the moon, planets and stars. The University of New Mexico
Pre- or corequisite: 271. Three hours lab. {Spring} . Department of Political Science
MSC05 3070
*421. Concepts of Astrophysics I. (3)
Social Sciences 2059
Gravitation, radiation, relativity, stellar atmospheres, struc-
Albuquerque, NM 87131-0001
ture, and evolution.
(505) 277-5104, FAX (505) 277-2821
Prerequisite: PHYC 330. {Fall}
e-mail: polsci@unm.edu
Web site: http://polisci.unm.edu/
ARTS
SCIENCES
and four courses numbered 300 or above, is required for a
ARTSAND
SCIENCES
Juan P. Micozzi, Ph.D., Rice University minor in political science. A grade of C or better is required in
Kathy L. Powers, Ph.D., Ohio State University all courses counted toward the minor. Only three credit hours
Michael S. Rocca, Ph.D., University of California (Davis) of POLS 299 are permitted toward the minor. Additional/
Gabriel R. Sanchez, Ph.D., University of Arizona excess hours of POLS 299 may be counted as Arts &
AND
Sciences electives.
Lecturers
Ellen Grigsby, Ph.D., University of North Carolina (Chapel
Hill)
Peter S. Kierst, J.D., University of New Mexico
Departmental Honors
Superior sophomore and junior students are invited to
Adjunct and Associated Faculty apply for admission to the Undergraduate Honors Program,
Larry J. Gordon, M.P.H., University of Michigan beginning in the junior year. Students participating in this
Constantine Hadjilambrinos, Ph.D., University of Delaware program are eligible to graduate with departmental honors
Roger Hagengruber, Ph.D., University of Wisconsin if recommended by the faculty on the basis of outstanding
Kerry G. Herron, Ph.D., University of New Mexico performance. Those enrolled in the honors program are
expected to complete the following sequence of courses for
Professors Emeriti a total of 9 hours: 495, 496 (or, with prior approval, another
Edward K. Fuge, M.A., University of Denver 400-level course) and 497.
F. Chris Garcia, Ph.D., University of California (Davis)
Fred R. Harris, J.D., University of Oklahoma
Edwin C. Hoyt, Ph.D., Columbia University Graduate Program
Peter A. Lupsha, Ph.D., Stanford University
Martin C. Needler, Ph.D., Harvard University Graduate Advisor
Karen L. Remmer, Ph.D. University of Chicago Timothy B. Krebs
Harold V. Rhodes, Ph.D., University of Arizona
Jay B. Sorenson, Ph.D., Columbia University Application Information
Gilbert K. St. Clair, Ph.D., University of New Mexico Fall admission only.
Harry P. Stumpf, Ph.D., Northwestern University Priority for admission and financial aid will be given
to applications received by January 15. Applications
Introduction accepted until May 1.
Political Science is the study of politics, power and govern-
ment, including U.S. and foreign governments, as well as Degrees Offered
relationships among governments, their actions and policies.
Political Science is useful for people seeking careers in law,
business, government service, urban planning, education or M.A. in Political Science
journalism. It is also a vital part of a liberal arts education.
Ph.D. in Political Science
Concentrations: American politics, comparative politics, inter-
Major Study Requirements national relations, methodology, and public policy.
A total of 36 hours is required for a major in political science. All applicants for admission to the graduate program must
These hours must be distributed among the following: take the Graduate Record Examination aptitude test. The
1. Twelve hours from the core courses (200, 220, 240, Graduate Committee of the department, following policies
260, 270 and 280), including at least one course from established by the faculty, makes all decisions on equiva-
each of the following groups: (200 or 270), (220 or 240) lence to the master’s degree.
and (260 or 280); and
2. Twenty-one hours from courses numbered 300 or The M.A. is offered under both Plan I and Plan II under the
above; and regulations described earlier in this catalog. General require-
3. Three additional hours from any level. ments for completion of the Ph.D. are given on earlier pages
of this catalog.
NOTE: Students who have already had courses in
political science may not count POLS 110 toward a Work for the M.A. and the Ph.D. is offered in six areas:
major. A grade of C or better is required in all politi- American politics, comparative politics, international relations,
cal science courses counted toward the major. Only methodology, political theory and public policy. Students will
three credit hours of POLS 299 is permitted toward concentrate in one field of specialization at the M.A. level and
the major. However, students may enroll in additional two fields of specialization at the Ph.D. level. (Early in the
hours of POLS 299 and count them as electives. second semester of residence, the graduate student chooses
a committee on studies that meets with the student to work
out a program of study based on his or her background and
interests). Each Ph.D. student must demonstrate proficiency
in applied research methods. Advancement to candidacy for
the Ph.D. follows upon successful completion of comprehen-
sive examinations and a field research paper.
In addition to the application materials required by the of the final dissertation; and completion of the degree within
University of New Mexico Office of Graduate Studies, the fol- five years following field paper requirements and advance-
lowing items are required for admission to the Department of ment to candidacy.
Political Science: 1) an official report of the student’s Verbal,
Quantitative and Analytical Graduate Record Examination
scores; 2) a short writing sample illustrating analytical ability Concentration Course Work Requirements
and stylistic mastery; and 3) a letter of intent; 4) three let- American Politics: POLS 510, Pro-seminar in American
ters of recommendation. The GRE scores must be mailed Politics, and POLS 511, Research Seminar in American
directly to the Political Science Department by Educational Politics
Testing Services.
Comparative Politics: POLS 520, Pro-seminar in Comparative
Politics, and POLS 521, Research Seminar in Comparative
Master’s (M.A.) Degree Requirements – Politics
Plan I (Thesis) International Relations: POLS 540, Pro-seminar in
International Relations, and POLS 541, Research Seminar in
Entrance Requirements: In addition to UNM entrance require-
International Relations
ments, the general GRE examination, a writing sample,
a letter of intent and three letters of recommendation are Methodology: Completion of two additional Methodology
required. courses over and above the Methodology sequence (580-
581, 681), and one research seminar employing advanced
Exit Requirements: In addition to UNM exit requirements, research methods.
Master’s (Thesis) students must choose one field of concen-
tration and complete a minimum of 25 credit hours of course Public Policy: POLS 570, Pro-seminar in Public Policy, and
work including POLS 580, 581, 582; three pro-seminars one research seminar with significant policy content.
(including one in the chosen field of concentration); one
research seminar in the chosen field of concentration; and
one written comprehensive examination in the chosen field Political Science (POLS)
of concentration. All required course work must be completed
with a grade of “B” or better, with the exception of 582, which
is offered for Credit/No Credit only.
Introductory and General Courses
110. The Political World. (3)
Also required are a minimum of six credit hours of thesis; an An introduction to politics, with emphasis on the ways people
oral and written thesis presentation; and degree completion can understand their own political systems and those of
within five years. others. (Students who have already had courses in political
science may not count 110 toward a major.) Concurrent enroll-
Master’s (M.A.) Degree Requirements – ment in 110L mandatory. Meets New Mexico Lower-Division
General Education Common Core Curriculum Area IV: Social/
Plan II (Non-Thesis) Behavioral Sciences (NMCCN 1113). {Fall, Spring}
Entrance Requirements: In addition to UNM entrance require- 291. Internship. (1-3, to a maximum of 6) ∆
ments, the general GRE examination, a writing sample, Provides supervised work experience in the practical applica-
a letter of intent and three letters of recommendation are tion of political science skills.
required. Prerequisite: POLS major or minor students are limited to
no more than 3 credit hours. Additional/excess hours above
Exit Requirements: In addition to UNM exit requirements,
these limits may be counted as A & S electives. Offered on
Master’s (Non-Thesis) students must choose one field of
CR/NC basis only. {Fall, Spring}
concentration and complete a minimum of 32 credit hours of
Restriction: permission of instructor and department chair-
course work including POLS 580, 581, 582; three pro-semi-
person.
nars (including one in the chosen field of concentration); one
research seminar in the chosen field of concentration; and 299. Introductory Political Topics. (3, no limit) ∆
one written comprehensive examination in the chosen field Special introductory topics of political science which relate
of concentration. All required course work must be completed contemporary issues to the discipline. Precise topics will be
with a grade of “B” or better, with the exception of 582, which noted in appropriate class schedules prepared for registra-
is offered for Credit/No Credit only. Degree must be com- tion. POLS major or minor students are limited to no more
pleted within five years. than 3 credit hours. Additional/excess hours above these
limits may be counted as A & S electives.
Doctoral (Ph.D.) Degree Requirements *300. Political Topics. (3, no limit) ∆
Entrance Requirements: In addition to UNM entrance require- Special topics of political science which relate contemporary
ments, the general GRE examination, a writing sample, issues to the discipline. Precise topics will be noted in appro-
a letter of intent and three letters of recommendation are priate class schedules prepared for registration.
required.
303. Law in the Political Community. (3)
Exit Requirements: In addition to UNM exit requirements, (Also offered as AMST 303.) Introduction to the role of law,
Doctoral students must choose two fields of concentration legal actors and institutions in politics and society. {Fall,
and complete a minimum of 18-24 post-Master’s hours Spring}
of course work including POLS 580, 581, 582, 681; three
pro-seminars (including one in each of the chosen fields of *400. Advanced Political Topics. (3, no limit) ∆
concentration); one research seminar in the primary field of Special advanced topics of political science which relate con-
concentration and one additional course in the secondary temporary issues to the discipline. Precise topics will be noted
field of concentration; and two written comprehensive exami- in appropriate class schedules prepared for registration.
nations (one in each of the chosen fields of concentration). All
required course work must be completed with a grade of “B” 491. Internship. (1-3 to a maximum of 6) ∆
or better, with the exception of 681, and 582 which is offered Provides supervised work experience in the practical appli-
for Credit/No Credit only. cation of political science skills. POLS major students are
limited to 6 credit hours, minor students to 3 credit hours in
Also required are a written and oral presentation of a field aggregate. Additional/excess hours above these limits may
research paper; a minimum of 18 hours of dissertation; a be counted as A & S electives.
dissertation-proposal presentation; a written and oral defense Restriction: permission of instructor. Offered on CR/NC
basis only. {Fall, Spring}
495. Junior Honors Seminar. (3) *307. The Politics of Ethnic Groups. (3)
Restriction: permission of instructor. {Fall} The ethnic basis of group politics in the U.S.; its histori-
cal, sociological and psychological foundations; the role of
496. Undergraduate Seminar. (3, no limit) ∆ white ethnics; traditional and nonconventional strategies and
One section of this course is offered in conjunction with each tactics; special emphasis on the politics of regional ethnic
graduate pro-seminar (510, 520, 525, 540, 560, 570). Open minorities.
to undergraduate majors with 3.30 GPA and others with per- Prerequisite: 200.
mission of instructor.
Restriction: permission of instructor. *308. Hispanics in U.S. Politics. (3)
The status, role and activities of Hispanic/Latino Americans in
497. Senior Thesis. (3) the U.S. political system.
Restriction: permission of instructor. Prerequisite: 200.
499. Independent Study. (1-3) 309. Black Politics. (3)
Open to majors and minors with 3.30 GPA and permission of (Also offered as AFST 309.) Focus will be on political actions
instructor. POLS major students are limited to 6 credit hours, and thoughts of Black America.
minor students to 3 credit hours in aggregate. Additional/
ARTS
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ARTSAND
SCIENCES
excess hours above these limits may be counted as A & S *311. The Legislative Process. (3)
electives. The recruitment, formal and informal procedure and power
Restriction: permission of instructor. structure of legislative bodies; their place in contemporary
American government.
AND
Core Courses Prerequisite: 200.
200. American Politics. (3) *312. The American Presidency. (3)
Survey of American politics, including political behavior The constitutional base of the office, its roles and responsibili-
of the American electorate, the theory of democracy, the ties and its relations with other political institutions.
structure and function of American political institutions, and Prerequisite: 200.
contemporary issues. Meets New Mexico Lower-Division
General Education Common Core Curriculum Area IV: Social/ 313. Women and the Law. (3)
Behavioral Sciences (NMCCN 1123). {Fall, Spring} (Also offered as WMST 313.) A survey of legal issues affect-
ing women. Examines the historical development and current
220. Comparative Politics. (3) law of equal opportunity, sexual harassment, pay equity,
Designed to give students the ability to understand and sports, family, reproduction and sexual violence.
evaluate political regimes by focusing on the political history, Prerequisite: 303.
socioeconomic structure and contemporary political institu-
tions and behavior. Includes consideration of European and 314. Women’s Contemporary Legal Issues. (3)
developing systems. {Fall, Spring} (Also offered as WMST 314.) This course focuses on legal
issues of current concern affecting women, offering more
240. International Politics. (3) intensive focus than 313. Potential topics include sexual
(Also offered as PCST 240). Analyzes significant factors in harassment, domestic violence, child support enforcement,
world politics, including nationalism, “national interest,” ideol- lesbian legal issues, pay equity.
ogy, international conflict and collaboration, balance of power, Prerequisite: 303.
deterrence, international law and international organization.
{Fall, Spring} *315. Constitutional Law: Powers. (3)
Judicial interpretations of institutional authority, federalism
260. Political Ideas. (3) and economic liberties. Also considers role of the Supreme
Introduces many of the enduring political issues in descrip- Court in American Politics.
tive, analytical and normative terms. Will include discussion Prerequisite: 200.
of both classical and contemporary political ideas and ideolo-
gies. {Fall, Spring} *316. Constitutional Law: Liberties. (3)
Judicial interpretations of incorporation of Bill of Rights, civil
270. Public Policy and Administration. (3) liberties (religion, speech, assembly, association, press,
Introduces public policy and bureaucracy, including decision- expression, privacy) and rights of criminally accused.
making and implementation. {Fall, Spring} Prerequisite: 200.
280. Introduction to Political Analysis. (3) 317. Constitutional Law: Rights. (3)
Discovery of causal patterns in political behavior, evaluation Judicial interpretations of the constitutional and statutory
of the effectiveness of political reforms and campaign tech- bases of equal protection under the law. Also considers the
niques, analysis of the logic of scientific research and related implementation of policies designed to implement equal pro-
topics. No knowledge of statistics, computers or research tection in areas such as voting and representation, education,
methods assumed. {Fall, Spring} employment, public accommodations and housing rights.
Prerequisite: 200.
American Politics 318. Civil Rights Politics and Legislation. (3)
(Also offered as AFST 318.) An analysis of the dynamics of
301. The Government of New Mexico. (3)
the major events, issues and actors in the civil rights move-
Prerequisite: 200.
ment (and legislation) in view of the theories of U.S. politics.
*302. Comparative State Politics. (3) Prerequisite: AFST 103.
Analysis of the similarities and variations of American state
372. Urban Politics. (3)
politics with emphasis on policy outputs.
Study of community power, city government structures,
Prerequisite: 200.
elected officials and city managers, political machines, the
*305. Public Opinion and Electoral Behavior. (3) reform movement, political participation, urban bureaucracy,
Public opinion, its content and measurement, and its relation and racial and ethnic politics in large U.S. cities.
to public policy and electoral behavior. Prerequisite: 200.
Prerequisite: 200 or 280.
*410. U.S. Campaigns and Elections. (3)
*306. Political Parties. (3) An examination of the general processes of campaigns
The American party system, national, state and local. and elections in the United States, including the national
Prerequisite: 200. Presidential and Congressional elections and campaigns and
elections for state and local offices in New Mexico.
Prerequisite: 200.
377. Population Policy and Politics. (3) 582. Survey of Political Science as a Discipline and a
(Also offered as WMST 377) Analysis of U.S. and multina- Profession. (1)
tional policies addressing issues of world population growth, Required of all graduate students in political science and
including policy tools designed to control population growth. recommended to undergraduate majors. Offered on a CR/
NC basis only. {Fall}
*475. Environmental Politics. (3)
A study of political problems of environmental protection and 583. Teaching and the Political Science Profession. (1)
land use planning. An examination of questions relating to pedagogy, course
preparation and assessment methods, with particular atten-
tion to the challenges of teaching undergraduate political sci-
Graduate Courses ence courses. Offered on a CR/NC basis only.
510. Pro-Seminar in American Government and Politics. 584. Interdisciplinary Seminar on Problems of
(3) Modernization in Latin America. (3)
{Offered upon demand} (Also offered as HIST 689, ECON, SOC 584.)
511. Research Seminar in American Government and 599. Master’s Thesis. (1-6, no limit) ∆
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Politics. (3, no limit) ∆
ARTSAND
SCIENCES
Offered on a CR/NC basis only.
{Offered upon demand}
681. Advanced Statistical Analysis for Social Science
512. Topics in Government and Politics. (3, no limit) ∆ Research. (3)
AND
Focuses on a variety of advanced econometric methods.
520. Pro-Seminar in Comparative Politics. (3)
Beginning with a review of matrix algebra and math for the
{Offered upon demand}
social sciences, the course provides an in-depth examina-
521. Research Seminar in Comparative Politics. (3, no tion of multiple regression and more advanced econometric
limit) ∆ models. Required for Ph.D. students. {Spring}
{Offered upon demand} Prerequisite: 581 or equivalent.
525. Pro-Seminar in Latin American Politics. (3) 699. Dissertation. (3-12, no limit) ∆
Prior course work in Latin American politics required; reading Offered on a CR/NC basis only.
knowledge of Spanish is highly desirable.
PSYCHOLOGY
of 10) ∆
(also offered as PH 540.) An interdisciplinary introduction to
the study of health policy and health disparities under the
auspicies of the Robert Wood Johnson Center for Health
Policy at the University of New Mexico. Restriction: permis- Jane Ellen Smith, Chairperson
sion of instructor. Gordon K. Hodge, Associate Chairperson for Undergraduate
Education
534. Policy Issues in Education. (3) Timothy E. Goldsmith, Associate Chairperson for Graduate
(Also offered as LEAD 534.) This course focuses on cur- Education
rent research and debates on critical policy areas relating Sarah Erickson, Director of Clinical Training
to PK-12 education. The class examines the role of key
decision-makers, ideologies, and implementation constraints Department of Psychology, Logan Hall
in policy conflict resolution. MSC03 2220
1 University of New Mexico
535. Comparative Public Administration. (3) Albuquerque, New Mexico, 87131-0001
Examination on a comparative basis of national systems (505) 277-4121
of administration in developed and developing countries, http://psych.unm.edu
focusing on the organization and behavior of public bureau-
cracies. Distinguished Professor
Steven W. Gangestad, Ph.D., University of Minnesota
540. Pro-Seminar in International Relations. (3) Barbara McCrady, Ph.D., University of Rhode Island
Three other courses (9 credits) selected from our five 200- Only those applications received and completed by January
level core courses: PSY 220, 260, 265, 271, and 280 15 are guaranteed to receive consideration. Early applica-
PSY 302 (3 credits) tions are strongly encouraged.
Four required electives (12 credits): PSY 332 (3 credits);
PSY 347 (3 credits); PSY 430 (3 credits); PSY 411 (3
credits) Degrees Offered
PSY 335L or PSY 480L or other pre-approved laboratory
experience
PSY 311 (1 credit)
Ph.D. in Psychology with M.S. Enroute
PSY 312 (1 credit) Concentrations: clinical, cognitive/learning, developmental,
PSY 313 (1 credit) health psychology, evolutionary, behavioral neuroscience,
PSY 412 (9 credits total) cognitive neuroscience, and quantitative/methodology. Each
student is required to select a concentration.
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concentration except for the health psychology concentra-
ARTSAND
SCIENCES
courses from different departments better serves the stu-
tion.
dent’s career objectives and overall program of education
than does a minor in a single department. Distributed minor Students interested in the Graduate Program are advised
petitions must be approved by the Associate Chairperson to have had at least 15 semester hours of college credit in
AND
for Undergraduate Education. See Department Advisor for psychology, including one course in psychological statistics
details. and either a laboratory course or independent research in
psychology.
The requirements for a distributed minor with a Psychology
major are: Although the Department awards the M.S. degree (with
1. A minimum of 30 hours of coursework in related depart- thesis) under Plan I according to the regulations set forth in
ments earlier pages of this catalog, all screening of new applicants is
2. At least 15 hours of those included in the student done in terms of entry for the Ph.D. program. The department
proposed distributed minor shall be at the 300 or 400 will admit new students to the graduate program only for the
(upper-division) level fall semester of each year; exceptions to this procedure are
3. At least one advanced (300+) course in each of two or rare. Since competition for the few available openings each
more areas year is strong, only students with excellent academic records
4. Approved petition as well as first-rate letters of recommendation are likely to
succeed in gaining admission.
For the B.S. degree, the minor must be distributed among
biology, chemistry, computer science, mathematics, or phys- Graduate Record Examination (GRE) scores, including the
ics. Psychology Subject Test, are required as part of the applica-
tion procedure.
Minor Study Requirements General requirements for the Ph.D. are set forth in earlier
To obtain a minor, students must complete 18 credit hours pages of this catalog. Regulations include a minimum of
in Psychology. 48 hours of graduate credits (precise requirements depends
upon area) with a grade point average of 3.0 (B) or better,
PSY 105 (3 credits) exclusive of thesis and dissertation; satisfactory performance
15 credit hours in psychology on the doctoral comprehensive examination; and a disserta-
tion accepted by the final oral examining committee.
One quarter of Psychology hours (6 credits) must be taken
while in residence at the University of New Mexico. The Department of Psychology considers both teaching and
research to be essential aspects of doctoral training and,
therefore, requires that all candidates have such experiences
Departmental Honors during their tenure. These requirements apply regardless of
whether remuneration for such activities is received.
Superior sophomore students, especially those anticipating
graduate study in psychology or interested in research train-
ing, are invited to apply for admission to the Undergraduate Required Core Courses
Honors Program to begin in the Fall semester of the junior
year. Students participating in this program are eligible to (All Concentrations)
graduate with departmental honors if recommended by the The following core courses are required in addition to any
faculty on the basis of outstanding performance. courses required in the student’s concentration.
The Honors program requires 33 hours beyond 3 hours of FALL TERM OF FIRST YEAR
general psychology, including 200, 302, 391, 392, 491, 492 PSY 501 Advanced Statistics (3 hrs.)
and four courses from the five 200-level core courses. The PSY 503L Advanced Statistics Lab (1 hr.)
usual requirement of an upper-division lab for B.S. majors is PSY 505 Research Seminar (1 hr.)
waived for honors majors. PSY 551 Graduate Problems (1–3 hrs.)
NOTE: Students enrolling in PSY 391, Junior Honors SPRING TERM OF FIRST YEAR
Seminar, must have taken PSY 200 and either PSY PSY 502 Design and Analysis of Experiments (3 hrs.)
260 or 265 as prerequisites and PSY 302 as a prereq- PSY 504L Design and Analysis of Experiments Lab (1 hr.)
uisite or corequisite. PSY 505 Research Seminar (1 hr.)
PSY 551 Graduate Problems (1–3 hrs.)
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Neuropsychology 200. Statistical Principles. (3)
PSY 650 Advanced Neuropsychological Assessment Presentation of the basic principles of the description and
PSY 650 Biological Bases of Memory interpretation of data. Provides an acquaintance with statisti-
PSY 650 Neuropsychology of Individual Differences cal principles appropriate to a liberal arts education, as well
AND
PSY 650 Human Neuropsychology as a basis for further work in data analysis. Students planning
PSY 650 Neural Basis of Cognitive Development graduate study in any field are advised to take 300 and 302
as well.
Neurobiology Prerequisite: 105.
PSY 542 Seminar in Recovery of Function and
Epilepsy 220. Developmental Psychology. (3)
BIOM 531 Nervous System Organization, Plasticity Overview of the physical, perceptual, motor, cognitive, emo-
and Development tional and social development of children from infancy
BIOM 532 Neurochemistry through adolescence.
BIOM 533 Neurophysiology and Neuroanatomy Prerequisite: 105.
Psychopharmacology 231. Psychology of Human Sexuality. (3)
PSY 547 Drugs and Behavior (Also offered as WMST 231.) Exploration of the physiological,
PSY 650 Neural Basis of Addiction cultural, social and individual factors that influence sexual
behavior, sex roles and sex identity.
Health Psychology Emphasis Prerequisite: 105.
The purpose of the health psychology emphasis is to provide 240. Brain and Behavior. (3)
specialized training in the application of psychology physi- A general survey of the biological foundations of behavior.
cal health and medical problems. This emphasis is optional Emphasis is on the central nervous system.
but not required for students in any concentration except Prerequisite: 105 or BIOL 110 or BIOL 123.
the health psychology concentration. Beyond the courses
required for the department and for their concentration, 250. Special Topics in Psychology. (1-3, no limit) ∆
students must complete at least two courses from category A Study of any psychological topic not otherwise included in the
and at least one courses from category B: curriculum upon expression of mutual interest by students
Category A and faculty. May be repeated for credit provided the subject
PSY 512 Advanced Health Psychology matter varies.
PSY 513 Emotion and Health
260. Psychology of Learning and Memory. (3)
PSY 514 Health Psychology Interventions
Survey of the variety of laboratory learning situations, with
PSY 515 Social Psychology of Health Promotion
an emphasis on the application of principles to practical
Category B situations. Topics range from simple processes, such as con-
PSY 530 Alcoholism ditioning, to complex processes, such as transfer, memory
PSY 532 Seminar in Pstychopathology and concept formation.
PSY 547 Drugs and Behavior Prerequisite: 105.
PH 501 Principles of Public Health
PH 504 Rural Health 265. Cognitive Psychology. (3)
PH 505 Cultural, Social and Behavioral Study of the cognitive processes involved in the encoding,
Therapy & Health storage, retrieval and use of knowledge including attention,
PH 507 Health Care systems memory, comprehension, categorization, reasoning, problem
PH 562 Women’s Health Issues solving and language.
Prerequisite: 105.
Additional Doctoral Requirements
271. Social Psychology. (3)
In addition to course work in the concentration, all doctoral Study of social influence: perception of oneself and others,
students must complete 9 hours (generally three graduate attitudes, conformity, attraction, altruism, aggression, and
courses) of approved course work in an additional area groups.
outside of the concentration. Clinical students will satisfy this Prerequisite: 105.
requirement through training requirements of APA.
280. Health Psychology. (3)
This course introduces Health Psychology. The course will
The Breadth Requirement cover the role of stress in illness, coping with chronic illness,
To ensure a breadth of training all students are required to stress, and pain, and the role of health behavior in health
complete a 12 hour (generally four graduate courses) breadth and disease.
requirement. History and Systems (511) will count toward the Prerequisite: 105.
breadth requirement. The other courses can be taken inside
or outside the Department, but they must be outside the con- 300. Intermediate Statistics. (3)
centration, and they must be scholarly in nature. Complex analysis of variance designs (factorial, mixed-
model, Latin square, unequal-n) and nonparametric tests.
Prerequisite: 200.
302. Psychological Research Techniques. (3) read and critique the relevant literature in an area and how to
Application of the concepts covered in 200. Includes discus- design solid studies to answer specific research questions.
sion of basic principles of research design and scientific Prerequisite: 200 and 332.
methodology as applied to psychology.
Prerequisite: 200. 341L. Behavioral Neuroscience Lab. (2)
A laboratory course designed to introduce students to basic
306. Peace and Conflict. (3) techniques in neuroanatomy, functional imaging and neu-
This course addresses peace and conflict issues arising rosurgery.
from the global search for scarce mineral resources and Prerequisite: 240.
indigenous communities and cultures threatened by extrac-
tive industries. 342. Evolution, Brain and Behavior. (3)
A survey of contemporary research and theory derived from
311. Clinical Evaluation in Addictions. (1) an evolutionary perspective on behavior.
This course teaches how to screen for and assess substance Prerequisite: 240.
abuse problems, evaluate addiction tests, determine if some-
one meets diagnostic criteria, and assess suicidality. 343. Developmental Neuroscience. (3)
Prerequisite: 332 and (347 or 411 or 430). Restriction: per- Conceptual, empirical and methodological issues involved in
mission of instructor. studying the processes of pre- and post-natal brain growth.
Experimental, neurobiological and genetic factors in normal
312. Legal, Ethical and Professional Issues in and abnormal development will be considered.
Addictions. (1) Prerequisite: 240.
This course provides an introduction to the ethical standards
in the New Mexico Professional Code of Ethics, including the 344. Human Neuropsychology. (3)
rights and responsibilities of clients, confidentiality, etc. The analysis of brain-behavior relationships regarding affect
Prerequisite: 332 and (347 or 411 or 430). Restriction: per- and higher cognitive functions (language, memory, spatial
mission of instructor. reasoning) in humans.
Prerequisite: 240.
313. Case Management in Addictions. (1)
This overview of the role of case management in the addic- 347. Drugs and Behavior. (3)
tions field will examine the relationship of the 12 core func- Study of the pharmacological action and physiological and
tions to service coordination. psychological effects of drugs of abuse including stimulants,
Prerequisite: 332 and (347 or 411 or 430). Restriction: per- depressants, narcotics and hallucinogens.
mission of instructor. Prerequisite: 240.
322L. Developmental Psychology Lab. (2) 360. Human Learning and Memory. (3)
Research projects related to topics in 324, 328, 329. How humans acquire and use knowledge. Theoretical and
Prerequisite: 220 and (324 or 328 or 329). applied issues discussed around the topics of memory
structures, attention, forgetting, mnemonics, imagery and
323./523. Social Development. (3) individual differences in memory.
An advanced course that presents theory and research Prerequisite: 260 or 265.
focusing on social dynamic processes and relationship-
formation within cultural settings throughout development. 362L. Human Learning and Memory Laboratory. (2)
Prerequisite: 105 and 200. Laboratory projects related to topics in 360.
Prerequisite: 200 and 360.
324. Infant Development. (3)
An advanced course that presents theory and research on 364./564. Psychology of Perception. (3)
the physical, cognitive, social, emotional, perceptual and Study of the methods organisms use to gain information about
motor development in the first two years of life. objects. The sensory processes are discussed as a basis for
Prerequisite: 220. description of more complex perceptual phenomena.
Prerequisite: 260 or 265.
328. Cognitive Development. (3)
An advanced course that presents theory and research on 365. Applied Experimental Psychology. (3)
the development of cognition, from memory and representa- Application of theory, methods and data from experimental
tion to spatial reasoning and concept formation. psychology to topics such as training, education, assess-
Prerequisite: 220. ment, design of human-machine interfaces, the legal profes-
sion, consumerism and environmental systems.
329. Adolescent Psychology. (3) Prerequisite: 265.
Empirical study of adolescent development from different
theoretical perspectives. Organization of individual social pat- **367. Psychology of Language. (3)
terns through cultural and historical transitions and interplay (Also offered as LING 367/567.) Theoretical and methodolog-
between risk and protective factors in healthy development ical issues in psycholinguistics, including comprehension,
as well as deviant behaviors. speech perception and production, language acquisition,
Prerequisite: 200 and 220. bilingualism, brain and language, reading.
Prerequisite: 220 or 240 or 260 or 265 or 271 or LING 101 or
331. Psychology of Personality. (3) LING 301 or ANTH 110.
Survey of theory, research and applications of both classical
and contemporary approaches to the study of personality. 374. Cross-cultural Psychology. (3)
Prerequisite: 200 and 220. Impact of culture on human behavior, learning, personality
and other selected topics is examined. Course emphasizes
332. Abnormal Behavior. (3) critical analysis, discussion and writing about cross-cultural
Review of the historical, scientific and ethical issues in the research and theory.
field of psychopathology. Categorization of deviant behavior, Prerequisite: 220 or 271.
theories of abnormal behavior, systems of therapy and rel-
evant research are covered. 375. Psychology of Women. (3)
Prerequisite: 105. (Also offered as WMST 375.) Survey of research and theory
on gender-role stereotypes and gender differences in such
335L. Clinical Psychology Lab. (2) contexts as interpersonal relations, the family, the work force,
This laboratory course is designed to offer students exposure mass media, mental and physical health.
to the wide variety of research that is typically conducted in Prerequisite: 105.
the field of clinical psychology. It will teach students how to
375L. Social Psychology Laboratory. (2) substance abuse, anorexia nervosa, depression and schizo-
Laboratory projects with discussion of research issues unique phrenia.
to social psychology. Four hours lab. Prerequisite: 332.
Prerequisite: 200 and 378.
439./539. Child Psychopathology. (3)
378./578. Social Interaction. (3) Theories and practices related to an understanding of chil-
In-depth examination of interpersonal and group processes dren and adolescents who deviate from normal development
such as conformity, cooperation, competition, prejudice, either intellectually, educationally, emotionally, physically
conflict resolution and the sharing of limited resources. or in some combination. Relevant family variables are
Includes discussion of formal (algebraic, computer-simula- considered.
tion) models. Prerequisite: 220 and 332.
Prerequisite: 271.
442. Neuronal Plasticity and Behavior. (3)
391. Junior Honors Seminar. (3) Emphasis on experimental studies of behavioral recovery
Discussion of the history and systems of psychology, phi- after brain injury.
losophy of science and research methodology, particularly as Prerequisite: 240.
related to current topics in psychology.
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Prerequisite: (260 or 265) and 302. Restriction: permission 450./650. Special Topics in Psychology. (1-3, no limit)
of instructor. {Fall} ∆
Study of any psychological topic not otherwise included in the
392. Junior Honors Seminar. (3) curriculum upon expression of mutual interest by students
AND
Continuation of 391. {Spring} and faculty.
Prerequisite: 391.
*469L. Experimental Psycholinguistics. (3)
*400. History of Psychology. (3) (Also offered as LING 469L and 569L.) Laboratory course
An introduction to the major developments and individuals in in psycholinguistics; review of classic issues and research.
the history of psychology. Provides an opportunity to learn basic research methods in
Prerequisite: any 300-level psychology course. experimental psycholinguistics and gain skills necessary to
conduct independent research.
*405. Crisis Worker Practicum. (1 to a maximum of 6) ∆ Prerequisite: 367 and (302 or STAT 145)
Training and experience at Agora Crisis Center. Can lead to
national certification. Some weekend, evening and holiday 480L. Health Psychology Lab. (2)
hours required. Minimum commitment: two semesters, This laboratory course exposes the research that is con-
weekly four hour shift. Must be 18 and deemed eligible by ducted in Health Psychology. It includes methods of research
the Agora Executive Committee. and student experience in evaluating and critiquing Health
Restriction: permission of instructor. Psychology research.
Prerequisite: 105.
411. Evidence-Based Treatment of Addictions. (3)
This course will provide an overview of evidence-based 491. Senior Honors Seminar. (3)
approaches to the treatment of alcohol and other substance Experimental methods and laboratory techniques. Senior
use disorders. thesis based on independent research.
Prerequisite: 105 and 332 and (347 or 430). Prerequisite: 392. Three hours lab. {Fall}
412. Applied Clinical Experience in Addictions 492. Senior Honors Seminar. (3)
Counseling (Field Work). (1-6 to a maximum of 9) ∆ Continuation of 491. Three hours lab. {Spring}
This field experience at an addiction agency teaches students Prerequisite: 491.
to apply classroom learning to practice situations. A licensed
counselor supervises. Offered on a CR/NC basis only. 499. Undergraduate Problems. (1-3 to a maximum of 6) ∆
Prerequisite: 311 and 312 and 313 and 411. Restriction: Restriction: permission of instructor.
permission of instrutor.
501. Advanced Statistics. (3)
421./521. Advanced Developmental Psychology. (3) Frequency and probability distributions; sampling distribu-
Investigation of the theoretical bases and critical issues in the tions and point estimation; central tendency, variability and z
area of developmental psychology. scores; the normal distribution and the central limit theorem;
Prerequisite: 324 or 329. the logic of hypothesis testing; correlation and regression;
multiple regression. {Fall}
422./522. Child Language. (3) Morford, John-Steiner Corequisite: 503L.
(Also offered as LING 460.) Theories, methodologies and
findings in child language, from birth to late childhood. 502. Design and Analysis of Experiments. (3)
Emphasizes implications of child language data for linguistic Introduction to the logic of experimental design and to
and psycholinguistic theories. Topics: biological foundations; experimental designs commonly used in psychology and the
pre-linguistic communication; phonological, syntactic, seman- corresponding analyses. {Spring}
tic and pragmatic development; bilingualism. Corequisite: 504L.
Prerequisite: 324 or 328 or 360 or 367 or LING 367.
503L. Advanced Statistics Laboratory. (1)
430./530. Alcoholism. (3) Computational techniques for statistical methods introduced
Causes, course, prevention and treatment of problem drink- in 501. Emphasis placed on the use of a computerized statis-
ing. tical package, e.g., SPSS®.
Prerequisite: 332. Corequisite: 501. {Fall}
434. Behavior Therapies. (3) 504L. Design and Analysis of Experiments Laboratory.
A survey of clinical behavior therapies, including techniques (1)
based upon learning theory, self-control, cognitive and social Practical issues related to material introduced in 502.
psychological principles. Emphasis is upon treatment out- Emphasis placed on use of a computerized statistical pack-
come research and the practical application of methods to age, e.g. SPSS®.
clients’ life problems. Corequisite: 502. {Spring}
Prerequisite: 332.
505. Research Seminar. (1 to a maximum of 3) ∆
436./536. Family Psychology. (3) Facilitates development of active research in first-year gradu-
Focuses on the major theoretical approaches to family dys- ate students. Presentations include 1) research lectures by
function and examines family influences on the development faculty and graduate students; and 2) research proposals by
and maintenance of deviance, including juvenile delinquency, class members, critiqued by instructor and classmates.
506. Seminar in Mathematical Psychology. (3) tions of cognitive deficits are reviewed, along with different
Discussion of recent research in various areas of math- approaches to neuropsychological assessment.
ematical psychology, including behavioral decision theory
and mathematical learning theory. 534. Psychological Evaluation Practicum. (3)
Practicum experience in the administration and interpretation
511. History and Systems of Psychology. (3) of cognitive and personality tests.
Survey of historic and contemporary systematic issues and
conceptual viewpoints in psychology. 535. Psychological Evaluation: Personality Functions.
(3)
512. Advanced Health Psychology. (3) This course examines: 1) psychometric principles involved
This course will examine research and theory on important in the development and evaluation of psychological tests; 2)
issues in health psychology including stress, health behav- major means of personality inventory construction; and 3) the
iors, and managing chronic disease. Learning tools include general logic of major personality assessment procedures,
analyzing, synthesizing, and integrating these readings and including MMPI and Rorschach.
discussing them in class.
**536./436. Family Psychology. (3)
513. Emotion and Health. (3) Focuses on the major theoretical approaches to family dys-
This will examine theory and research regarding emotion function and examines family influences on the development
and health at a graduate level. The areas covered include and maintenance of deviance, including juvenile delinquency,
the psychology of emotion, emotion and mental and physical substance abuse, anorexia nervosa, depression and schizo-
health, emotional intelligence, and emotion-focused psycho- phrenia.
logical interventions.
538. Introduction to Clinical Science. (3)
514. Health Psychology Interventions. (3) This course is intended to serve as an introduction to the
This course will examine research and theory on the appli- issues and literature concerned with the science of clinical
cation of psychological interventions to health problems psychology.
including coping with illness and health behavior change. The
interventions will include stress management, meditation, and **539./439. Child Psychopathology. (3)
cognitive behavior therapies. Theories and practices related to an understanding of chil-
dren and adolescents who deviate from normal development
515. Social Psychology of Health Promotion. (3) either intellectually, educationally, emotionally, physically
This is an overview of health Psychology from a social psy- or in some combination. Relevant family variables are
chological perspective. The focus is the design, implementa- considered.
tion, and evaluation of theory-based interventions to improve
healthy behavior (e.g. increase exercise, engage in safer 540. Biological Bases of Behavior. (3)
sexual behavior). Provides an introduction to basic aspects of neuroscience;
e.g., historical perspectives, neurocytology, neurophysiology,
**521./421. Advanced Developmental Psychology. (3) neurochemistry, neuropharmacology, neuroanatomy. In depth
Investigation of the theoretical bases and critical issues in the critical discussion of fundamental and current topics.
area of developmental psychology.
541. Introduction to Functional Neuroimaging. (3)
522./422. Child Language. (3) Provides an introduction to functional neuroimaging, from its
(Also offered as LING 560.) Theories, methodologies and history to the present. Technical aspects of commonly used
findings in child language, from birth to late childhood. neuroimaging methods will be discussed, along with their
Emphasizes implications of child language data for linguistic interpretation and application to questions in psychology
and psycholinguistic theories. Topics: biological foundations; and medicine.
pre-linguistic communication; phonological, syntactic, seman- Restriction: Psychology graduate students only.
tic and pragmatic development; bilingualism.
542. Seminar in Recovery of Function and Epilepsy. (3)
523./323. Social Development. (3) Focuses on the literature and current experiments on epi-
A seminar that integrates theory and research focused on lepsy and functional recovery, the two major problems fol-
social dynamic processes and relationship-formation within lowing traumatic brain injury or stroke. Mechanisms of these
cultural settings throughout development. processes and clinical advancements will be discussed.
528. Seminar on Cognitive Development. (3) 547. Drugs and Behavior. (3)
A seminar covering theory and research on the development Study of the pharmacological action and physiological and
of cognition, organized around Piaget’s constructivist model psychological effects of drugs of abuse including stimulants,
of cognitive development and subsequent challenges, both depressants, narcotics and hallucinogens. Course may be
theoretical and empirical, to that model. used towards major.
563. Seminar in Human Memory. (3) 635. Child Assessment Practicum. (1-3 to a maximum
In-depth coverage of recent studies concerned with the of 3) ∆
theoretical and applied issues around the topics of memory Supervised experience conducting psychological evaluations
structures and processes, forgetting, mnemonics, imagery, of children and adolescents in clinical settings. Both test
prospective vs. retrospective remembering and individual administration and report writing will be emphasized.
differences in memory. Prerequisite: 533 or 535. Restriction: PSY major.
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research relating to adult and childhood bilingualism. Topics student how to effectively deliver empirically-supported treat-
include: bilingual memory and lexical representation, lan- ments for specific psychological disorders.
guage separation and interaction in production, code switch-
ing and mixing, neurolinguistics, childhood bilingualism. 641. Seminar in Cognition, Brain and Behavior. [Seminar
AND
Prerequisite: LING, PSY 367. in Physiological Psychology.] (2, no limit) ∆
Critical examination of recent empirical and theoretical
569. Seminar in Psycholinguistics. (3, no limit) ∆ articles on behavioral/cognitive neuroscience topics selected
(Also offered as LING 568.) by students.
578./378. Social Interaction. (3) 650./450. Special Topics in Psychology. (1-3, no limit) ∆
In-depth examination of interpersonal and group processes Study of any psychological topic not otherwise included in the
such as conformity, cooperation, competition, prejudice, curriculum upon expression of mutual interest by students
conflict resolution and the sharing of limited resources. and faculty. {Offered upon demand}
Includes discussion of formal (algebraic, computer-simula-
tion) models. 691. Clinical Internship. (1-6)
Available only to students who have successfully completed
599. Master’s Thesis. (1-6, no limit) ∆ their dissertations. This is a one-year, full-time external clinical
Offered on a CR/NC basis only. internship in which students provide treatment, assessment,
and other relevant professional services under intensive and
600. Clinical Interviewing Practicum. (1-3 to a maxi- direct professional supervision.
mum of 3) ∆
Restriction: PSY major. Offered on a CR/NC basis only. 699. Dissertation. (3-12, no limit) ∆
Offered on a CR/NC basis only.
602. Pre-Clinical Practicum. (1)
This course is a companion to and continuation of the
Interviewing Practicum, which students take in the first
semester of their first year.
105. Religion and the Arts. (3) 327. History of Christianity, 1517 to Present. (3)
Introduction to the relationship between religion and culture (Also offered as HIST 327.) The development of Christianity
as reflected in the arts. from the Protestant Reformation into the modern world,
including biography, doctrine, liturgy, institutions and religious
106. Intermediate New Testament Greek. (3) practice, together with the interaction of Christianity with
(Also offered as GREK 106). A continuation of the introduc- society at large. {Spring}
tory course. Recommended is one semester of Greek or
some equivalent instruction. Goal of the course is an inde- 333./533. Ritual Symbols and Behavior. (3)
pendent and self-confident dialogue with the Greek language (Also offered as ANTH 333.) Ethnographic studies and a
and the rediscovery of biblical texts. variety of anthropological approaches to ritual are read to
examine the defining characteristics of ritual activity and its
107. Living World Religions. (3) contemporary significance in peoples' lives.
Introduction to major living world religions, such as Buddhism,
Christianity, Hinduism, Islam and Judaism. 343. Buddhist Philosophy. (3)
(Also offered as PHIL 333.) This course traces the evolution
109. Biblical Hebrew I. (4) of such topics as karma and rebirth and the nature of the lib-
(Also offered as MLNG 109.) Introduction to the language of erated mind as discussed in the Buddhist traditions of India,
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the Hebrew Bible. Tibet, East Asia and the modern West.
Prerequisite: one course in Philosophy.
230. Hebrew Scriptures. (3)
Pentateuch and the historical books of the Old Testament. 347. Topics in Religious Studies. (3, may be repeated
AND
{Fall} 3 times) ∆
Studies in major religious figures or movements. Topic
231. Hebrew Prophets. (3) varies.
Prophetic books and later Hebrew scriptural writings.
350. Religion and Literature. (3)
232. Christian Scriptures. (3) An introduction exploring relationships between the literary
New Testament and early Christian history. and religious traditions. {Fall}
247. Studies in Religions. (3) ∆ 360. Classical Christian Thought. (3)
Elementary topics in the study of world religions. Course may (Also offered as PHIL 360.) A study of major writings in
be repeated up to three times provided the topics vary. the Christian tradition, written by such persons as Origen,
Augustine, Aquinas, Luther, Calvin and Teresa of Avila.
263. Eastern Religions. (3)
Prerequisite: one course in Religious Studies or Philosophy.
A study of major Asian traditions, such as Taoism, Hinduism
and Buddhism. {Fall} 361. Modern Christian Thought. (3)
(Also offered as PHIL 361.) Background of the intellectual
264. Western Religions. (3)
issues facing Roman Catholic and Protestant traditions
A study of major Western traditions, such as Christianity,
today.
Islam and Judaism. {Spring}
Prerequisite: one course in Religious Studies or Philosophy.
303. Introduction to Black Liberation and Religion. (3)
365. Philosophy of Religion. (3)
(Also offered as AFST 303.) Students will be introduced to the
(Also offered as PHIL 365.) Philosophic analysis of some
Black experience, which necessitates the redefinition of God
major concepts and problems in religion.
and Jesus Christ in the lives of Black people as the struggle
Prerequisite: one course in Religious Studies or Philosophy.
for transcendental and political freedom.
389. Latin American Thought I. (3)
306./506. Reformation Era, 1500–1600. (3)
(Also offered as HIST, PHIL 389.) Pre-Columbian thought
(Also offered as HIST 306.) Religious revolution and concur-
through independence ideologies.
rent development in European politics, society and culture.
Prerequisite: one course in Philosophy.
308. The Jewish Experience in American Literature and
390. Latin American Thought II. (3)
Culture. (3)
(Also offered as HIST, PHIL, SOC 390.) Positivism through
(Also offered as ENGL 308.) A comprehensive survey of the
contemporary thought.
cultural and historic relationship between Jews and American
Prerequisite: one course in Philosophy.
culture and character as a whole.
392. Black Liberation and Religion. (3) Okunor
323. History of the Jewish People to 1492. (3)
(Also offered as AFST 392.) Introduction to some traditional
(Also offered as HIST 323.) Survey of Jewish history in
western religious schools of thought as a basis for intensive
Ancient and Medieval times, stressing major religious, intel-
examination of the works of prominent Black liberation
lectual, political and social developments. Traces the trans-
theologians.
formation of the Hebrews into the Jews and Israelite religion
into Judaism, Highlights the Rabinic era and the diaspora *407. Sanskrit I. (3)
experience in the Islamic and Christian worlds. {Fall} (Also offered as LING, MLNG 407.) An introduction to the
Sanskrit language in conjunction with readings from classical
324./524. Modern History of the Jewish People. (3)
Sanskrit literature in translation.
(Also offered as HIST 324.) Survey in ethnic history stress-
ing political, religious and social developments from the *408. Sanskrit II. (3)
expulsion from Spain (1492) to the present. Concentrates on (Also offered as LING, MLNG 408.) The continuation of
European Jewry but will include consideration of American Sanskrit I: the completion of the study of Sanskrit grammar
Jewish community, modern anti-semitism and rise of the state and an introduction to the reading of Sanskrit texts.
of Israel. {Spring 2004 and alternate years}
*413. Kierkegaard. (3)
326. History of Christianity to 1517. (3) (Also offered as PHIL *413.)
(Also offered as HIST 326.) The history of Christianity from Prerequisite: one course in Religious Studies or Philosophy.
its beginnings in Palestine to the eve of the Protestant
Reformation. Primary focus will be on the rich variety of *422. Sociology of Religion. (3)
forms–doctrinal, liturgical and institutional–that Christianity (Also offered as SOC 422.) Study of belief, commitment, and
assumed through the Medieval centuries. Also of concern practice within religious and spiritual traditons and institu-
will be its contributions and significance as a civilizing force. tions, with a focus on contemporary United States, Latin
{Fall} America, and the Middle East.
Prerequisite: 107 or 263 or 264 or SOC 101. {Spring}
426./626. History of the Holocaust. (3) Pugach *457. Seminar in Islamic Tradition. (3 to a maximum
(Also offered as HIST 426.) An examination of the motives, of 12) ∆
methods and execution of the destruction of the Jews by Nazi Topics in classical and contemporary Islamic thought and life.
Germany and the responses of Jews, Western Powers, the Course may be repeated up to three times provided the topics
Churches and Righteous Gentiles in the context of Jewish vary. Prerequisite: 107 or 264.
and world history.
*463. Seminar in Biblical Studies. (3 to a maximum of
*430. American Religious Communication. (3) 6) ∆
(Also offered as CJ 430.) This course examines the roles of Topics in the literary and historical analysis of Biblical texts.
religious communication during the Puritan period, the first Prerequisite: 230 or 231 or 232.
and second awakenings and the period of media evangelism.
The course examines various types of communicators, mes- 464. Seminar in Philosophy of Religion. (3 to a maxi-
sages, audiences and channels of persuasion. mum of 6) ∆
(Also offered as PHIL 464.) Advanced topics in philosophy
*431. Ch’an and Zen. (3) of religion.
(Also offered as PHIL *431.) An examination of key writings Prerequisite: 15 hours Philosophy or Religious Studies
by Chinese Ch’an teachers (e.g., Huineng and Tung Shan), coursework.
medieval Japanese Zen teachers (e.g., Eisai and Dogen) and
modern Japanese thinkers (e.g., Suzuki and Nishitani). 465. C. S. Lewis. (3)
Prerequisite: 263 or 343 or PHIL 333 or PHIL 334 or PHIL Treats of the literary and theological writings of this 20th-
336. century thinker.
*434. South Asian Mystical Traditions. (3) 467. Seminar in Philosophy of Religion. (3)
(Also offered as PHIL *434.) This course will examine a wide (Also offered as PHIL 464.) Advanced topics in philosophy
range of mystical thought and experience in South Asia from of religion.
the first millennium BCE through the medieval period in Hindu Prerequisite: 15 hours Philosophy or Religious Studies
and Buddhist traditions. course work.
Prerequisite: 263 or 343 or PHIL 333 or PHIL 334.
*475. Dante in Translation. (3)
*438. Indian Buddhist Philosophy. (3) (Also offered as ITAL 475.) Principally the Vita Nuova and
(Also offered as PHIL *438.) A survey of Hinayana and the Divine Comedy.
Mahayana philosophical thought as it developed in South
Asia, together with its religious, historical and social context. 481./661. Islam. (3)
Prerequisite: 343 or PHIL 333 or PHIL 334. (Also offered as HIST 481.) Topics include the development
of: Islamic law and theology; philosophy and mysticism; ritual
*440. Summer Seminar in Buddhism. (3 to a maximum and art. The political, social and economic ramifications of
of 6) ∆ Islam will be emphasized.
(Also offered as PHIL *440.) Two-week intensive summer
course at Jemez Bodhi Manda Zen Center. Study of both *482. New Mexico Hispanic Religious Arts. (3)
theory and practice with visiting professors from various Religion-related material culture fashioned by New Mexico
universities. Opportunity for directed meditation for interested Hispanics (painting, sculpture, architecture) in the context
participants. of ethnohistory.
Prerequisite: 263 or 343 or PHIL 333 or PHIL 334 or PHIL
336. *483. New Mexico Hispanic Ritual. (3)
Religious rituals and customs enacted by New Mexico
441./641. History of Religion in America. (3) Szasz Hispanics (songs, plays, ceremonies) in the context of
(Also offered as HIST 441.) This class will cover the rise ethnohistory.
and development of the nation’s religious groups, from first
contact to the present day. The focus will be on the social *490. Black Liberation and Religion. (3)
impact of the groups and how they influenced the develop- (Also offered as AFST 490.) Introduction to some traditional
ment of American life. western religious schools of thought as a basis for intensive
examination of the works of prominent Black liberation
*447. Seminar in Religious Studies. (1-3, may be theologians.
repeated 3 times) ∆
Major religious figures or movements. Topic varies. *491. African-American Religious Traditions. (3)
Prerequisite: one RELG course. (Also offered as AFST 491.) This course will examine the
bipolarity of religion in African-American history, showing how
*448. Seminar in Hindu Tradition. (1-3, may be repeated Black religion in the U.S. has served as an institution both for
3 times) ∆ acculturation and also for self and cultural assertion.
The origins and development of the traditional religion of
India. 497. Independent Studies. (1-3, may be repeated 2
times) ∆
*450. Spanish Mysticism. (3) Restriction: permission of program chairperson.
(Also offered as SPAN 450.) A study of Teresa of Avila and
John of the Cross in the contexts of the Renaissance, mysti- 506./306. Reformation Era, 1500–1600. (3)
cal theology and the history and culture of Spain. (Also offered as HIST 506.) Religious revolution and concur-
rent development in European politics, society and culture.
*452. Medieval English Mystics. (3)
(Also offered as COMP 452.) A study of the literary and 507. Teaching World Religions. (3)
religious aspects of the English contributions to Christian Preparation for teaching courses about living world religions.
mystical theology in the works of the anonymous author of Includes teaching experience in 107.
The Cloud of Unknowing and similar works.
524./324. Modern History of the Jewish People. (3)
453. Asian Studies Thesis. (3) (Also offered as HIST 524.) Survey in ethnic history stress-
(Also offered as COMP, HIST, PHIL, POLS, 453.) Supervised ing political, religious and social developments from the
research in one or more disciplines leading to an undergradu- expulsion from Spain (1492) to the present. Concentrates on
ate thesis for the major in Asian Studies. European Jewry but will include consideration of American
Jewish community, modern anti-semitism and rise of the state
of Israel. {Spring 2004 and alternate years}
533./333. Ritual Symbols and Behavior. (3) Introductory Departmental Studies 187 and the culminating
(Also offered as ANTH 533.) Ethnographic studies and a Departmental Studies 498 courses or, in unique situations,
variety of anthropological approaches to ritual are read to approved substitutions. The remaining courses are to be cho-
examine the defining characteristics of ritual activity and its sen from three groups of electives, with at least one course
contemporary significance in peoples' lives. from each group. Of the 20 hours, 11 must be upper-division.
Engineering and Science majors may receive limited credit
547. Advanced Seminar in Religious Studies. (3 to a for major discipline courses.
maximum of 6) ∆
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the structure and methodology of science/technology will be
626./426. History of the Holocaust. (3) Pugach addressed. Appropriate courses may be substituted for this
(Also offered as HIST 626.) An examination of the motives, introductory class with the approval of the STS Coordinator.
methods and execution of the destruction of the Jews by Nazi
AND
Germany and the responses of Jews, Western Powers, the Departmental Studies 498: Independent Research or
Churches and Righteous Gentiles in the context of Jewish Internship (2–3 credits)
and world history.
Introduction
Established in 1989, STS Studies is an interdisciplinary minor SOCIOLOGY
under the College of Arts and Sciences which endeavors to
create an awareness of the historical, social, philosophical Beverly H. Burris, Chairperson
and ethical dimensions of our scientific and technological Social Science Building, Room 1103
enterprises. The program draws on faculty in disciplines MSC05 3080
from across the University of New Mexico campus to engage 1 University of New Mexico
in fruitful dialogue with interested students concerning the Albuquerque, NM 87131-0001
crucial issues that face humanity and its planetary envi- (505) 277-2501, FAX (505) 277-8805
ronment. This goal is achieved within the framework of a http://www.unm.edu/~socdept
structured program. The program is administered by the STS
Coordinator in collaboration with an advisory board made up Professors
of faculty from numerous disciplines that offer courses directly Beverly H. Burris, Ph.D., New York University
applicable to the STS Minor. Richard M. Coughlin, Ph.D., University of California
(Berkeley)
Phillip B. Gonzales, Ph.D., University of California (Berkeley)
Minor Study Requirements George A. Huaco, Ph.D., University of California (Berkeley)
Philip A. May, Ph.D., University of Montana
The minor in Science, Technology and Society requires the
completion of 20 credit hours: 5 of these hours must be the
1. Pre-Law. Provides background for careers or further Further details are available on each concentration from the
training in police, correctional or legal institutions. Department of Sociology and undergraduate advisors in the
2. Human Services and Social Policy. Appropriate for Department.
future work in public and private agencies, as prepara-
The Department will accept the grade of C- in required and
tion for law school or for graduate study in social work,
elective Sociology courses as counting toward graduation
public administration and business administration.
but requires that the student achieve a minimum grade
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488 Field Observation and Experience
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The Department will accept the grade of C- in required
490 Directed study (limited to topics approved
and elective courses in the Criminology major and minor
for the concentration
as counting toward graduation but requires that the stu-
dent achieve a minimum grade point average of 2.00 in Anthropology
AND
the Criminology major or minor and a 2.00 overall grade 345 Spanish-speaking peoples of the SW
point average. A cumulative grade point average of 2.25 Economics
or better in all courses completed is required for regular 331 Economics of Poverty & Discrimination
admission to the criminology major. 335 Health Economics
341 Urban & Regional Economics
The program is particularly appropriate for students wishing Political Science
to pursue one of the following career options: 270 Public Policy & Administration
• graduate work in the social sciences with a special 372 Urban Politics
emphasis on criminology or criminal justice 470 Public Policy Analysis
• a career in criminal justice (e.g., law enforcement, cor- Psychology
rections, crime prevention), especially in agencies or 220 Developmental Psychology
departments involved in planning and evaluation 231 Psychology of Human Sexuality
• a career in law, social work or counseling 331 Psychology of Personality
Students must complete 40 hours of course work in crimi- 332 Abnormal Behavior
nology–34 hours core and 6 hours of pertinent electives as Substitution of a course not on the elective list is possible only
advised. with the approval of a sociology undergraduate advisor.
Core courses: 101; 205; one of 211 or 213; 280; 312; 313; Students minoring in social welfare must adhere to all prereq-
one of 371 or 471; 381; two of 412, 414, 416, 418, 423, 424, uisite requirements attached to the electives. Finally, courses
425, 426; and 481L. Generally, students should follow core applied toward a student’s major may not be applied toward a
courses in sequence, beginning with 100-level requirements, minor in social welfare.
proceeding to 200-level requirements, and so on. Electives:
students must choose electives from an approved list avail-
able from the Department of Sociology. Students may not Minor in Criminology
count the same course as both a core course and an elec- The criminology minor requires a total of 21 hours (seven
tive. Some upper-division electives require other courses as courses). The core courses are 101; one of 205, 211 or 213;
prerequisites. 312; 313; and one of 412, 414, 416, 418, 423, 424, 425 or
426 (one of these is required, but additional courses from
the set may be used as electives). The 21 hours must also
Minor Study Requirements include 6 hours from a list of designated electives approved
by the department.
Minor in Sociology
A sociology minor requires 21 hours (seven courses). The
core courses are 101, 280 and either 371 or 471. The 12
Departmental Honors
elective hours (four courses) are drawn from all sociology Superior sophomore or junior students majoring in sociol-
courses not specifically required above but must include ogy or criminology with a GPA of 3.5 in the major and 3.25
at least 6 hours (two courses) at the 300 and 400 level. If overall are invited to apply for admission to the depart-
desired, a student may use 371 for the specific requirement ment's six-credit Undergraduate Honors Thesis Program,
and 471 as an elective. If 481L is chosen as an elective, the beginning in their junior year. Students participating in this
total number of elective hours will be 13, and the total in the program are eligible to graduate with departmental honors
minor will be 22. if recommended by the faculty on the basis of outstanding
performance. Honors students are required to take Sociology
Criminology majors may not minor in sociology without a 399 (Advanced Workshop in Sociology) in the Spring term to
specially approved degree plan constructed in consultation be followed by 499 (Senior Honors Thesis) in a subsequent
with the undergraduate advisor. semester. See the Department's Honors Coordinator for
specific requirements.
Minor in Social Welfare
The minor in social welfare is designed to accompany a major Graduate Program
in criminology, political science, economics, psychology and
disciplines other than sociology. Sociology majors with a Graduate Advisor
strong interest in social welfare and related topics should Nancy Lopez
pursue the Human Services & Social Policy Concentration
offered as part of the sociology major. Review of Applications
Contact department for information on deadline.
A social welfare minor requires at least 21 hours. The core
courses are 101, 200, 300, and 400. In addition, students
must choose at least 9 hours of electives from the following
list of courses.
200. Foundations of Social Welfare. (3) Coughlin 303. Sociology of Political Behavior. (3) Coughlin, Fiala
Overview of social welfare institutions in Western societies Examination of the social bases of political behavior. Major
related to social change, stratification, economy, politics, topics include the character and expansion of the state, the
dependency, poverty, wealth, and unemployment in U.S. and social bases of various forms of political rule and political
other countries; examines social work and related human change in the contemporary world.
service occupations. Prerequisite: 101. {Offered upon demand}
Prerequisite: 101.
305. Environmental Sociology. (3)
205. Crime, Public Policy and the Criminal Justice Examination of humans and the environment from an eco-
System. (3) Broidy, Lyons logical perspective. Focus on industrial and economic growth,
The study of crime, the criminal justice system and crime- natural resources development, environmental values and
related public policy. Discussion of key criminological con- movements, resource management, and comparative per-
cepts, measurement of crime and delinquency, its distribution spective on people’s relationship to the environment.
in society, victimization, public opinion, the criminal justice Prerequisite: 101.
system, crime control strategies and policies.
Prerequisite: 101. 306. Peace and Conflict. (3)
This course addresses peace and conflict issues arising
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211. Social Problems. (3) Coughlin, Schrank from the global search for scarce mineral resources and
Description and analysis of major social problems facing indigenous communities and cultures threatened by extrac-
American society. Foci may include: poverty, homelessness, tive industries.
alcohol and drug problems, race and ethnic relations, aging
AND
and mental illness. 308. Sociology of Gender. (3) Burris, Hood, Lopez
Prerequisite: 101. (Also offered as WMST 308.) How and why societies create
gender categories. How do definitions of “masculinity” and
213. Deviance. (3) Broidy, Lyons, Tiano “femininity” vary? What are the costs and benefits of being
Survey of major forms of norm-violating behavior in American male or female in contemporary American society?
society, such as drug and alcohol abuse, mental illness, crimi- Prerequisite: 101.
nal behavior and sexual deviance. Discussion of sociological
explanations of the causes of, and attempts to address, 310. Sociology of Aging and the Aged. (3)
these behaviors. Descriptive and theoretical study of the social situation
Prerequisite: 101. of older persons in contemporary industrial societies; the
impact on societal institutions of an increasing percentage
216. The Dynamics of Prejudice. (3) Gonzales, Ibarra, of older citizens.
Lopez Prerequisite: 101. {Offered upon demand}
The study of prejudice and discrimination, including their
historical and contemporary sources and prospects for their 312. Causes of Crime and Delinquency. (3) Broidy,
reduction, with applications to American institutions. Lyons, M. Velez, Wood
Prerequisite: 101. A survey of criminological theories exploring why some
people are more likely to engage in crime than others and
221. Global Issues. (3) Tiano, Schrank why crime rates vary over time and space and across social
(Also offered as PCST 221). The global context of pat- groups. Attendant policy issues will also be discussed.
terns of development in nation-states with an emphasis on Prerequisite: 205 or 211 or 213.
industrializing countries. Selected topics of social, economic
and cultural change. Inequality, war, reform and revolution 313. Social Control. (3) Broidy, Lyons, Wood
in global perspective. Meets New Mexico Lower-Division The study of informal and formal social control strategies for
General Education Common Core Curriculum Area IV: Social/ guiding and monitoring individual behavior and social interac-
Behavioral Sciences. tion. Discussion of key social control agents and institutions,
Prerequisite: 101. including the family, schools, peers, media, religion and the
criminal justice system.
225. Marriage, Family and Their Alternatives. (3) Hood Prerequisite: 205 or 211 or 213.
Comparative analysis of contemporary family and household
forms such as dual-worker, single-parent and homosexual 326. Sociology of New Mexico. (3) Ibarra
couple households. Focus on links between large-scale New Mexico as a social system; the infrastructure of com-
social changes and changing family composition and inter- munities and ethnic groups, stratification, major social institu-
action patterns. Meets New Mexico Lower-Division General tions, deviance and inter-group relations.
Education Common Core Curriculum Area IV: Social/ Prerequisite: 101.
Behavioral Sciences (NMCCN 2213).
Prerequisite: 101. 331. Collective Behavior. (3) Gonzales, Santoro
The study of riots, disturbances, social movements and other
230. Society and Personality. (3) forms of contentious collective behavior. Strategies of conflict
The social psychology of personalities, relationships, small and conflict resolution are considered.
groups and organizations. Prerequisite: 101.
Prerequisite: 101. {Offered upon demand}
334. Sustainability Practicum to Benefit the Campus or
280. Introduction to Research Methods. (3) Hood, Community. (3)
J. Roberts, Santoro (Also offered as SUST 334.) A collaborative hands-on local
A survey of the major methods of social research: founda- sustainability project directly benefiting the campus or com-
tions of social research, research design, sampling and munity, designing creative approaches to satisfy basic needs
measurement, quantitative and qualitative research methods (such as food, health, energy, transportation) in a future-
and data analysis. sustaining way.
Prerequisite: 101. Prerequisite: SUST 134.
300. Social Welfare: Policies and Programs. (3) Coughlin 335. Sociology of Mass Communication. (3)
The development and operation of the U.S. social welfare (Also offered as CJ 335.) Mass communication in society
programs (Social Security, Medicare, Medicaid), unemploy- with emphasis in Western industrial societies, impact of mass
ment insurance, workers compensation, public assistance, communication on social movements and on sectors of the
and political ideologies shaping the public debate and atti- social structure; social psychology of mass communication.
tudes toward social programs. {Offered upon demand}
Prerequisite or Corequisite: 200.
340. Sociology of Medical Practice. (3) Waitzkin *414. Sociology of Corrections. (3)
An introduction to the delivery of health care in the U.S. Study of the perspectives of corrections, its relationship to
and selected other countries is pursued with an emphasis other criminal justice agencies, various forms sentencing
on the interaction of patients, professionals and health care and punishment, corrections administration and issues in the
institutions. field. Visits may be made to several facilities.
Prerequisite: 312 and 313. {Fall, Spring}
342. Social Epidemiology. (3)
Examines the influence of social variables on human’s health, *415. Social Stratification. (3) Burris
illness and death. The complex role of lifestyle, socioeco- Structure and dynamics of class, status and power in society;
nomic status, marriage, occupation, culture and other vari- social consequences of stratification.
ables are examined as they are related to survival. Prerequisite: 312 and 313. {Offered upon demand}
Prerequisite: 101. {Offered upon demand}
416. Sociology of Law. (3) Broidy
345. Youth and Society. (3) Social science perspectives of the law, legal institutions and
An assessment of the creation and dynamics of childhood the impact of law on behavior. Topics include theories of law
and youth in human societies. Consideration of historical and legality; comparative legal systems; lawyers, judges and
and cross-cultural material; and issues such as deviance and juries; and the use of social science in the courts.
popular culture. Prerequisite: 312 and 313.
Prerequisite: 101. {Offered upon demand}
*418. Selected Topics in Criminology. (3 to a maximum
350. Rural Society in Latin America. (3) of 6) ∆ Broidy, Lyons, Velez, Wood
Analysis of agricultural modes of production–including the This course will explore in detail some aspects of research on
relationship of crop, tenancy and land ownership patterns and the causes or characteristics of crime, such as juvenile delin-
social institutions stemming from them, from Spanish colonial quency, drug and alcohol-related behavior or child abuse.
times to the present. Effects of the commercial revolution and Prerequisite: 312 and 313.
agrarian reforms.
Prerequisite: 101. {Offered upon demand} 420. Race and Cultural Relations. (3) Gonzales, Lopez
Comparative and structural analysis of intergroup relations in
351. The Urban Community. (3) the United States and/or other countries and regions.
The forms and development of urban community; demo- Prerequisite: 101 and 216.
graphic, spatial, functional and temporal patterns; metropoli-
tan development and city-hinterland relations. 421. Sociology of Education. (3) Fiala, Ibarra, Lopez
Prerequisite: 101. {Offered upon demand} Structure and functioning of educational institutions in the
United States and other societies.
371. Classical Sociological Theory. (3) Burris, Fiala, Prerequisite: 101.
Huaco
The study of 19th century sociological theory, with particular 422. Sociology of Religion. (3) Wood
emphasis on Marx, Durkheim and Weber. (Also offered as RELG 422.) Study of belief, commitment,
Prerequisite: 101. {Fall, Spring} and practice within religious and spiritual traditons and insti-
tutions, with a focus on contemporary United States, Latin
381. Sociological Data Analysis. (3) Fiala, A. Roberts, America, and the Middle East.
J. Roberts Prerequisite: 101 or RELG 107 or RELG 263 or RELG 264.
An introduction to the basic statistics (both descriptive and
inferential) employed in the analysis of quantitative sociologi- 423. Gender and Crime. (3) Broidy
cal data. This course will outline similarities and differences in offend-
Prerequisite: 280. ing patterns across males and females and discuss various
explanations for these differences. Discussions will also
390. Latin American Thought II. (3) focus on the dynamics of female offending, the formal social
(Also offered as HIST, RELG, PHIL 390.) Positivism through control of female offenders and the role of women in the cor-
contemporary thought. {Offered upon demand} rectional system.
Prerequisite: 312 and 313.
398. Special Topics in Sociology. (3, no limit) ∆
424. Race, Class and Crime. (3) Lopez, Lyons, Velez
399. Advanced Undergraduate Workshop in Sociology. This class will examine the relationships between race,
(3) Hood, Coughlin ethnicity, socio-economic status and involvement in criminal
First of a six-credit Sociology Honors Thesis Program; behavior, focusing on the influence of structural, cultural and
students develop skills to write an honors thesis proposal; historical influences. We will also explore contemporary crimi-
culminates in the completion of a senior honors thesis written nal justice issues pertaining to race and class.
in SOC 499. Prerequisite: 312 and 313.
Prerequisite: 280. Restriction: permission of Department’s
Honors Coordinator. 425. From Youthful Misbehavior to Adult Crime. (3)
Broidy
400. The Welfare State. (3) Coughlin Causes and consequences of offending at various stages in
Social, economic, and political aspects of programs and the life course, focusing on the ways in which adolescent and
policies of the modern welfare state, from Europe to other adult roles, responsibilities and opportunities shape aggre-
industrialized nations; the future of the welfare state related to gate and individual level patterns of involvement in juvenile
economic, political, and demographic changes. delinquency and adult criminality.
Prerequisite: 200. {Spring} Prerequisite: 312 and 313.
412. Sociology of Police and Social Control. (3) Wood 426. Drugs, Crime and Social Control. (3) Lyons
Study of the relationship between society and law enforce- Study of the development of social policies concerning illicit
ment agencies, including the societal context of policing and substance use; its impact on social behavior; strategies for
how law enforcement impacts society. Discussion of law prevention and intervention with substance use; investiga-
enforcement practices, training and management; the inter- tion, adjudication and supervision of drug offenders; and the
face of police and communities; historical and contemporary relationship between criminal justice, education, public health
models of policing; and efforts at police reform. and government policies.
Prerequisite: 312 and 313. {Fall, Spring} Prerequisite: 312 and 313.
428. Sociology of Mexican Americans. (3) Gonzales, 499. Senior Honors Thesis. (3)
Lopez For departmental honors students only. By arrangement with
The historical, comparative and contemporary study of the department Honors and Awards Committee and approval of
Mexican American in the U.S. Race and ethnic relations the chairperson.
theories and the Chicano Movement.
Prerequisite: 101. {Offered upon demand} 500. Classical Sociological Theory. (3) Burris, Huaco,
Lopez
*441. Complex Organizations. (3) Burris Advanced study of selected classical theorists.
Structure and functional dynamics of formal organizations;
the role of bureaucracy in modern social organization. 505. Complex Organizations. (3) Schrank
Prerequisite: 101. {Offered upon demand} Survey of the empirical literature and theory related to
complex organizations. Attention to organizational structure,
*445. Sociology of Work. (3) Burris, Hood conflict, problem solving, development and ecology.
Overview of the field of sociology of work (historical, classical
and contemporary theoretical perspectives) and empirical 506. Seminar: Comparing Nations. (3) Coughlin, Fiala,
studies of different kinds of work and workplaces (technology/ Schrank
work, family/work, gender/race segregation, the corporation The demography, social structure and value systems of the
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and globalization). developed and developing societies. The particular theme
Prerequisite: 101. and concerns of the course will vary each time offered.
*450. Urban Society in Latin America. (3) 507. Topics in Sociological Theory. (3, no limit) ∆
AND
Causes, processes and consequences of urbanization from
Spanish colonial times to present; changes in class, status, 508. Latin American Development and Planning. (3)
power, population growth and social relations in urban society. (Also offered as CRP, LTAM 578.) Interdisciplinary seminar
Prerequisite: 350. {Offered upon demand} focusing on area topics in Latin American planning, develop-
ment and urbanization. It is the core course for the LAS/
*461. Social Dynamics of Global Change. (3) Schrank, MCRP dual-degree program.
Tiano
A sociological perspective on economic, political and social 509. Gender and International Development. (3) Tiano
trends worldwide. Implications of global change for individu- Focus on women in Africa, Asia and Latin America, explor-
als, organizations and societies. {Offered upon demand} ing their historical and current circumstances in light of the
changing global political-economy.
471. Contemporary Sociological Theory. (3) Burris,
Huaco, Tiano 510. Social and Political Movements. (3) Gonzales,
Comparative analysis of major contributions to sociological Santoro, Wood
theory in the 20th century: Functionalism, Phenomenology, Examination of historical, theoretical and empirical materi-
French Structuralism, Analytical Marxism. als on the character and dynamics of social and political
Prerequisite: 101. movements. Includes consideration of the global context of
contemporary social and political movements.
*478. Seminar in International Studies. (3)
(Also offered as ECON 478.) Designed to provide seniors 513. Constructing and Analyzing Contemporary
from several disciplines an opportunity to apply an inter- Sociological Theory. (3) Fiala, Huaco
national perspective to their undergraduate training. Each Survey of contemporary theory, with a focus on constructing
student presents a term project drawing upon his or her major theory. Includes analysis of functional, interactionist, institu-
disciplinary background and related to international concerns. tional and world-systems theory.
Open only to seniors. {Offered upon demand}
514. 20th Century European Theory. (3) Huaco
481L. Research Methods in Sociology. (4) Coughlin, Analytical Marxism, Nietzsche, Spengler, Sociobiology,
Fiala, A. Roberts, J. Roberts Foucault, Sartre, Lukacs, The Frankfurt School.
Use of the computer as a tool of social research; utilization of
520. Racial and Ethnic Relations. (3) Gonzales, Lopez
data archives; problems of research design, instrumentation
Historical and comparative analysis of race and ethnic rela-
and analysis of empirical data.
tions in the U.S., with comparative reference to Western
Prerequisite: 280 and 381. Three lectures, 1 hour lab.
Europe, Latin America, Asia. Origins and maintenance of
*484. The Cuban Revolution, 1959 to Present. (3) slavery; minority community development; causes and con-
(Also offered as HIST 475 and 655.) Background to revolu- sequences of prejudice.
tion since 1898; emphasis on period since 1959. {Offered
521. Sociology of Education. (3) Lopez, Ibarra
upon demand}
Examination of the character and dynamics of education in
488. Field Observation and Experience. (3 to a maxi- human societies. Focus is on the organization and expansion
mum of six) ∆ Coughlin, Velez of modern educational systems and the effects of education
An opportunity for Sociology/Criminology students to work in on individuals and society.
a criminal justice or social service agency for course credit.
523. Proseminar. (1) Lopez, Wood, Roberts
Students must have a 3.0 GPA or higher in the major.
Introduces incoming graduate students to each of the depart-
Restriction: upper-division standing and permission of
ment’s regular faculty members and their work.
instructor.
528. Sociology of Mexican Americans. (3) Gonzales
490. Directed Study. (1-3 to a maximum of 6) ∆
The historical, comparative and contemporary study of the
Tutorial arrangement with a member of the sociology faculty.
Mexican American in the U.S. Race and ethnic relations theo-
Specific arrangements must be made with a member of
ries and the Chicano Movement. {Offered upon demand}
the sociology faculty responsible for supervising the work.
Arrangements normally made at least one semester in 530. Sociology of Work. (3) Burris, Hood
advance. A graduate seminar designed to provide a more in-depth
study of the sociology of work, using theoretical and empirical
491. Directed Study in Criminology. (1-3 to a maximum
analyses to explore different kinds of work and workplaces
of 6) ∆
and how they have changed over time.
Tutorial arrangement for investigation of selected issues in
criminology. Specific arrangements must be made with a 531. Sociology Teaching Practicum. (2) Wood, Roberts
member of the sociology faculty responsible for supervising Provides a survey of pedagogical methods and classroom
the work. teaching experience for prospective sociology instructors.
Offered on a CR/NC basis only.
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the four language skills–listening, speaking, reading and consult with the Department's Undergraduate Advisor for
writing–and culture. Spanish. All grades must be C or better.
AND
Language (SHL) Program Thirty hours in Portuguese courses numbered 276 or above.
Required courses: 275-276 or 277. Two of the following: 301,
Spanish courses 111, 112, 211, 212 are reserved for students 311, 312. Up to 18 additional hours at the 300-400 level.
who grew up in a Spanish-speaking environment. The objec- Courses in another foreign language at the 202 or 276 level
tive of these classes is to build upon the language base which (or equivalent) must be completed. All grades must be at C
the students already possess. All four language skills–listen- or better. Students planning to major in Portuguese should
ing, speaking, reading and writing–are stressed, but time is consult with the Department undergraduate adviser.
not spent drilling aspects with which students are already
familiar. All students who speak or understand some Spanish
as a result of having heard it at home or from grandparents Second Major Study
are urged to enroll in these classes. A placement evaluation
is required before entering these classes. (See Department Requirements
for times and dates.)
Spanish: Twenty-four hours in Spanish courses numbered
300 or above.
Spanish as a Second Language (SSL) Required Courses: 301, 302, 307.
Program -and-
This program is designed for students of Spanish whose 15 elective hours, 6 of which must be above 307, and 6 hrs
native home language is not Spanish. A placement evaluation at the 400 level. Students have the option of aplying a second
is required before entering these classes. (See Department 301 Topics course toward the second major (repetition allowed
for times and dates.) as topics change). All grades must be "C" or better.
Undergraduate Programs
Graduate Program
Undergraduate Advisor for Spanish
Kate Merrill (505) 277-7364, kateem@unm.edu Graduate Advisor
Martha Hurd, (505) 277-2974, marthah@unm.edu
Undergraduate Advisor for Portuguese
Margo Milleret, (505) 277-8613, milleret@unm.edu M.A. Application Deadlines
Fall semester: January 15 (with financial aid)
July 15 (without financial aid)
Spring semester: November 15 (without financial aid)
Summer session: May 10 (without financial aid)
Degrees Offered • All course work must be at the 500-level with the excep-
tion of SPAN *423 (Cervantes’ Quijote), and SPAN *438
(Mexican Literature).
M.A. in Spanish or Portuguese
Requirements for the M.A. in Portuguese
Spanish: • 15 hours in Portuguese at 400-level or above.
Prerequisite for entrance into the M.A. Spanish program • 12 hours of Hispanic/Southwest/Portuguese Literature
is an undergraduate degree with a Spanish major, or AND/OR Hispanic/Southwest/Portuguese Linguistics.
the equivalent. The M.A. in Spanish at The University of • 6 hours of electives or thesis.
New Mexico has three concentrations: Hispanic Literature, • All Portuguese course work must be at the PORT
Hispanic Linguistics, and Hispanic Southwest Studies. All 400-level or above. Spanish course work must be at
students in the Spanish M.A. program will choose one of the the 500-level or above with the exception of SPAN
above areas of concentration. *423 (Cervantes’ Quijote) and SPAN *438 (Mexican
Literature).
Portuguese:
Prerequisite for entrance into the M.A. Portuguese program Spanish or Portuguese Language Requirement
is an undergraduate degree with a Portuguese major or the • Research at the graduate and professional levels is
equivalent. enhanced by the mastery of several languages. Students
are advised to consider their professional research goals
The M.A. in Spanish or Portuguese is offered under Plan I in selecting a language to fulfill the department’s require-
(thesis) and Plan II (course work). Plan I requires a minimum of ment.
27 hours of course work, comprehensive examination and a • All M.A. Spanish or Portuguese candidates must dem-
thesis. Plan II requires 33 hours of course work and compre- onstrate proficiency equivalent to one year of university-
hensive examinations. Under Plan I, a thesis proposal must be level study in one language apart from English and the
submitted to the student’s thesis committee no later than the student’s language of major study. This proficiency is
beginning of the fourth semester of study when the student will normally demonstrated by completing in consultation
register for 6 hours of thesis credit. Minimum semester hour with the department graduate advisor a second-semes-
requirements for TAs under both plans are 9, 9, 9, 6. ter or above numbered language course with a grade of
B or better. This requirement can be met through course
1. Requirements for the Concentration in Hispanic
work done as part of the B.A.
Literature
• 18 hours of Hispanic Literature evenly divided between
Spanish American and Peninsular Spanish courses. Ph.D. in Spanish and Portuguese
SPAN 601 (Literary Theory) may be included.
• 3 hours of Hispanic Linguistics (teaching methodology The Department offers a Ph.D. in Spanish and Portuguese,
class, e.g., SPAN 541 may not be included). with a concentration in one of the following fields: Literature
• 3 hours of Portuguese or Hispanic Southwest Studies. or Linguistics.
• SPAN 502 Research and Critical Methods.
• SPAN 541 Recent Research on the Teaching of Spanish
(required of TAs). Degree Description
• 3-6 hours (depending on whether teaching methodology
class, e.g., SPAN 541, is taken) of electives or thesis. The Ph.D. in Spanish and Portuguese at the University of
• All coursework must be at the 500-level or above with the New Mexico requires a minimum of 63 hours of graduate
exception of SPAN *423 (Cervantes’ Quijote) and SPAN courses (not including dissertation hours), which may include
*438 (Mexican Literature). Relevant electives outside up to 30 hours of M.A. coursework. The degree consists of a
of the Department may be taken only if pre-approved departmental concentration and twelve additional hours in a
by the departmental Graduate Committee. supporting field; a double concentration may be taken in lieu
of the coursework in the supporting field, with 48 hours of
2. Requirements for the Concentration in Hispanic post-M.A. coursework required (total hours required, includ-
Linguistics ing M.A. = 78). All coursework in Spanish must be at the 500-
• 21 hours in Hispanic Linguistics (teaching methodology or 600-level, with the exception of Mexican Literature (SPAN
class, e.g., SPAN 541, may not be included). *438), and Cervantes’ Quijote (SPAN *423).
• 3 hours of Hispanic Literature.
• 3 hours of Portuguese or Hispanic Southwest Studies. 1. Departmental Concentration. The two concentra-
• 6 hours of electives or of thesis. tions are Literature and Linguistics. The concentrations
• All Spanish course work counted toward M.A. credit require a minimum of 24 hours. The concentration in
requirements must be in courses approved by the Literature will consist of a group of courses in a genre
Department at the 500-level or above with the excep- (narrative, poetry, theater) and a period (Medieval,
tion of SPAN *423 (Cervantes’ Quijote), and SPAN *438 Renaissance/Golden Age/Colonial, 18th and 19th
(Mexican Literature). Relevant electives outside the Centuries, 20th Century). In addition to the 24 hours in
Department may be taken only if pre-approved by the the concentration an additional 12 hours in a supporting
departmental Graduate Committee. field is required.
2. Required Courses. Either SPAN 542 (History of
3. Requirements for the Concentration in Hispanic the Spanish Language) or PORT 561 (History of the
Southwest Studies Portuguese Language) is required of linguistics majors;
• 6 hours of Hispanic Linguistics (must include at least SPAN 601 (Literary Theory) is required of the literature
one course on Southwest Spanish; teaching methodol- concentration. In addition 6 hours of Portuguese at the
ogy class, e.g., SPAN 541, does not satisfy Hispanic *400-level or above is required of the literature concen-
Linguistics requirement). tration.
• 12 hours of Hispanic Southwest Studies taken in the 3. Language Requirement*. Research at the graduate
Department of Spanish and Portuguese. and professional levels is enhanced by the mastery of
• SPAN 502 Research and Critical Methods. several languages. Students are advised to consider
• 6 Hours of Hispanic/Portuguese literature from outside their professional research goals in selecting a lan-
the Southwest. guage to fulfill the department’s requirement. Due to the
• SPAN 541 Recent Research on the Teaching of Spanish linguistic similarities between Spanish and Portuguese
(required of TAs). as well as the strong cultural links between Spanish
• 3-6 hours of relevant electives (depending on whether America and Brazil, coursework in Portuguese is
teaching methodology class, e.g., SPAN 541, is taken) strongly encouraged by the Department of Spanish and
in the Department or outside (e.g., History, Linguistics, Portuguese.
Social Sciences) or thesis as approved by the depart-
mental Graduate Committee.
All Ph.D. candidates must demonstrate proficiency equivalent 102. Elementary Portuguese II. (3)
to two years of university-level study in a language apart Continued development of four language skills. Emphasis on
from English and the student’s language of major study. listening, speaking, and cultural understanding. An introduc-
This proficiency is normally demonstrated by completing, in tion to Portuguese for Spanish speakers.
consultation with the department graduate advisor, a fourth-
semester or above numbered language course with a grade 201–202. Intermediate Portuguese I–Intermediate
of B or better. Alternately, the student may complete the Portuguese II. (3)
requirement by demonstrating proficiency equivalent to one Intermediate Portuguese for students who have completed
year of university-level study in two foreign languages, by one year of beginning language study or its equivalent.
completing second semester or above numbered language Review of grammar and expansion of conversational and
courses in both languages with a grade of B or better. This composition skills.
requirement can be met through coursework done as part of
the B.A. and/or M.A. 275. Intensive Beginning Portuguese. (6)
An intensive one-semester introductory multimedia course
4. Comprehensive Examination. The doctoral exami- using authentic models of introductory communication in
nation encompasses both the concentration and the Portuguese. Students may not receive credit for this acceler-
coursework in the supporting field and a reading list ated course and the regular sequence (101-102).
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developed by the candidate in consultation with his or
her Chair of Committee on Studies. The examination 276. Intensive Intermediate Portuguese. (6)
consists of three parts: An intensive one-semester intermediate multimedia course
a. A 72-hour written examination. using authentic models of communication in Portuguese.
AND
b. An assigned research essay in the student’s con- Prerequisite: 102 or 275.
centration developed in collaboration with the
Committee on Studies. The research question is 277. Intensive Portuguese for Spanish Speakers. (6)
generally geared to prepare the student to work An accelerated multimedia class designed for natives or
on the projected dissertation topic. The student will advanced level Spanish speakers that uses authentic mod-
have two weeks to complete the essay. els of communication in Portuguese. Students may not
c. A comprehensive oral examination to be scheduled receive credit for this class and the accelerated sequence
within two weeks after the conclusion of the written (275-276).
examination.
301. Conversation and Pronunciation. (3)
5. Ph.D. Dissertation. Follow the information and require-
Practice of spoken Portuguese with an introduction to the
ments specified by Graduate Studies in the University
phonetic systems and with comparisons to Spanish pro-
of New Mexico Catalog. A dissertation proposal should
nunciation. Discussions of topics from Portuguese-speaking
be presented to the Dissertation Committee within six
world.
weeks of passing the comprehensive examination and
Prerequisite: 276 or 277.
must be officially approved by the end of the semester
following the semester in which the exams where taken. 311./511. Culture and Composition. (3)
An approved copy of the dissertation proposal must be Students develop their vocabulary and improve their writing
turned in to the departmental office. skills through the study of readings, films and music from
the Portuguese-speaking world and through practice writing
Spanish or Portuguese Ph.D. Language compositions.
Prerequisite: 276 or 277.
Requirement
312./512. Culture and Conversation. (3)
Research at the graduate and professional levels is enhanced Students improve skills in oral communication, including pro-
by the mastery of several languages. Students are advised to nunciation and intonation, through the study and performance
consider their professional research goals in selecting a lan- of dramatic scenes, and the filming and editing of those
guage to fulfill the department’s requirement. scenes.
Prerequisite: 276 or 277.
All Ph.D. candidates must demonstrate proficiency equivalent
to two years of university-level study in a language apart 335. Brazilian Popular Culture. (3)
from English and the student’s language of major study. Through the lens of Brazilian daily activities and ritual expres-
This proficiency is normally demonstrated by completing in sions, this course provides the student with an introduction to
consultation with the department graduate advisor a fourth- Brazilian history, culture and society.
semester or above numbered language course with a grade Prerequisite: 276 or 277.
of B or better. Alternately, the student may complete the
requirement by demonstrating proficiency equivalent to one 414./514. Topics in Luso-Brazilian Literature and
year of university-level study in two foreign languages, by Culture. (3, no limit) ∆
completing second semester or above numbered language An advanced language course emphasizing interdisciplinary
courses in both languages with a grade of B or better. This themes in Luso-Brazilian literature and culture.
requirement can be met through course work done as part of Prerequisite: 311 or 312.
the B.A. and/or M.A.
416./516. Brazilian Cinema. (3)
The Portuguese language, as well as Brazilian literature and Survey of Brazilian cinema concentrating on the Cinema Novo
culture, share many similarities with the Spanish language movements of the 1950s and 1960s. Cinema is presented as
and Spanish American literatures and cultures. Coursework an expression of national identity and is understood in relation-
in Portuguese will enhance students’ understanding and ship to literature and other cultural expressions.
appreciation of both languages and of the literatures and
cultures of Latin America. 417./517. Popular Brazilian Music. (3)
Survey of Brazilian popular music from 1950 to 2000 con-
Detailed information for all these graduate degrees may be centrating on contemporary sounds from the cities of Rio de
obtained from the Department Web pages at http://www.unm. Janeiro and Sao Paulo as well as new music from Brazil’s
edu/~spanport/. other regions.
Prerequisite: 311 or 312.
457./557. Encounters with the New World I. (3) 570. Seminar in Luso-Brazilian Literature and Culture.
Thematic study of history, culture, and literature based on (3, no limit) ∆
key moments and movements in Brazil from 16th to 19th Examines works of literature and/or culture and the schol-
centuries.. arship written about them from a national or comparative
Prerequisite: 311 or 312. framework.
458./558. Encounters with the New World II. (3) 599. Master’s Thesis. (1-6, no limit) ∆
Thematic study of the history, culture, and literature based Offered on a CR/NC basis only.
on key moments and movments in Brazil during 20th and
21st centuries. 601. Literary Theory. (3)
Prerequisite: 311 or 312. (Also offered as SPAN 601.) This course will offer either an
overview of critical theory or an in-depth treatment of a critical
*461. Topics in Brazilian Literature. (3, no limit) ∆ school or individual theorist.
Individual authors, genres and periods of Brazilian Literature.
Prerequisite: 311 or 312.
Spanish (SPAN)
497. Undergraduate Problems. (1-6 to a maximum of 6) ∆
Restriction: permission of instructor.
I. Language
498. Reading and Research for Honors. (3)
Work under direction of faculty to conduct research in prepa- 101. Elementary Spanish I. (3)
ration for writing honors thesis. Beginning Spanish for students with no previous exposure
Restriction: juniors and seniors approved by Honors to Spanish. Development of all four language skills, with
Committee. emphasis on listening and speaking.
499. Honors Essay or Teaching. (3) 102. Elementary Spanish II. (3)
Write essay or teach undergraduate course under the direc- Beginning Spanish for students who have completed 101 or
tion of a faculty member. equivalent. Continued development of four skills with empha-
Restriction: juniors and seniors approved by Honors sis on listening and speaking.
Committee.
103–104. Elementary Spanish Conversation
511./311. Culture and Composition. (3) I–Elementary Spanish Conversation II. (1, 1)
Students develop their vocabulary and improve their writing Supplementary courses to Spanish 101–102 for students
skills through the study of readings, films and music from interested in additional practice in speaking. Offered on CR/
the Portuguese-speaking world and through practice writing NC basis only.
compositions. Pre- or corequisite: 101 or 102 or 111 or 112 or 275.
514./414. Topics in Luso-Brazilian Literature and 112. Elementary SHL II. (3)
Culture. (3, no limit) ∆ Beginning Spanish for heritage language students who have
An advanced language course emphasizing interdisciplinary completed 111 or equivalent. Continued development of the
themes in Luso-Brazilian literature and culture. four skills with an emphasis on reading and writing, vocabu-
lary building and review of grammar.
516./416. Brazilian Cinema. (3)
Survey of Brazilian cinema concentrating on the Cinema Novo 200. Intermediate Spanish Abroad. (3)
movements of the 1950s and 1960s. Cinema is presented as Intensive language study with emphasis on culture in an
an expression of national identity and is understood in relation- immersion situation. Tied to the University of New Mexico
ship to literature and other cultural expressions. programs in Spain and Spanish America.
275. Accelerated Beginning Spanish. (6) 546. Seminar in Hispanic Sociolinguistics. (3, no limit)
Intensive one-semester course designed for language enthu- ∆
siasts who want a review or can devote the time required to Linguistic variation in relation to internal, social, regional and
cover two semesters in one. Equivalent to 101 and 102. situational factors. Topics include variation theory, language
contact, language and gender, and language planning. The
276. Accelerated Intermediate Spanish. (6) practical application of sociolinguistic approaches will be
Intensive one-semester course designed for language enthu- introduced.
siasts who want a review or can devote the time required to Prerequisite: 351 or LING 301.
cover two semesters in one. Equivalent to 201 and 202.
Prerequisite: 102 or 112 or 275. 547. Seminar in Southwest Spanish. (3)
Research seminar covering all aspects of Chicano Spanish:
301. Topics in Hispanic Culture and Language. (3, no linguistic structure, regional and social variation, bilingualism,
limit) ∆ maintenance and shift, English influence, etc.
Taught in Spanish (required for major study). Emphasis on Prerequisite: 351 or LING 301.
oral and written expression based on a theme or language
related topics (literature, culture, civilization, translation, 549. Seminar in the Language of Spain or Spanish
commercial, etc.) America. (3, no limit) ∆
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An advanced course providing students with the opportunity
302. Developing Spanish Writing Skills. (3) to develop expertise in linguistic analysis. A broad range of
Taught in Spanish (required for major study). Emphasis on branches are covered, including sociolinguistics, discourse
developing Spanish written expression. analysis, phonetics, mophosyntax, semantics and psycho-
AND
linguisticis.
**395. Spanish Reading for Graduate Students I. (3) Prerequisite: 351 or LING 301.
Accelerated course for graduate reading requirements.
Emphasizes fundamentals of grammar. Will not satisfy A&S
language requirement. Undergraduates must have permis- III. Literature
sion of instructor.
307. Introduction to Hispanic Literature. (3)
**396. Spanish Reading for Graduate Students II. (3) Examination of selected Spanish and Spanish-American liter-
Accelerated course for graduate reading requirements. ary texts representing old and new literary currents. Special
Emphasizes readings in sciences and humanities. Will not attention will be given to stylistics and the analysis of style
satisfy A&S language requirement. Undergraduates must and literary language.
have permission of instructor. Prerequisite: 301. Pre- or corequisite: 302.
II. Linguistics, Philology and 502. Proseminar: Research and Critical Methodology. (3)
Introduction to fundamentals of literary analysis: defining a
Methodology research question; gaining access to resources; selecting
approaches to texts; citing bibliographic data according to
**350. Spanish Phonetics. (3) current MLA guidelines.
A study of the Spanish sound system and an identification of
the pronunciation problems of non-native speakers. 601. Literary Theory. (3)
Prerequisite: 301. Pre- or corequisite: 302. (Also offered as PORT 601.) This course will offer either an
overview of critical theory or an in-depth treatment of a critical
351. Introduction to Spanish Linguistics. (3) school or individual theorist.
An introduction to the phonology, morphology, syntax and
dialectology of the Spanish language.
Prerequisite: 302. A. Peninsular Literature
324. Spanish Literature in Translation. (3)
**352. Advanced Grammar. (3) Major Spanish (Peninsular) works in translation. Topics will
Required for Spanish majors. Taught in Spanish. Analysis of vary. Does not count for Spanish major or minor.
morphological and syntactic structure.
Pre- or corequisite: 302. **411. Survey of Spanish Peninsular Literature I. (3)
A survey of Spanish literature from the 11th to the 17th
371. Spanish of the Southwest. (3) century.
Attention to formal aspects of the Spanish of the Southwest Prerequisite: 302 and 307.
as well as to historical and social factors affecting its status.
Prerequisite: 350 or 351. **412. Survey of Spanish Peninsular Literature II. (3)
A survey of Spanish literature from the 18th, 19th and 20th
449. Topics in Hispanic Linguistics. (3, no limit) ∆ centuries.
Deals with different areas, approaches and issues. Prerequisite: 302 and 307.
541. Recent Research on the Teaching of Spanish. (3) *423. Cervantes: The Quijote. (3)
Study of the latest research in first and second language Detailed analysis of the Quijote and treatment of its place in
acquisition. Focus is placed on the practical application of its world literature.
results to the teaching of Spanish. Required of all Spanish Prerequisite: 302 and 307.
Teaching Assistants.
**429. Topics in Spanish Peninsular Culture and
542. History of the Spanish Language. (3) Literature. (3, no limit) ∆
The phonological, grammatical and lexical development from Topics will deal with individual authors, genres or periods.
Latin to Spanish. Prerequisite: 302 and 307.
Prerequisite: 351 or LING 301.
*450. Spanish Mysticism. (3)
545. Spanish Phonology. (3) (Also offered as RELG 450.) A study of Teresa of Avila and
The main tenets of contemporary phonological theory as John of the Cross in the contexts of the Renaissance, mysti-
applied to Spanish, including the evolution of phonological cal theology, and the history and culture of Spain.
analysis, as well as current research trends.
Prerequisite: 351 or LING 301. 515. Spanish Medieval Paleography. (3)
Methodology required to produce an edition–everything from
locating an editable text to actually producing the edition.
Main emphasis is on deciphering gothic script (13th–17th
centuries) and resolving textual problems.
519. Medieval Literature. (3) **439. Topics in Spanish American Culture and
A survey of major Spanish masterpieces from the Jarchas Literature. (3, no limit) ∆
to the Celestina. Topics will deal with individual authors, genres or periods.
Prerequisite: 302 and 307.
520. Seminar in the Spanish Peninsular Picaresque
Novel. (3) 504. Seminar in Ibero-American Studies. (3, no limit) ∆
The study of Lazarillo de Tormes, Guzmán de Alfarache, El (Also offered as LTAM 504.)
buscón and other 17th-century picaresque novels.
531. The Modernist Movement in Spanish American
522. Seminar in Spanish Peninsular Poetry. (3, no Poetry. (3)
limit) ∆ An overview of Modernism in Spanish America from 1870–
Courses ranging from post-Romanticism (Becquer, Castro), 1920. Writers studied include José Martí, Rubén Darío, Julián
the “Generation of ‘98” (Machado, Unamuno), Jiménez’s del Casal, Manuel Gutiérrez Nájera, Leopoldo Lugones, Julio
“pure poetry,” the fusion of tradition and avant-garde aesthet- Herrera y Reissig, María Eugenia Vaz Ferreira and Delmira
ics in the “Generation of ‘27,” to the post-war poets and more Agustini.
recent tendencies.
532. Seminar in Twentieth-Century Spanish American
523. Renaissance and Baroque Poetry. (3) Fiction. (3, no limit) ∆
A study of major Spanish poets of the 16th and 17th cen-
turies. 536. Colonial Literature. (3)
Main authors, periods and problems of textual representa-
526. Seminar in Twentieth-Century Spanish Peninsular tion in the New World from 1492 to 1830. Emphasis on the
Theater. (3) 16th-century European-Amerindian African encounter and on
Modern and contemporary drama of Spain from Benavente 17th-century treatment of gender and ethnicity.
to the present. Close study of the works of major playwrights
and trends in dramatic criticism and theatrical production. 631. Latin American Vanguard Poetry. (3)
Readings in theater theory. Latin American (Brazilian and Spanish American) vanguard
poetry, from the experimental period of the 1920s to the
529. Spanish Peninsular Post-War Novel. (3) 1950s.
The resurgence of the novel following the repressive Civil and
post-Civil War years (1936–1939). Includes the introduction 633. Spanish American Poetry Since 1950. (3)
of tremendismo (Cela, Laforet), neo-realist novels, experi- Intensive study of contemporary Latin American poets such
mental ones and the initial boom of women writers (Martín as Octavio Paz, Pablo Neruda, Nicanor Parra, Ernesto
Gaite and Tusquets). Cardenal, Rosario Castellanos and Nicolás Guillén.
629. Seminar in Spanish Peninsular Literature. (3, no 639. Seminar in Spanish American Literature. (3, no
limit) ∆ limit) ∆
Topics may include, but are not limited to, Medieval Witchcraft, Topical seminars geared to doctoral students, emphasiz-
Golden Age Prose, Love and Death in Spanish Literature, ing the literature of one country or region (e.g., Argentine
19th-Century Novel, Generation of 1898 Prose, Women in novel), one genre (e.g., romantic poetry), the literary essay,
Literature and Film, Women Writers. essential or complete works of one author or trend (e.g., the
dictator novel).
B. Spanish American Literature
**430. Spanish American Short Story. (3) IV. Southwest Hispanic Studies
Spanish American short story from 19th century to con-
temporary period. Intensive development and discussion of 370. Survey of Chicano Literature. (3)
theoretical bibliography. Study of the major genres of Chicano literature (novel, short
Prerequisite: 302 and 307. story, essay, poetry and drama), with emphasis on post-
1960s literature.
**431. Spanish American Literature Survey I. (3) Prerequisite: 302 and 307.
A historical survey of the literary canon in Spanish America
from Colonial times through 19th-century Romanticism. 375. Southwestern Hispanic Folklore. (3)
Prerequisite: 302 and 307. Folkways of Spanish-speaking people of American Southwest:
language, customs, beliefs, music, folk sayings.
**432. Spanish American Literature Survey II. (3) Prerequisite: 301. Pre- or corequisite: 302.
Continuation of 431. A survey of the literary canon in Spanish
American from Modernismo through contemporary times. 377. Southwestern Hispanic Folk Ballads and Songs. (3)
Prerequisite: 302 and 307. Narrative and lyric musical traditions from the Romancero
Nuevomexicano to the contemporary corrido and nueva
**433. Modern Spanish American Poetry. (3) canción.
A survey course covering Spanish American poetry from Prerequisite: 301. Pre- or corequisite: 302.
Modernism to the present.
Prerequisite: 302 and 307. **479. Topics in Southwest Folklore/Literature. (3, no
limit) ∆
**435. Modern Spanish American Fiction. (3) Study of literary genres and periods, including Chicano theater,
Study of narrative tendencies in Spanish American fic- Hispanic New Mexican literature, Chicano writers, poetry, folk
tion between 1915 and 1940, including regionalismo, indi- music, orality in folk and Chicano narrative.
genismo, crítica social, urbanismo, existencialismo and Prerequisite: 302 and 307.
meta-escritura.
Prerequisite: 302 and 307. 578. Topics in Southwest Hispanic Literature. (3, no
limit) ∆
*438. Mexican Literature. (3) Study of literary genres and periods, including Chicano the-
Study of readings in Mexican literature emphasizing Mexico’s ater, narrative, poetry, women’s writing, etc.
contribution to Hispanic American literature from pre-Colom-
bian to contemporary times. Examination of diverse genres 579. Topics in Southwest Culture & Folklore. (3, no
in Mexico’s literature. limit) ∆
Prerequisite: 302 and 307. Study of oral genres and folkways of Spanish-speaking
people of the American Southwest and appropriate theoreti-
cal approaches.
551. Graduate Problems. (1-6 to a maximum of 6) ∆ Audiologists and speech-language pathologists work in
Restriction: permission of instructor. schools, hospitals, rehabilitation centers, nursing homes,
research laboratories, government agencies, universities,
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599. Master’s Thesis. (1-6, no limit) ∆ and private practices.
Offered on a CR/NC basis only.
The program offers a foundation for understanding normal
699. Dissertation. (3-12, no limit) ∆ and disordered communication across cultures. It meets
AND
Offered on CR/NC basis only. the recommendations of the American Speech-Language-
Hearing Association and fulfills entrance requirements for a
graduate program in speech-language pathology or audiol-
ogy.
Minor Study Requirements Student Handbook and the Clinic Policy Manual. Persons with
a bachelor’s degree in a field other than Speech and Hearing
Twenty-four hours as follows: LING 301; SHS 302, 303, 310, Sciences are encouraged to apply. Advisement materials
321, 330, 425, 430. specifying admission requirements and related material are
available upon request from the department and on the depart-
ment Web site at http://www.unm.edu/~sphrsci/. All applicants
Non-Degree Students should obtain and review these materials prior to initiating the
admission process.
Non-degree Advisors:
Kate Blaker, M.S. Students entering the graduate program must have earned
Barbara Rodriguez, Ph.D. at least a C in the courses used to meet the American
Speech-Language-Hearing Association requirements of at 3
Call (505) 277-4453 for advisement before enrolling in any semester hours in Mathematics, 3 semester hours in Biological
courses. Sciences, 3 semester hours in Physical Sciences, and 3
semester hours in Social/Behavioral Sciences. Students must
Non-degree students seeking admission to the graduate also have taken a Statistics course in which analysis of vari-
program in Speech-Language Pathology may enroll in the ance is taught. These courses may be the same courses used
following courses prior to a decision regarding admission: to meet other college or university requirements. They may not
All SHS 300 and 400 level courses that do not have a 500 include remedial course work. Students who have not com-
level equivalent, and up to 12 credit hours selected from the pleted these requirements will be required to do so within the
following: 506, 507, 510, 525, 528, 530, 531, 536, 541, 542, first 3 semesters after acceptance into the graduate program
550, 551 (with permission of instructor) and 559. Graduate in order to continue their enrollment
courses that have a corresponding undergraduate course
will include assignments in addition to the workload of the All students entering the graduate program are responsible
undergraduate course. A minimum of 9 hours of Speech and for completion of the following undergraduate courses or their
Hearing Sciences course work, at any level, is required prior equivalent within the first 3 semesters of graduate enrollment,
to application to the graduate program. For courses taken with a grade of at least B: SHS 303, 310 (510), 341 (521),
on a non-degree basis, students must earn a grade of “B” 330, 425, 428 (528), 430 (530), 431 (536), 450 (550), 458,
or higher to fulfill graduate course requirements (including and 459 (559). Courses or their equivalents that were taken
undergraduate deficiences/prerequisites) upon admission to more than six years before entering the graduate program, or
the graduate program. courses for which a grade lower than B was received, cannot
be used to fulfill this requirement. The graduate advisor, in
Students who have completed an undergraduate degree in consultation with the Curriculum and Advisement Committee,
Speech and Hearing Sciences may enroll as non-degree will determine whether a course may be considered equivalent
students in no more than 12 credit hours of SHS 500 level and will decide how the requirement must be fulfilled: by taking
academic courses, and may not include courses in clinical or re-taking the course, by testing out or by auditing.
practice and/or internship.
The speech-language pathology program includes the basic
sciences requirements (see paragraph 2 above) and SHS
Graduate Program 300 and 400 level courses listed above as well as the fol-
lowing academic courses: SHS 500 (at least 4 enrollments
Graduate Advisor to include no more than 2 summer sessions), 506, 507, 517,
Barbara Rodriguez, Ph.D. 525, 531,532, 533, 534, 535, 558 and two 500 level electives
that may be selected from department course offerings or
Any changes made after initial advisement must receive prior from course offerings from a variety of department subject to
approval from an advisor. Failure to obtain this approval can approval by the SHS department. SHS 506 must be taken in
extend the program by one year. the first year of enrollment in 500 level classes. A minimum
grade of B is required for all 500 level course work.
Application Deadlines
Fall semester: February 1
Only applications received by this deadline are assured of Speech and Hearing Sciences
consideration. (SHS)
In addition to the M.S. in Speech-Language Pathology *302. Introduction to Communicative Disorders. (3)
described below, the Department of Speech and Hearing (Also offered as SPCD 302.) The nature of speech, language
Sciences collaborates with the Department of Linguistics in and hearing disorders in children and adults; overview of
a doctoral program for students interested in combining the speech and hearing anatomy and physiology; multicultural
study of Speech and Hearing Sciences with Linguistics. The issues; emphasizes the impact of communicative disorders
concentration in Speech and Hearing Sciences within the on individuals and families.
Linguistics Ph.D. program is described under the Linguistics
Department heading in this catalog. *303. Introduction to Phonetics. (3)
(Also offered as LING 303.) An introduction to the physi-
ological mechanisms underlying speech production, linguistic
Degree Offered classification and transcription of speech sounds, acoustic
properties of speech sounds, relationship between phonetics
M.S. in Speech-Language Pathology and phonology, and applications to speech pathology.
330. Introduction to Communication Sciences. (3) 507. Adult Neurogenic Communicative Disorders. (3)
Introduction to speech and hearing science. Covers basic sci- Comprehensive survey of predominant adult neurogenic
ence of sound, acoustic theory of speech production, acous- communication disorders. Content includes theoretical
tic and physiologic phonetics, sound transmission through the issues, etiology, differential diagnosis, symptomatology, prog-
auditory system, acoustic and physiologic consequences of nosis and recovery.
speech and hearing disorders. Prerequisite: 450 or 550.
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M.S. Speech and Hearing Sciences degree program.
428./528. Phonological Disorders in Children. (3)
Assessment and treatment of articulation and phonological 525. Voice Disorders. (3)
disorders. Based on knowledge of normal voice production, various
AND
Prerequisite: 303. voice disorders are surveyed and approaches to evaluation
and treatment are discussed.
430./530. Language Development. (3) Prerequisite: 310. Restriction: enrolled in M.S. Speech and
Developmental sequence of language acquisition and Hearing Sciences degree program, permission of instructor
changes in communication behavior across the life span for non-degee students.
from birth to adulthood. Covers specific areas of phonology,
morphology, semantics, syntax, pragmatics, literacy and 528./428. Phonological Disorders in Children. (3)
metalinguistics. Assessment and treatment of articulation and phonological
disorders.
431./536. Language Disorders in Children. (3) Prerequisite: 303.
A survey of language disorders in children and intervention.
Topics include descriptions of clinical populations, interven- 530./430. Language Development. (3)
tion principles and methods, and linguistic, medical, develop- Developmental sequence of language acquisition and changes
mental and cultural issues in intervention. in communication behavior across the life span from birth to
Prerequisite: 430. adulthood. Covers specific areas of phonology, morphology,
semantics, syntax, pragmatics, literacy and metalinguistics.
450./550. Neural Basis of Communication. (3)
Structure and function of the central and peripheral nervous 531. Motor Speech Disorders and Stuttering. (3)
systems as they relate to normal and disordered communica- Overview of symptomatology of child and adult neurogenic
tion. speech disorders and fluency disorders with a focus on
Prerequisite: 310. assessment and treatment.
Prerequisite: 450 or 550. Restriction: enrolled in M.S. Speech
451. Undergraduate Problems. (1-3 to a maximum of 6) ∆ and Hearing Sciences degree program.
Restriction: permission of instructor.
532. Augmentative Communication. (3)
*458. Preclinical Training. (3) Overview and/or hands-on-experience with nonelectronic and
Course content includes behavioral objectives, program electronic aids and devices used for augmentative communi-
design, data collection, client/family counseling, ethnographic cation. Focus may be on particular disabilities, assessment,
interviewing with multicultural families, behavioral manage- therapeutic and/or research issues.
ment and professional issues including certification and Prerequisite: 428, 431. Restriction: enrolled in M.S. Speech
licensure requirements, ethical conduct and federal laws and Hearing Sciences degree program, permission of instruc-
protecting the handicapped. tor for non-degee students.
Prerequisite: 428. Pre- or corequisite: 431.
533. Assessing Language in Children. (3)
459./559. Multicultural Considerations in Principles and procedures of assessment for language dis-
Communication. (3) orders in children.
Students will obtain knowledge and understanding of how the Prerequisite: 431. Restriction: enrolled in M.S. Speech and
cultural and linguistic diversity of clients affect communica- Hearing Sciences degree program.
tion. Appropriate assessment procedures and intervention
strategies will be discussed. 534. Intervention: Child Language Disorders. (3)
Prerequisite: 428 and 430. Principles and intervention procedures for child language dis-
orders from early childhood through adolescence. Methods for
490. Topics in Speech, Language, and Hearing examining treatment efficacy in clinical and research contexts.
Sciences. (1-3 to a maximum of 6) ∆ Prerequisite: 431. Restriction: enrolled in M.S. Speech and
Special topics motivated by expertise of instructor and inter- Hearing Sciences degree program, permission of instructor
est of students. for non-degee students.
500. Clinical Practice. (3 to a maximum of 18) ∆ 535. Medical Speech-Language Pathology. (3)
Practicum assignment and seminar covering a variety of Topics relevant to practice in a medical setting are reviewed
topics in clinical practice including diagnostics and evalua- including evaluation and treatment of children with birth
tion, practice in school and hospital settings, and supervised defects (cleft palate) and other special populations; profes-
practice in off-campus sites. sional and administrative concerns.
Prerequisite: 458. Restriction: enrolled in M.S. Speech and Prerequisite: 450 or 550. Restriction: enrolled in M.S. Speech
Hearing Sciences degree program, permission of clinic and Hearing Sciences degree program.
director.
536./431. Language Disorders in Children. (3)
506. Reading and Writing in Research. (3) A survey of language disorders in children and intervention.
Based on a scientist-practitioner model, this course is an Topics include descriptions of clinical populations, interven-
introduction to research design with an emphasis on concep- tion principles and methods, and linguistic, medical, develop-
tual foundations and critical evaluation. mental and cultural issues in intervention.
Prerequisite: PSY 200. Prerequisite: 430.
ARTS
SCIENCES
ARTSAND
SCIENCES
independent study credits. Consult the current sched- FLC as appropriate and specified in the annual FLC Guide.
ule of classes online for each semester’s offerings and
check the Web site of the Sustainability Studies Program, Courses offered in the University Honors program as appro-
http://www.sust.unm.edu each semester for a complete list priate by topic and recommended by the UHP Curriculum
AND
of options. Committee.
WOMEN STUDIES
Michelle Kells, English
Laurel Lampela, Art Education
Celia Lopez-Chavez, University Honors Program
Kimberle Lopez, Spanish and Portuguese
Janet M. Cramer, Director Nancy Lopez, Sociology
Women Studies Program Nancy Lough, Physical Performance and Development
Mesa Vista Hall 2132 Alex Lubin, American Studies
MSC06 3900 Judy Maloof, Spanish & Portuguese
1 University of New Mexico Teresa Marquez, University Libraries
Albuquerque, NM 87131-0001 Margo Milleret, Spanish and Portuguese
(505) 277-3854 Daniel Mueller, English
Ann Nihlen, Language, Literacy, and Sociocultural Studies
Assistant Professors
Elizabeth Noll, Language, Literacy, and Sociocultural
Amy Brandzel, Ph.D., University of Minnesota
Studies
Saumya Pant, Ph.D., Ohio University
Anita Obermeier, English
Ilia Rodriguez, Communication & Journalism
Lecturers
Susan Romano, English
Kathryn Wichelns, Ph.D., Emory University
Julie Shigekuni, English
Affiliated Faculty Diane Thiel, English
Hector Torres, English
Professors Emeriti Carolyn Woodward, English
Judith Chazen-Bennahum, Theater and Dance
Vonda Long, Counselor Education Assistant Professors
Ann Nihlen, Language, Literacy, and Sociocultural Studies Amy Brandzel, American Studies
Susan Ressler, Professor Emerita, Visual and Performing Eliza E. Ferguson, History
Arts, Purdue University Anne Godfrey, Landscape Architecture
Virginia Seiser, University Libraries Marissa Greenberg, English
M. Jane Young, American Studies Pamela Lutgen-Sandvik, Communication & Journalism
Nancy McLoughlin, History
Professors Carmen Nocentelli-Truett, English
Lynn Beene, English Patrice Repar, Music and Arts-in-Medicine
Laura Crossey, Earth and Planetary Sciences Ruth Galvan Trinidad, Language, Literacy, and Sociocultural
Helen Damico, English Studies
Karen Foss, Communication & Journalism Denise R. Wheeler, Senior Research Scientist I, CASAA
Linda Hall, History
Jacqueline Hood, Anderson Schools of Management Lecturers
Gail Houston, English Marisa Clark, English, Lecturer III
Vera P. John-Steiner, Language, Literacy, and Sociocultural Christine Rack, Lecturer II
Studies
Feroza Jussawalla, English
Natasha Kolchevska, Foreign Languages and Literatures
Introduction
Louise Lamphere, Anthropology Women Studies is an interdisciplinary program that is com-
Jane B. Lancaster, Anthropology mitted to educating students about the relationships among
Antoinette Sedillo Lopez, Law identity, power and knowledge toward the ends of social
Diane Marshall, Biology justice and empowerment. The program focuses on how
Deborah McFarlane, Political Science gender intersects with race, sexuality, class, and nation. The
Hellen Muller, Anderson Schools of Management program supports the development and application of new
Marian Carole Nagengast, Anthropology theories of feminist studies throughout the University and the
Tey Diana Rebolledo, Spanish and Portuguese application of feminist methods in order to evaluate critically
Virginia Scharff, History scholarship and research in the disciplines. In addition, the
Virginia Shipman, Family Studies Program program seeks to educate students in ways that enable them
Jane Slaughter, History to respond to issues that affect the lives of women locally,
Susan Tiano, Sociology regionally, and globally.
Sharon Oard Warner, English
Carolyn Wood, Educational Administration
Joni Young, Anderson Schools of Management
ARTS
SCIENCES
ARTSAND
2. Nine hours in one focus area (Feminist & Gender
SCIENCES
tives. {Fall, Spring}
Theory, Social Science, Literature/Film/Arts, Regional/
Global, Sexualities). History courses taken to fulfill core 231. Psychology of Human Sexuality. (3) (Also offered
requirements may not be used to fulfill requirements for as PSY 231.) Exploration of the physiological, cultural, social
AND
the focus areas. and individual factors that influence sexual behavior, sex
3. Nine hours in at least 2 additional focus areas. (Feminist roles and sex identity.
& Gender Theory, Social Science, Literature/Film/Arts, Prerequisite: PSY 105.
Regional/Global, Sexualities). History courses taken
to fulfill core requirements may not be used to fulfill 233. Native American Women. (3)
requirements for the focus areas. See Program Director An interdisciplinary course that focuses on the historical, cul-
or Web site for current list of approved electives. tural, economic and political issues that affect the changing
roles of Native American Women.
***Second Major Study 234. Black Women Writers. (3)
Requirements An exploration of works written exclusively by black women
as well as a multidisciplinary approach to black women’s
***In moratorium; No new students to be admitted until further experiences through their own writings, art, media.
notice.
250. Black Women. (3)
Students may present Women Studies as a second major (Also offered as AFST 250.) A comprehensive survey of the
with 27 hours as follows: role Black Women have played in the society of the United
States. Emphasis will be placed on achievements and
(Eighteen hours of required courses), 200, 304, 325, 492, contributions.
498, and one history course from the following: HIST 330,
344, 345, 462; HIST/WMST 320, 321, 322, 428, 471, 472. Six 279. Interdisciplinary Topics. (1-3, may be repeated 3
hours in 1 focus area and 3 additional hours from one other times) ∆
focus area. Other courses may be used upon petition to the Can be repeated for credit three times by students earning a
Director. History courses taken to fulfill core requirements major or minor in Women Studies.
may not be used to fulfill requirements for the focus areas.
298. Feminist Research and Writing Lab. (1)
Develops writing skills used in feminist scholarship, and
Minor Study Requirements applies feminist research methodologies in a lab setting.
The Women Studies minor consists of 21 hours as follows: 304. Feminist Theories: Identity, Knowledge, and
Power. (3)
Nine hours from 200, 304 or 325, 492; 3 hours from 498, Exploration of the intersections, connections, and tensions
HIST 320, 344, 345, HIST/WMST 320, 321, 322, 428, 462, between feminist theory and queer, critical race, and postco-
471, 472; six hours from 1 focus area and 3 additional hours lonial theories. Theoretical focus on the discussion around
from one other focus area. Other courses may be used upon previous and emerging analyses of identity, knowledge/
petition to the Director. History courses taken to fulfill core power, and justice.
requirements may not be used to fulfill requirements for the
focus areas. 308. Sociology of Gender. (3)
(Also offered as SOC 308.) How and why societies create
gender categories. How do definitions of “masculinity” and
Graduate Certificate in Women “femininity” vary? What are the costs and benefits of being
male or female in contemporary American society?
Studies Prerequisite: SOC 101. {Fall, Spring}
Students may present Women Studies as a transcripted
graduate certificate with 15 hours as follows: 313. Women and the Law. (3)
(Also offered as POLS 313.) A survey of legal issues affecting
(Six hours of required courses): with a 3.0 or higher in WMST women. Examines the historical development and current law
510 Feminist Theories and WMST 512 Feminist Research of equal opportunity, sexual harassment, pay equity, sports,
Methodologies. Nine hours of electives approved by Director family, reproduction and sexual violence.
of WS: Six hours may be taken within the student’s pro- Prerequisite: POLS 303.
gram; three hours must be taken from another department.
Students must receive at least a 3.0 in all classes. Other 314. Women’s Contemporary Legal Issues. (3)
courses may be used upon petition to the Director. (Also offered as POLS 314.) This course focuses on legal
issues of current concern affecting women, offering more
Applications should include: intensive focus than 313. Potential topics include sexual
a. Proof of admission into a graduate program at UNM harassment, domestic violence, child support enforcement,
b. Letter of intent lesbian legal issues, pay equity.
c. Undergraduate transcript Prerequisite: POLS 303.
d. One letter of recommendation
320./520. History of Women from Ancient Times to the 361. Behavioral Ecology and Biology of Sex Roles. (3)
Enlightenment. (3) Lancaster
(Also offered as HIST 320.) Study of sex roles in primitive Uses the perspective of evolutionary biology to examine the
societies, classical views of women, the Judeo-Christian diversity of sex roles played by men and women in the histori-
treatment of women, medieval social roles and the changes cal and cross-cultural record.
that came with the Renaissance and Reformation. Attention Restriction: upper-division standing. (HEE) {Fall 1999 and
will be paid to the role of women in the family and to their alternate years}
economic function as well as to the less common activities of
saint, witch and revolutionary. 375. Psychology of Women. (3)
(Also offered as PSY 375.) Survey of research and theory
324. Contemporary Feminist Theory. (3) on gender-role stereotypes and gender differences in such
An investigation of selected feminist theories from the past contexts as interpersonal relations, the family, the work force,
three decades. Learning the skills of analysis and applying mass media, mental and physical health.
these skills to theory will be stressed. Prerequisite: PSY 105.
325. Race, Class and Feminism. (3) 377. Population Policy and Politics. (3)
This course will open discussion on the significance of race (Also offered as POLS 377./512.) Analysis of U.S. and
and class as an integral component in the development of multinational policies addressing issues of world population
feminist movements. growth, including policy tools designed to control population
growth.
326. Gender and Communication. (3)
(Also offered as CJ 326.) Study of the relationship between 379. Interdisciplinary Topics. (1-3 to a maximum of
gender and communication with specific attention to how 9) ∆
gender affects language, verbal and nonverbal communica- Can be repeated for credit three times by students earning a
tion practices and how women’s movements have attempted major or minor in Women Studies. {Fall, Spring}
to transform gendered communication practices.
380. Women Culture & Society. (3)
330. History of the Women’s Rights Movement. (3) (Also offered as ANTH 380.) An overview of women’s and
(Also offered as HIST 322.) A detailed study of the move- men’s experience in our own and other cultures. We will read
ments for women’s rights in the U.S., Europe and Latin case studies about gender relations in Native North America,
America in the 19th and 20th centuries. The topic’s approach Mexico, Africa, the Middle East and differing ethnic and class
will emphasize the movement’s relation to and impact on segments of the U.S. Issues to be covered include reproduc-
broader historical questions. tion, the family, work and colonialism.
331. Transnational Feminisms. (3) *400. Methods and Principles of Feminist Inquiry. (3)
Examination of theoretical and methodological techniques of Designed for advanced students–seniors and graduate stu-
postcolonial, transnational, and third world feminist scholars/ dents in all disciplines–this course will introduce students to
activists; how oppressions are theorized, experienced, and the fundamental questions and methods of feminist scholar-
resisted, with a special focus on colonization, imperialism, ship as an interdisciplinary mode of inquiry.
nationalism, global capitalism, and empire.
414. Feminine Sexuality. (3)
332. Introduction to Chicana Studies. (3) Study of theory, construction, and identity of feminine sexu-
(Also offered as CHMS 332.) An introduction to the interdisci- ality through readings of feminist theorists, Freud, Lacan,
plinary field of Chicana Studies. Includes historical and con- Horney, and others.
temporary research on labor, political involvement, cultural
studies and feminism. 418. Women in Early Latin America. (3)
(Also offered as HIST 471.) A historical exploration of the
334./534. Language and Gender. (3) place of women within the social systems of pre-Columbian
(Also offered as LING 334.) This course provides an intro- and colonial Latin America. Will explore the gendered dimen-
duction to linguistic analyses of language used by and sions of the economy, politics and culture in indigenous and
about women and men, exploring how language is used in Spanish societies.
constructing ourselves and others as men and women, gay,
straight or transgendered. 424. Advanced Feminist Theory. (3)
Advanced investigation of feminist theories.
335. Lesbian Culture and Politics. (3) Prerequisite: 324.
Descriptive and theoretical focus on lesbian women in society
and within the women’s movement; consideration of issues 427. History of Sexuality. (3)
relevant to Lesbian identity. (Also offered as HIST 427.) Study of sexual behavior, politics
and ideology in Western Society from the pre-modern world
339. Women and Cultural Violence. (3) to the contemporary era. Background in History of Women
An examination of cultural violence toward women (rape, Studies is suggested.
domestic violence, sexual harassment, emotional and verbal
abuse, media images, etc.) through political, economic, psy- 428. Women, War and Revolution. (3)
chological, social and cultural perspectives. (Also offered as HIST 428.) Study of women’s participation in
wars and revolutions, and discussion of the social impact of
353. Women and Creativity. (3) these events which often alters women’s status, experience
A study of the creative process linked to the artist’s position and expectations. Typical approach using global example
in society. A rotation course that will deal successively with and case studies.
women artists in the visual arts, literature, crafts and with the
creative process itself. 467. Men, Women and Leadership. (3)
Addresses the changing role of men and women in work
357. Media-Arts and Women. (3) organizations, the new and changing issues which leaders
Will present overview of women in art and media; will survey face in the organization, the organizational perspectives
history; will serve as a workshop for developing skills; will on the roles of leaders and men and women’s issues as
interpret how the media influences status of women. leaders.
Prerequisite: MGMT 306 and MGMT 307. Restriction: permis-
sion of instructor.
469. Multiculturalism, Gender and Media. (3) 534./334. Language and Gender. (3)
(Also offered as CJ 469.) Exploration of how gender, race, (Also offered as LING 534.) This course provides an intro-
class, sexual orientation, ethnicity and other social positions duction to linguistic analyses of language used by and
affect media coverage, portrayals, production and reception. about women and men, exploring how language is used in
The course focuses on theories, methods of analysis and constructing ourselves and others as men and women, gay,
topics of current interest. straight or transgendered.
472. Women in Modern Latin America. (3) 579. Interdisciplinary Topics. (1-3, may be repeated 3
(Also offered as HIST 472.) Course will focus on women times) ∆
in Latin America, 1821–present, through various historical
developments. Will explore political themes, such as suf-
frage, revolution and military regimes and social dimensions Related Courses
of class, race, ethnicity, work and family. See Program Director or Web site for current list of approved
electives.
487. Sexism in Education. (3)
(Also offered as LLSS 587.) Focuses on historical and socio- AMST 183. Introduction to Gender Studies. (3)
logical analysis of discrimination as well as its psychological AMST 330. Topics in Gender Studies. (3)
ARTS
SCIENCES
ARTSAND
SCIENCES
effects on children and adults. Includes the development of AMST 332. Sexuality and Culture. (3)
sex roles, the effects of curricula materials and Title IX.
AMST 333. Gender and Tradition. (3)
492. Senior Seminar. (3) ANTH *340. Topics in Cultural Anthropology. (3)
AND
An advanced course for seniors in Women Studies, empha- CJ 413. Studies in Intercultural Communication. (3)
sizing synthesis and development of research skills. CJ 469. Multiculturalism, Gender and Media. (3)
Restriction: senior standing and permission of instructor.
{Spring} DANC 464. Dance History III. (3)
ENGL 315. Interdisciplinary Approaches to Literature.
498. Field Experience. (3) (3) (When topic is gender/women.)
Planned and supervised work experience in a community ECON 239. Economics of Race and Gender. (3)
agency serving women. LING 295. Language-Current Issues. (3)
499. Independent Study. (1-3, may be repeated 3 times) MGMT 457. Diversity in Organizations. (3)
∆ POLS 374. Women in American Politics. (3)
Student is expected to present a topic for study. May be PSY 231. Psychology of Human Sexuality. (3)
repeated for credit three times.
PSY 375. Psychology of Women. (3)
Restriction: permission of instructor.
SOC 225. Marriage, Family and Their Alternatives. (3)
510. Feminist Theories. (3) SOC 308. Sociology of Gender. (3)
Study of major themes in contemporary feminist thought.
COLLEGE OF EDUCATION
Richard Howell, Dean
College of Education
Introduction
Travelstead Hall College of Education vision:
MSC05 3040 Excellence and diversity through people, ideas and
1 University of New Mexico innovation.
Albuquerque, New Mexico 87131-0001
(505) 277-2231, FAX: (505) 277-8427 Students completing programs in professional education
Web site: http://coe.unm.edu must be prepared for a wider array of professional responsi-
bilities than ever before. Education has expanded beyond the
USER REFERENCE: ORGANIZATION OF THIS CATALOG boundaries of the school to address the continuing education
MATERIAL PERTAINING TO PROGRAMS IN THE of children, youth and adults throughout a lifetime of learning.
COLLEGE OF EDUCATION Such expansion of the perspective of education requires a
Note: This information and additional information focused mission and commitment to certain core values.
may be found on the University Web site at http://
www.unm.edu and the College of Education Web Our mission is the study and practice of education through
site at http://coe.unm.edu. teaching, research and service. We
Information is organized in the order of the following • address critical educational issues;
headings: • test new ideas and approaches to teaching and learn-
ing; and
INTRODUCTION • educate professionals who can:
An overview of initial and advanced study. • facilitate human growth and development in schools,
homes, communities and workplaces,
UNDERGRADUATE STUDY INCLUDING • prepare students for participation in a complex and
POST-BACCALAUREATE TEACHER PREPARATION challenging society.
Undergraduate Programs
EDUCATION
EDUCATION
Initial Teacher Preparation Programs In carrying out our mission, we value
Non-Teaching Programs
• excellence in all we do;
Post-Baccalaureate Master’s Completion Initial Teacher
• diversity of people and perspectives;
Preparation Program
• relationships of service, accountability, collaboration
Teaching Fields for Initial Teacher Preparation Programs
and advocacy;
including Undergraduate and Post-Baccalaureate
• the discovery, discussion and dissemination of ideas;
Undergraduate and Post-Baccalaureate General Guidelines
and
Academic Advisement and General Undergraduate
• innovation in teaching, technology and leadership.
Admission Requirements
Eligibility Criteria for Undergraduate Application to the The College is organized in multi-programmatic departments.
College of Education–All Programs Each is composed of several program units which work
Application and Admissions Process together in areas of common interest so that students and
Minimum Criteria for Undergraduate Application to a Teacher faculty make connections across fields of study. Prospective
Preparation Licensure Program students should consult with the department in which
Criteria for Post-Baccalaureate Master’s Completion the program is listed to get an update on any curricular
Application to a Teacher Preparation Licensure Program changes approved after the printing of the catalog.
Criteria for Undergraduate Application to Non-Teaching
Programs At the baccalaureate and post-baccalaureate levels, the
Programs of Study in Teacher Preparation Licensure College offers undergraduate initial (entry level) profes-
Programs sional preparation programs for qualified individuals seeking
General Education careers in teaching and related occupations. Admission of
Teaching Field Endorsement qualified individuals to all initial professional preparation
Pre-Professional Education programs is competitive and must be successfully com-
Professional Education including Student Teaching pleted at least one semester in advance of the projected
Student Teaching time of beginning professional study.
Requirements for Admission to Student Teaching
General Requirements for Graduation At the graduate level, the College offers advanced profes-
Licensure sional education in careers in teaching and related occupa-
Additional Information tions. In addition, some advanced professional education
Enrollment Limitations programs in specialized areas (e.g., educational leadership,
Probation and Suspension elementary education, secondary education, counseling and
Dean’s List and Honor Roll organizational learning and instructional technologies) require
Departmental Honors prerequisite degrees, experiences and/or professional licen-
sure.
GRADUATE STUDY
GRADUATE PROGRAMS AND PROCEDURES OVERVIEW
Master’s Programs Conceptual Framework
Doctoral Programs
Education Specialist Certificate Programs The College faculty have approved a conceptual frame-
Professional Development work (Web site: http://coe.unm.edu) which is a guiding
Education Graduate Committee vision for professional education programs in the College
Professional Development Credit Council of Education.
Teaching Fields for Initial Teacher Academic requirements, criteria and application procedures
for admission to a program in the College are available at
Preparation Including Undergraduate the Advisement Center. After completion of the application
process and formal admission to the College of Education,
and Post-Baccalaureate and a program in the College, the program will assign a
Initial (entry level) teaching licenses in Elementary Education faculty advisor. Those students who wish to major in a field in
and Secondary Education require that one or more endorse- Arts and Sciences and plan to obtain eligibility for a teaching
ments are completed. Most of the College’s professional license must seek advisement from the College of Education
educator preparation and degree programs require one or regarding state licensure requirements.
EDUCATION
EDUCATION
more of the following teaching fields approved by the New
All students must meet the minimum criteria below prior to
Mexico Public Education Department: Bilingual Education,
making application for admission into any College program.
Communicative Arts, Fine Arts, Health Education, Language
However, meeting these criteria will not necessarily guaran-
Arts, Library Media, Mathematics, Modern and Classical
tee admission.
Languages, Navajo Language, Physical Education, Reading,
Science, Social Studies or Teaching English to Speakers of
Other Languages (TESOL). In the student’s academic pro- Minimum Eligibility Criteria for
gram, the chosen teaching field is met through 24–56 hour
concentration; students planning a Secondary Education Undergraduate Application to the
program may major in their teaching field in the College
of Arts and Sciences and use their Secondary Education
College of Education–All Programs
program as a minor. Multiple teaching fields or minors are 1. Twenty-six hours of course work completed. Students
encouraged and can be completed through careful planning are encouraged to apply as soon as possible after
with a faculty advisor. completing 26 hours.
2. Grade point average: 2.50 overall, or 2.50 for the last 60
These teaching fields are well designed programs that also hours (all course work, all institutions).
meet the needs of the state.
Both teacher preparation programs and non-teaching pro-
For complete information on the teaching fields of: grams have specific criteria in addition to the above eligibility
Bilingual Education, Communicative Arts, Language Arts, criteria required for all programs. These are available from
Library Media, Navajo Language, Reading, Social Studies the specific program or the College Advisement Center. The
and Teaching English to Speakers of Other Languages additional minimum criteria for undergraduate admission to all
(TESOL) teacher preparation programs are listed in this section follow-
contact the College Advisement Center or the Departments ing the Applications and Admissions Process. Admission
of Teacher Education and/or Language, Literacy and to all programs is limited by the capacity to offer quality
Sociocultural Studies, both in Hokona Hall. programs; admission and selection is a competitive process.
The faculty recommend admission for only those students
For complete information on the teaching field of: who, from their application materials, appear to be the best
Art (for Art Education license) qualified to profit from the program.
contact the College Advisement Center or the Department of
Educational Specialties in Hokona Hall. All students seeking admission to the College of Education
must successfully complete the appropriate application pro-
For complete information on the teaching fields of: cess prior to being admitted. Formal admission to a College
Health Education and Physical Education program also admits the student to the College; however, the
contact the College Advisement Center or the Department non-degree student must initiate the transfer to the College
of Health, Exercise and Sports Science, located at Johnson as noted in step 7 of the Application Process (below) in order
Center. to finalize the admission process and to officially become a
major in the College. Completion of this application process
For complete information on the teaching fields of:
and finalization of transfer to the College takes approximately
Fine Arts/Theatre, Dance or Music Education
one semester.
contact the Department of Theatre, Dance or Music Education
in the College of Fine Arts.
4. Upon receipt, the Advisement Center reviews packet 7. Submission of three letters of recommendation (from
to determine a) that minimum requirements for all pro- previous teachers or supervisors in child/youth related
grams (see above) are met and, when appropriate, that experiences).
additional minimum requirements for teacher prepara- 8. Specific program requirements (contact the College
tion programs are also met; and b) that all required Advisement Center).
information is included.
5. Advisement Center refers all applications meeting
program requirements to the program(s) to which the Criteria for Undergraduate Application
student is seeking admission.
6. Program faculty review application and, if required,
to Non-Teaching Programs
schedule an interview. Students should contact the College Advisement Center,
7. Program faculty recommend admission or denial of Hokona Hall, for information on procedures for admission
admission and the College Advisement Center com- to non-teaching programs and discuss curricular programs
municates with student by mail. Note: Meeting minimum presented in the following section, Alphabetical Listing and
requirements does not guarantee admission. When Description of Areas of Study.
more students apply than can be accommodated,
programs give preference to students who demonstrate
qualifications above minimum requirements. Criteria for Post-Baccalaureate/
8. Students who are in non-degree status who are offered
admission and plan to major or complete a program in Master’s Degree Completion
the College of Education must contact the Admissions Application to a Teacher Preparation
Office to initiate transfer into the College of Education.
9. Students who are not admitted are encouraged to Program
request an appointment with the program coordinator
to review their application and the reasons for not being Many students applying for admission to a teacher prepara-
admitted. tion program already have completed a bachelor’s degree
from an accredited institution. The application process and
Students already enrolled at the University of New Mexico criteria are the same as the nine criteria listed above for
whether in Undergraduate Studies, another degree-granting undergraduate admission with the following exceptions:
College or in non-degree status will not be eligible to take 1. Some programs use only one grade point average
300 and 400 level professional education courses (some option.
specific courses are approved for exception) or to transfer 2. Post-Baccalaureate applicants to teacher prepara-
to the College until they are formally admitted to the College tion programs must take and pass the basic skills
of Education. Students who are working toward degrees section of the New Mexico Teacher Assessment
through colleges other than the College of Education and who Tests. The official test results must be on file, with
seek to obtain licensure in teaching areas under the jurisdic- the application, in the College Advisement Center
tion of any program in the College of Education are subject to when the review of applications is started.
the same regulations as students admitted to the College. 3. Application to Graduate Studies must be done at
the same time.
Transfer students from another institution, including a
University of New Mexico branch, may enroll in the College Admission is a competitive process. Prospective students can
of Education on a provisional basis for one semester during obtain information for a specific program from the College
which time they must complete the application process for Advisement Center, Hokona Hall. Either prior to admissions
admission into a College program. Transfer students should or during the program, post-baccalaureate/graduate students
be aware that admission in some programs is competitive as must meet state licensure requirements, which include:
noted in Step 6 of the Application Process (see above).
1. 57–60 hours in General Education (Arts and Sciences,
Fine Arts)
Minimum Criteria for Undergraduate 2. 24–56 hour teaching field (see teaching fields or
endorsements in previous part of this section)
Application to Teacher Preparation 3. A planned professional teacher preparation program.
Programs
Programs of Study in Teacher
1. Grade point average options for applicants with 26 or
more hours, or who are transferring from another insti- Preparation Programs
tution:
a. College grade point average 2.50 criteria (See All Undergraduate Programs in the College build on a strong
above, eligibility criteria) base of general (liberal) education, a teaching field and
b. 2.70 GPA for last 24 hours, or professional education. It is important to note, however, that
c. 3.0 for last 12 hours at the University of New Mexico these dimensions of study in teacher preparation programs
(content courses only) plus 2.50 GPA on the previ- are regulated by the State of New Mexico through the Public
ous two semester/quarters wherever taken Education Department regulations. In teacher preparation,
d. For Secondary Education, 2.50 for all course work the bachelor’s degree must include course work in general
and 2.50 in the endorsement area. education, a teaching field and professional education. The
e. To be eligible to apply to the Elementary Education teaching field and the professional education studies are
program applicants must have no more than 9 grounded in the State of New Mexico competencies that each
hours remaining in addition to their required Teacher licensed teacher is expected to possess and demonstrate.
Education hours. Advisors determine eligibility. These competency standards are built into the teaching
2. Provide documentation of successfully passing the field and the professional education areas of study. Visit the
Professional Skills Assessments: New Mexico Teacher New Mexico Pubic Education’s Web site at http://www.sde.
Assessment Tests–Basic Skills section. (The New state.nm.us.
Mexico Teacher Assessment Tests will be given at
scheduled times in different locations in the state.
Contact the College Advisement Center for schedule,
General Education Requirements (57–60
information and location.) Hours Minimum)
3. Satisfactory writing samples.
4. Demonstrated multicultural experience/knowledge. 1. Communication Arts 12
5. Demonstrated experience with children and/or youth. 2. History (must include American History
6. Satisfactory completion (C or better) of designated and Western Civilization) 12
courses (if applicable). See program area for specific 3. Mathematics 9
requirements. 4. Social Studies 6
EDUCATION
EDUCATION
program. In addition to course work, experiences in teach- b. provide the Advisement Center with current address,
ing/learning settings and working with diverse populations are e-mail address, and phone number. Programs need to
expected of all applicants. There are a variety of opportunities contact students on final placement issues, especially
in many different settings for students to gain experience in during the early summer months, when phone numbers
these two areas if they start early. and e-mail addresses can change. Name, address,
phone and e-mail changes must be given to the pro-
gram coordinator, as well as to the Advisement Center,
Professional Education c. meet fingerprint and background check requirements of
school district where placed.
Each teacher preparation program includes a desig-
nated set of semester hours ranging from 24 hours to
42 hours in the initial teacher licensure area (see above). This General Requirements for
must include completion of the performance standards (com-
petencies) in the licensure area and include student teaching Graduation
and/or additional practicum and supervised field experiences.
Student teaching is an integral part of professional study and
requires the demonstration of performance competencies.
College Requirements
Student teaching is one of the most important prerequisite Students must meet all University requirements for gradu-
experiences to meeting eligibility for teacher licensure. The ation, as well as general requirements of the College and
College establishes professional partnerships, professional the specific requirements of the program. It is the student’s
relationships and professional development schools with responsibility to complete all requirements. Students should
many school districts and some individual schools in New contact their faculty advisors as early in their studies as
Mexico to support the student teaching experience. Student possible. An application for the final degree check should be
teachers practice under the direction of school-based faculty completed and filed with the College Advisement Center. In
and mentors with the support and supervision of College order to graduate, a graduation check must be turned in no
faculty and mentors. later than the following dates:
Students should seek information from the specific program Fall Semester: May 1
to which they are admitted. Planning for student teaching Spring Semester: October 1
should be initiated far in advance of the placement. Several Summer Session: March 1
programs and school districts require attendance for each
The College requirements for graduation are as follows:
complete school day for a semester based on the school dis-
trict calendar, not the University calendar. Many College pro- 1. Completion of a minimum of 128 semester hours. No
grams integrate methods courses with student teaching and more than 5 semester hours of credit earned in work-
may require a full year placement in one school setting. Most shops may be used toward any bachelor’s degree.
programs require a student teaching seminar. While student 2. Maintenance of a grade point average of 2.00 or higher
input is sought by many of the programs, students must on the 128 hours being counted for graduation; at least
not initiate conversations with schools. The placement of a 2.00 grade point average in all work attempted at the
each student teacher in a specific school is the responsi- University of New Mexico.
bility of the program faculty. In most instances, a student 3. Completion of 40 semester hours in courses numbered
teaching fee is charged for each semester a student is 300 or above.
enrolled in student teaching. 4. Completion of the prescribed curriculum that leads to
the desired degree. Students are entitled to graduate
under the curriculum in effect at the time of their transfer
Requirements for Student Teaching into the College, if they have been in continuous atten-
dance, or they may graduate under the curriculum that
The student must:
is in effect in the semester that they graduate.
1. be admitted to a specific teacher education program 5. Completion of English 102 with a C or better. Students
in the College of Education at the University of New exempt from taking English 101 and students who
Mexico. Any stipulations indicated at the time of admis- receive a grade of B- or higher in English 101 or its
sion must have been removed, equivalent at another institution may choose to satisfy
the minimum competence in English writing requirement The College of Education may post the Dean’s List and
(English 102) through the Writing Proficiency Portfolio National Dean’s List® for public viewing and may send this
program administered in the English Department. information to newspapers and other public media. Such
6. Grades of C or better in required professional education awards are considered “directory information” and may be
major and teaching field courses. Some programs have released without the student’s written consent unless the stu-
more stringent requirements. dent has previously requested that “directory information” be
withheld. Students who wish to have “directory information”
withheld should refer to the section of this catalog related to
Licensure “Access to and Confidentiality of Student Records” for poli-
cies and procedures.
Students who complete the requirements for a teaching
license are eligible to apply for licensure. Students who For more information about these awards in the College of
are majors in the College may apply to the State of New Education, contact the Advisement Center, Diane Trujillo,
Mexico for a level I license by completing the application form Senior Academic Advisor, Hokona Hall 138, at (505) 277-
sent with their completion letter and submit it to the Public 7261, or (505) 277-3190, or e-mail at dianet@unm.edu.
Education Department, Santa Fe, New Mexico. Students in
secondary education pursuing a major through the College of
Arts and Sciences leading to eligibility for teacher licensure, in Departmental Honors
addition to consultation with an Arts and Science advisor, must
see a faculty advisor in the College of Education to develop an A departmental honors program is offered in some of the units
individual advisement sheet. These advisement sheets must of the College of Education. Application for participation in the
be placed on file both in Arts and Sciences and in the College program must be made in writing during the junior year. The
of Education Advisement Center. Students planning to teach program may consist of any one of the following: (1) a senior
in other states should ensure that their planned program thesis, (2) a reading and tutorial program under a major advi-
meets the requirements of those states. For further informa- sor, (3) honors in student teaching. All students permitted to
tion about licensure, consult the College Advisement Center at enter the honors program must meet University regulations
Hokona Hall or the Public Education Department. See http:// as described. Permission of the major advisor is required for
coe.cte-0027.unm.edu and http://www.ped.state.nm.us. enrollment in 497, Reading and Research in Honors.
Family Studies (M.A.)–Department of Individual, Family and Educational Leadership (Ed.D.)–See description for
Community Education, Simpson Hall Educational Leadership.
Health Education (M.S.)–Department of Health, Exercise and Educational Linguistics (Ph.D.)–See description for
Sports Science, Johnson Center Educational Linguistics.
Language, Literacy and Sociocultural Studies (M.A.) Educational Psychology (Ph.D.)–See description for
American Indian Education Concentration, Department of Educational Psychology
Language, Literacy and Sociocultural Studies, Hokona Family Studies (Ph.D.)–See description for Family Studies.
Hall Physical Education, Sports and Exercise Science (Ph.D.)–
Literacy/Language Arts Concentration: Department of See description for Professional Physical Education
Language, Literacy and Sociocultural Studies, Hokona Language, Literacy Sociocultural Studies (Ph.D.)–See descrip-
Hall tion for Language, Literacy and Sociocultural Studies
Bilingual Education Concentration (English/Spanish): Multicultural Teacher and Childhood Education (Ed.D.,
Department of Language, Literacy and Sociocultural Ph.D.)–See description for Curriculum and Instruction in
Studies, Hokona Hall Multicultural Education.
TESOL Concentration: Department of Language, Literacy Organizational Learning and Instructional Technology
and Sociocultural Studies, Hokona Hall (Ph.D.)–See description for Organizational Learning and
Education Thought Concentration: Department of Instructional Technology.
Language, Literacy and Sociocultural Studies, Hokona Special Education (Ed.D., Ph.D.)–See description for Special
Hall Education.
Social Studies Concentration, Department of Language
Literacy and Sociocultural Studies, Hokona Hall Ph.D. candidates pursue a supporting area of 24 semester
Nutrition (M.S.)–Department of Individual, Family and hours outside their major area and in many cases outside of
Community Education, Simpson Hall the College; Ed.D. candidates must earn 18 semester hours
Organizational Learning and Instructional Technology (M.A.)– outside their major area. All degree programs require a core
Department of Educational Leadership and Organizational of courses, including appropriate work in research. In all, a
Learning, Hokona Hall minimum of 72 semester hours of graduate work (exclusive
Physical Education (M.S.) of dissertation credit) is required in each of the programs in
Curriculum and Instruction Concentration: Department of education. Credit hours applied to a Master’s degree, when
Health, Exercise and Sports Science, Johnson Center appropriate, may be included and applied to the doctoral
EDUCATION
EDUCATION
Exercise Science Concentration: Department of Health, program of studies. See sections elsewhere in this catalog
Exercise and Sports Science, Johnson Center which describe Doctoral Degrees, specifically the role of the
Sports Administration Concentration: Department of Health, Committee on Studies and the Transfer of Credits. Not more
Exercise and Sports Science, Johnson Center than one-third of the required hours may be independent
Recreation (M.A.)–Department of Health, Exercise and study which includes problems, directed readings, internship,
Sports Science, Johnson Center field experience and practicum. Hours taken beyond the
Secondary Education (M.A.) 72 required hours are not subject to this limitation.
General Secondary Education Concentration: Department
of Teacher Education, Hokona Hall Each candidate for the doctorate (Ed.D. or Ph.D.) shall be
Mathematics, Science, and Educational Technology required to possess skills appropriate for the conduct of
Concentration: Department of Teacher Education, scholarly inquiry in the chosen field. The identification and
Hokona Hall evaluation of these skills will be determined by the candi-
Special Education (M.A.)–Department of Educational date’s committee on studies. Certification that these inquiry
Specialties, Hokona Hall skills have been achieved is required prior to undertaking
work on a dissertation. This procedure is in compliance with
The Master’s degree in most of these programs is offered the Foreign Language or Alternative Requirement discussed
under Plan I (with thesis) and Plan II (without thesis). Plan I under Doctoral Degrees sections in this catalog.
requires a minimum of 24 semester hours plus thesis. Plan II
requires a minimum of 32 semester hours. Many degree pro- At least half of the hours of graduate study, exclusive of dis-
grams require more hours than these minimum requirements. sertation hours, to be applied towards a doctorate program of
studies must be completed at the University of New Mexico.
Unless otherwise restricted by individual graduate programs, The Education Specialist certificate is not an entry point
up to 50% of the required course work for a Master’s degree for doctoral programs and is designed for purposes other
in the College of Education may be transferred from another than doctoral study. As such, course work completed in an
institution or applied from the University of New Mexico Education Specialist certificate is not normally applied to a
non-degree and extension. In addition, University graduate doctorate program.
degree policies require for Plan I and Plan II that at least 50%
of the required course work must be completed after admis-
sion to the graduate degree program and be taken in gradu- Education Specialist Certificate
ate status at the University of New Mexico. Also, all degree Programs*
requirements must be completed within a seven-year period.
The Education Specialist Certificate (or Sixth-Year Program)
is available in Curriculum and Instruction (elementary
Doctoral Programs and secondary teaching fields), Educational Leadership,
Organizational Learning and Instructional Technology and
The College offers the degree of Doctor of Philosophy (Ph.D.)
Special Education. Persons interested in the certificate
and the degree of Doctor of Education (Ed.D.). There are 10
program should contact the appropriate program for specific
approved majors that are offered through either one or both of
requirements.
these degrees. Each program must meet all requirements of
Graduate Studies at the University and any additional require- The graduate certificate requires at least 30 semester hours
ments of the College. Some majors offer only the Ph.D. or beyond the Master’s degree and is planned individually for
the Ed.D. Other majors offer both degrees. Students seeking each candidate under the direction of faculty of the program
admission should contact the appropriate department office for involved. The certificate is designed for the individual who
information and complete the procedures prescribed by the does not wish to pursue the doctorate but is interested in
concentration and the Office of Graduate Studies. continued advanced graduate work in a specific area. Also,
advanced licensure eligibility, such as educational leadership,
The 10 majors are listed below with a directive as to where
may be accomplished through the certificate. Not more than
more information can be found in the Alphabetic Listing and
one-third of the required hours may be problems, directed
Description of Areas of Study that follows:
readings and/or workshop credit. Students working under
Counselor Education (Ph.D.)–See description for Counselor this plan must be admitted to graduate study and are subject
Education. to the regular Office of Graduate Studies requirements. All
course work must be taken within the five-year period begin- Teacher Preparation Program
ning with the semester admitted to the Education Specialist
Certificate. Students must submit a Program of Studies to the The following program leads to a Bachelor of Arts in
Office of Graduate Studies within the five-year period allotted Education with a major in Art Education and teacher prepara-
and at least the semester prior to the semester of planned tion in art. Upon completion of this program the graduate is
intent to graduate. qualified to apply for New Mexico licensure to teach visual
*Not a degree. arts, grades Pre-K–12.
ARTE 465 Art and the Exceptional Child 2) in consultation with the student’s committee on studies,
–or– submission of approval a planned program of graduate
ARTE 466 Art w/At-Risk Students 3 study (coursework), which is called a Program of Studies;
EDUC 438 Teaching Reading and Writing in the 3) completion of the planned program of studies with at least
Content Area 3 a “B” average; 3a) Plan 1 candidates only: completion and
One course in art criticism & aesthetics for teachers 3 acceptance of a master’s thesis; 4) passing of a written and
to be determined by art education advisor oral master’s exam taken in the semester degree require-
ments are completed; 5) exhibition of at least one art work
III. Teaching Area–36 hours. done during the master’s program in our annual graduating
1. Basic Art courses (18 hours.) students’ exhibition; and 6) other miscellaneous require-
ARTS 121 Two-dimensional Design 3 ments unique to each student’s program of studies. (See
ARTS 122 Three-dimensional Design 3 the appropriate section of The University of New Mexico
ARTS 106 Drawing I 3 Catalog–“Master’s Degrees”–for general and specific require-
ARTS 205 Drawing II 3 ments for a Master’s degree)
ARTS 130 Intro to Electronic Arts 3
ARTH elective: non-Western 3 Program of Study for the M.A. – Non-Licensure
2. Studio focus area I (9 hours) A focus area of 9 hours in a Curriculum for graduate students: Plan I with thesis: minimum
single studio area (not drawing), 3 hours of which must 24 hours plus thesis project. Plan II without thesis: minimum
be numbered 300 or above. 33 hours plus Master’s exam.
3. Art Electives (9 hours.) 9 hours of approved art elec-
tives to fulfill art teaching competencies, 6 hours of Core Courses for all M.A. Students:
which must be in courses numbered 300 or above. ARTE 500 History & Philosophies of Art Education 3
ARTE 585 Research Applications to Art Education 3
IV. Free Electives – 3 hours. ARTE 590 Current Trends and Issues in Art Education 3
Total 129 hours
3 credits research: Working with an advisor, students
Minor Study in Art Education for Elementary Majors choose a 5xx research course.
Only (24 Hours) 3 credits social and/or cultural studies: Working with an
ARTS 121, ARTS 122, ARTH 101 (9 hours) 9 advisor, students choose a 5xx course that addresses
social and cultural ideas.
EDUCATION
Art Elective (200 level, 3 hrs.) 3
EDUCATION
ARTE 214, ARTE 310 6
and ARTE electives (400 level, 6 hrs.) 6 In consultation with the advisor and committee on studies,
students choose 9 credits of course work to support learning
Minor Study in Art Education for Students in Other Than in an art education supporting area. For example, students
Teacher Training Programs (18 Hours) may choose supporting areas such as Art Education and
Non-teaching minor requirements: ARTS 121 (3), ARTS 122 Special Populations, Diversities and Identities, or Imagination
(3), ARTS elective (200 level, 3 hrs.); additional 9 hours to be and Visual Studies. Students will then choose 9 credits of
determined with an art education advisor. elective course work to complete their program of studies.
2. Send to Art Education Program (address above) 461. Student Teaching in the Senior High School. (3)1
a. Letter of Intent. Directed and supervised student teaching in art at the senior
b. Letters (3) of Recommendation. high level (grades 7–12) in a school plus a seminar on cam-
c. Resume. pus dealing with theory and practice relevant to art in the
d. Ten (10) slides or photographs artwork or CD. senior high school. Special fee required.
Prerequisite: 310 and 320.
tion classrooms and to acquaint art education majors with 590. Current Trends and Issues in Art Education. (3)
adaptations of art to various exceptional cases. Special fee Examination of the contemporary developments, trends and
required. issues in the field of art education as they relate to society,
education and art. Special fee required.
466./566. Art With At-Risk Students. (3)
A studio-based course in theory and practice of working with 591./391. Problems. (1-3 to a maximum of 6) ∆
diverse students at risk for factors including socioeconomics, Individual research into an area in art education proposed by
language, behavior, psychiatric diagnoses. Ten hours field- the student and conducted under the direction of a professor.
work. Special fee required. Special fee required.
Restriction: permission of instructor.
472. Art Criticism & Aesthetics Teacher. (3)
An exploration of art criticism and aesthetics as part of a com- 593./493. Topics. (1-3, no limit) ∆
prehensive art education curriculum with practical application Specialized courses about a particular topic in art educa-
in a K-12 setting. Special fee required. tion. A wide variety of topic courses is offered according to
demand. Different sections indicate different topic content.
475. Art, Architecture and Environmental Education in Special fee required.
the Schools. (3)
The use of art and architecture in the school curriculum. The 595. Advanced Field Experiences. (3-6 to a maximum
aesthetics of the built environment in relation to design and of 12) ∆
behavior and the order and delicate design in nature and Individual observation, teaching, residency in an art educa-
buildings. Design of learning environments are also explored. tion field situation under the supervision of a professor.
Special fee required. Restriction: permission of instructor.
493./593. Topics. (1-3, no limit) ∆ 598. Directed Readings in Art Education. (1-3 to a
Courses on a wide variety of topics about art education are maximum of 6) ∆
offered according to interest and need. Different sections Restriction: permission of instructor.
indicate different topics. Special fee required.
599. Master’s Thesis. (1-6, no limit) ∆
500. History & Philosophies of Art Education. (3) Offered on a CR/NC basis only.
An introduction to major historical beliefs, values, philoso- Restriction: permission of instructor.
EDUCATION
EDUCATION
phies and practices that inform contemporary art and art edu-
cation programs and practices. Special fee required. Footnote:
1 A maximum of 15 hours of student teaching combined (all
510./410. Curriculum Development in Art Education. (3) levels) is allowed.
Diverse art historical, philosophical, and psychological bases
for theories and models of curriculum development as they
apply to teaching art in a planned manner. Students will
develop part of yearly curriculum for art education. Special
fee required. ATHLETIC TRAINING
520./420. Art Education in Early Childhood. (3)
Theory, methods, curriculum for teaching art with children Gloria Napper-Owen, Department Chairperson
ages 4–7, emphasizing the teacher’s response to the creative Department of Health, Exercise and Sports Science
needs of young children as a part of their total growth and Athletic Training, Johnson Center 1155
learning. Special fee required. MSC04 2610
1 University of New Mexico
530./430. Studio Art in the School:__________. (1-3 to a Albuquerque, NM 87131–0001
maximum of 12) ∆ (505) 277–8173
Studio art for school settings. Different offerings indicate dif-
ferent studio areas, e.g., Studio Art in the Schools: Clay. May See Professional Physical Education in this alphabetical list-
be taken up to three times in one studio area; third time in one ing of areas of study in the College.
area requires instructor and program coordinator approval.
Special fee required.
572. Art Criticism & Aesthetics for Teachers. (3) The Mission
An exploration of art criticism and aesthetics as part of a com-
prehensive art education curriculum with practical application The Counselor Education Program prepares students to
in a K-12 setting. Special fee required. address the counseling and human development needs of
a pluralistic society. The program recruits and retains stu-
585. Research Applied to Art Education. (3) dents who reflect the broad range of diversity found in New
Examination of the assumptions, methods, results and appli- Mexico. Students graduate with knowledge and skills in core
cations of research in art education. Special fee required. competency areas that include: professional identity, ethics,
social and cultural foundations, human growth and develop- admit. After the initial screening process, selected applicants
ment, career development, helping relationships, group work, are invited to interview with the faculty. Based on the results
assessment, and research and program evaluation. of both the initial screening and the interview, faculty selects
candidates for admission to the program.
The Counselor Education Program features an integration of
theory, research, practice, and interdisciplinary collaboration.
It is intended to prepare counselors who are informed, who Master’s Degree Required Core Courses
will be sensitive to the diversity and uniqueness of individuals,
COUN 520 Foundations of Counseling**
families, and communities, and will value and promote the
COUN 530 Dynamics of Human Behavior**
dignity, potential and well-being of all people. The program
COUN 517 Theories of Counseling**
prepares professional counselors and counselor educators
COUN 518 Group Counseling**
to respond to a world with challenging and pressing social
COUN 522 Communication Skills in Counseling
problems.
COUN 584 Multicultural Issues in the Helping Professions
Faculty members are committed to integrating teaching, COUN 590 Practicum in Counseling
scholarship, research, clinical practice and service, while pro- COUN 519 Practicum in Group Counseling
moting a climate of social justice, systemic change and advo- COUN 576 Diagnosis of Mental Disorders
cacy. The faculty’s goal is to infuse multicultural and diversity COUN 595 Field Practicum
training in all aspects of academic and clinical course work COUN 513 Career Counseling
in order to prepare multiculturally competent counselors and COUN 515 Testing and Assessment in Counseling
counselor educators. From the beginning of the graduate COUN 610 Professional Issues and Ethics
course of study, classroom education is combined with on- COUN 521 Community/Agency Counseling or
site training. These experiences provide the opportunity for COUN 545 School Counseling depending on
students to work in and with various educational settings and area of focus
community agencies. EDPY 503 Principles of Human Development/
FS 503 Seminar in Human Growth and Development
EDPY 500 Survey of Research Methods in Education –or–
Graduate Program EDPY 505 Conducting Quantitative Educational Research
EDPY 502 Survey of Statistics in Education –or–
Counselor Education offers a CACREP accredited Doctoral EDPY 511 Introductory Educational Statistics
degree in Counselor Education.
**These four core courses may be taken by non-degree
Counselor Education offers a Master of Arts degree in graduate students. An override must be obtained by non-
Counseling with areas of focus in either Community/Agency degree students to register.
Counseling or School Counseling. These areas of focus are
accredited by the Council for Accreditation of Counseling
and Related Educational Programs (CACREP). The Master’s
The Doctorate in Counselor
degree is only offered as Plan II (no thesis). All students Education
taking courses in the Counselor Education program are
expected and required to abide by the American Counseling The Doctor of Philosophy degree in Counselor Eduation is
Association Code of Ethics and applicable state and federal designed for those who have completed a Master’s degree
laws governing standards of practice for counseling. in Counseling or an allied field and who are licensed or are
eligible for professional licensure in Counseling or a closely
Graduate Advisor related profession. The doctoral program is accredited by
Upon admission into the program, students are assigned an CACREP. A minimum of 94 credits are required to success-
initial advisor. They have the option of selecting an advisor of fully complete the program including a 24-hour supportive
their choice as they progress in their program of studies. area and a dissertation. The Counselor Education program
will accept up to 36 hours of graduate transfer credit to be
Application Deadlines applied to the Ph.D. program. All substitutions of courses
Fall semester: January 31 (Doctorate in Counselor must be approved by the Counselor Education program fac-
Education) ulty before a substitute course can be used to fulfill a require-
Fall semester: February 15 (Master’s in Counseling) ment. A course may be used to fulfill requirements in more
Spring semester: September 15 (Master’s in Counseling) than one area, but the student’s program of studies must still
include 94 credit hours.
Admission to the program is for fall semester of each aca- 520. Foundations of Counseling. (3)
demic year only. Designed to acquaint students with the professional field of
Doctoral curriculum Includes: counseling. A variety of didactic and experiential approaches
Counseling Core Courses (12 credits) are utilized. Includes lectures, group discussion, guest speak-
Research (16 credits) ers, videos and service-learning experiences.
Teaching (6 credits) Restriction: admitted to graduate Counselor Education pro-
Supervision (6 credits) gram.
Consultation (3 credits)
Diversity Studies (9 credits) 521. Community Agency Counseling. (3)
The doctoral program requires 600 hours of internship An introduction and orientation to the community model.
involving practical experience in supervision, teaching Roles, responsibilities and functions of the community mental
and/or consultation. Internships are arranged with any health counselor are examined. Knowledge and strategies
program faculty and coordinated by the doctoral program designed to create systemic changes in clients’ social envi-
coordinator. ronment are presented.
Supportive Area (24 credits) Prerequisite: 517 and 518 and 520 and 530.
Typical supportive areas from other programs that stu-
522. Communication Skills in Counseling. (3)
dents select include, but are not limted to: Educational
Designed to introduce the student to basic communication
Leadership, Educational Psychology, Family Studies,
skills fundamental to the interviewing process. Skills will be
Health Education, Management, Psychology, Public
approached with a practical application to the counseling
Administration, Public Health, Organizational Learning
setting. Offered on a CR/NC basis only.
and Instructional Technology, and Language, Literacy
Prerequisite: 517 and 518 and 520 and 530 and 584 and
and Sociocultural Studies. The courses selected from a
610. Restriction: admitted to graduate Counselor Education
supportive area are approved by the student’s advisor
program.
and Program of Studies Committee members.
Dissertation (18 credits) 525. Experiential Counseling. (3)
Emphasizes experiential activities in counseling. This course
presents an approach which incorporates academic cognitive
Counseling (COUN) skills, group counseling skills and experiential skills. It com-
bines cognitive behavioral, group and humanistic counseling
EDUCATION
EDUCATION
513. Career Counseling. (3)
methods in experiential learning.
A practical and theoretical foundation for understanding the
relationship of personal and career development theories to 530. Dynamics of Human Behavior. (3)
counseling practice. Includes vocational choice theory, life- An examination of major theories of personality and human
style choices, occupational and educational information, deci- behavior. The course provides an overview of personality and
sion making processes and career exploration techniques. behavioral theory including clinical, philosophical, historical
Restriction: admitted to graduate Counselor Education pro- and developmental issues.
gram. Restriction: admitted to graduate Counselor Education pro-
gram.
514. Supervision of Counseling Services. (3)
Includes principles and techniques involved in developing 541. Counseling Children and Adolescents. (3)
and supervising counseling and guidance services in a This course addresses the developmental issues and
variety of settings, including colleges and universities, public psychological concerns of infants, elementary school-aged
schools and various community agencies. children and adolescents and provides knowledge about
Restriction: admitted to doctoral Counselor Education pro- appropriate therapeutic interventions for this population.
gram. Prerequisite: 517 and 518 and 520 and 530 and (FS 503 or
EDPY 503).
515. Testing and Assessment in Counseling. (3)
Aimed at helping counselors evaluate, administer and inter- 545. School Counseling. (3)
pret psychological tests. Includes history, ethics, sources of School counseling as a profession is addressed. Roles and
information, study of test manuals and the development of responsibilities of school counselors at various educational
skill in test interpretation. levels are described. Professional, ethical, legal, multicultural
Prerequisite: (EDPY 500 or EDPY 505) and (EDPY 502 or and family issues as they impact school counselor role are
EDPY 511). Restriction: admitted to graduate Counselor included.
Education program. Prerequisite: 517 and 518 and 520 and 530.
517. Theories of Counseling. (3) 560. Family Counseling. (3)
Examination and analysis of major counseling and psycho- (Also offered as FS 560.) An introduction to history and prac-
therapy theories and their application. Consideration of philo- tice of counseling with families. A number of leading experts
sophical bases and ethical implications. Treatment strategies in the field will be studied with respect to their theoretical
and goals of each theory. approach to the subject as well as their techniques.
Restriction: admitted to graduate Counselor Education pro- Prerequisite: 517 and 518 and 520 and 530 and FS 517.
gram.
576. Diagnosis of Mental Disorders. (3)
518. Group Counseling. (3) A comprehensive overview of physiological aspects of behav-
An introductory course in group counseling. Topics include ior which may impact the counseling process. Emphasis will
group organization, types of groups, stages of group develop- be placed on psychopathology and diagnosis in accordance
ment, communication, group roles, feedback, diagnosing and with the DSM and ICD.
problems in the group process. Prerequisite: 520 and 530 and 517 and 518. Restriction:
Restriction: admitted to graduate Counselor Education pro- admitted to graduate Counselor Education program.
gram.
581. Sexuality in Counseling and Psychotherapy. (3)
519. Practicum in Group Counseling. (3 to a maximum Broadly based examination of psychological, biological and
of 6) ∆ social aspects of sexuality with emphasis on the profes-
An experience in working directly with clients in a group set- sional’s own values, attitudes and knowledge in working with
ting with supervision provided by program faculty. clients with sexual concerns and problems.
Prerequisite: 522 and 590. Restriction: admitted to gradu-
ate Counselor Education program. Offered on a CR/NC
basis only.
EARLY CHILDHOOD
12 credit hours of English including:
ENGL 101, 102, CJ 220, LING 101 or ENGL 290
6 credit hours of math including: Students completing the 3-course Departmental Honors
MATH 111 or 112, MATH 129, 215 or STAT 145 sequence in ECME are waived from completing 6 credits
from among ECME 305, ECME 315 or ECME 325
3 credit hours in Foreign Language Total Professional Education Credits: 75
Choose one course from the following Departments:
Linguistics (includes signed language Spanish and Total Degree Requirements:
Portuguese, Foreign Languages and Literatures 57 General Education Credits + 75 Education Credits= 132
6 credit hours of Fine Arts
Choose 2 courses from the following:
ARTH 101, ARTH 201, ARTH 202, DANC 105, MA 210, MUS
Departmental Honors
139, THEA 122 The Departmental Honors program is open to outstanding
Early Childhood Multicultural Education majors who have an
Total General Education Requirements 57 overall GPA of at least 3.20. Students must seek advisement
B. Bachelor Degree Core Requirements: from a faculty member willing to serve as mentor for the hon-
Professional Education Credits ors courses and research. An Honors thesis is written during
ECME 101 Child Growth, Development, & Learning 3 the student’s final semester. Required courses are ECME
ECME 103 Heath, Safety, & Nutrition 2 497, 498, and 499. These courses are in addition to those
ECME 111 Family & Community Collaboration I 3 required for the major.
ECME 115 Guiding Young Children 3
ECME 117 Curriculum & Implementation I 3
ECME 220 Assessment of Children & Graduate Program
Evaluation of Programs I 3 Student Information Contact
ECME 217 Curriculum & Implementation II 3 Contact program office at Simpson Hall, (505) 277-4535.
ECME 230 Professionalism 2
ECME 202 Introduction to Reading Application Deadlines
& Literacy Development 3 M.A. (initial screening)
ECME 311 Family & Community Collaboration II 2 Summer session: March 1
ECME 317 Integrated Early Childhood Curriculum 3 Fall semester: March 1
EDUCATION
ECME 320 Assessment of Children &
EDUCATION
Spring semester: October 1
Evaluation of Programs II 3
ECME 401 Research in Child Growth, Applications received by these initial screening dates will
Development, & Learning 3 be given highest consideration for admission. Applications
ECME 402 Teaching Reading & Writing 3 will continue to be received after the initial screening dates
ECME 417 Methods and Materials for until the final deadlines listed below; these admission applica-
the Early Primary Grades 3 tions will be considered on a space available basis only.
Final application deadlines are:
Field-Based Credits Summer session: March 31
ECME 117L Curriculum & Implementation Practicum I 2 Fall semester: April 25
ECME 217L Curriculum & Implementation Spring semester: October 30
Practicum II 2
ECME 317L
Integrated Early Childhood
Curriculum Practicum 2
Degrees Offered
ECME 402L Teaching Reading & Writing Practicum 1
ECME 417L Methods and Materials for M.A. Elementary Education
the Early Primary Grades Practicum 2
ECME 440L Student Teaching in Early Childhood The Master of Arts in Elementary Education may be taken
Education 12 with a concentration in Early Childhood Education.
Education Electives–Suggested Courses: Plan II: 32 credit hours including Problems Course EDUC
ARTE 420 3cr 591
MSET 365 3cr
ECME 493 3cr Master of Arts in Elementary Education Core
EDPY 472 3cr Requirements:
FS 306 3cr EDUC 500 or EDPY 500 Research Applied to Education
FS 312 3cr ECME 574 Early Childhood Curriculum
FS 403 3cr ECME 579 Seminar in Early Childhood Education
FS 481 3cr LLSS 583 Education Across Cultures of the Southwest
FS 484 3cr EDUC 591 Problems in Early Childhood Education
FS 493 3cr (Note: problems course must be taken with an ECME
HED 310 3cr faculty)
SPCD 452 3cr Concentration Specific Course Requirements:
SPCD 450 3cr In addition to ECME 574, 579, & 591 above, at least two
LLSS 443 3cr courses must be chosen from:
Or other courses approved by ECME faculty ECME 576 Learning Through Play
Departmental Honors Sequence in ECME ECME/LLSS 514 Young Children Moving Into Literacy
ECME 497 Reading and Research in Honors I 2 ECME 575 Early Childhood Language Development &
ECME 498 Reading and Research in Honors II 2 Curriculum
ECME 499 Honors Thesis 2 SPCD 550 Introduction to Early Childhood Special
Education
Remaining courses to be selected from the following: 220. Assessment of Children and Evaluation of
ARTE 520 Art Education in Early Childhood Programs I. (3)
FS 501 Parent Education This basic course familiarizes students with a variety of
FS 502 Development in Early Childhood culturally appropriate assessment methods and instruments,
FS 512 Working with Children & Families and the development and use of formative and summative
FS 546 Family Systems Theory program evaluation to ensure quality. {Fall}
FS 514 Fatherhood
EDPY 503 Principles of Human Development 230. Professionalism. (2)
EDPY 510 Principles of Classroom Learning This course provides a broad-based orientation to the field of
EDPY 520 Motivation Theory and Practice early care and education. Early childhood history, philosophy,
EDPY 524 Computers in the Educational Process ethics and advocacy are introduced. {Fall}
EDPY 572 Classroom Assessment
LLSS 544 Children’s Literature 305. Research and Evaluation in Early Childhood. (3)
LLSS 556 First and Second Language Development A course focusing on research and evaluation in early child-
LLSS 558 Literacy Across Cultures hood settings. {Summer}
LLSS 582 Curriculum Development in Multicultural
Education 311. Family and Community Collaboration II. (2)
OR OTHER COURSES APPROVED BY ECME ADVISOR This advanced course prepares prospective teachers for
working effectively as partners with diverse family and com-
Early Childhood Multicultural munity members to facilitate the development and learning of
children birth through age 8, including children with special
Education (ECME) needs.
Prerequisite: 111. Restriction: admitted to the ECME pro-
101. Child Growth, Development, and Learning. (3) gram. {Fall}
This basic course in the growth, development, and learning
of young children, provides foundational knowledge of how 315. Public Policy, Leadership, Ethics and Reform in
young children grow, develop and learn. {Fall and Spring} ECE. (3)
A course focusing on policy issues, advocacy and leadership
103. Health, Safety, and Nutrition. (2) in early childhood education. {Spring}
This course provides information related to standards and
practices that promote children’s physical and mental well 317. Integrated Early Childhood Curriculum. (3)
being, sound nutritional practices, and maintenance of safe This advanced course focuses on developmentally appropri-
learning environments. {Fall} ate curriculum development and implementation for children
birth to age 5, integrated curriculum content, and rich learning
111. Family and Community Collaboration I. (3) environments.
This basic course examines the involvement of families from Prerequisite: 103 and 115 and 117 and 117L and 217 and
diverse cultural and linguistic backgrounds in early childhood 217L and 230. Corequisite: 317L. Restriction: admitted to the
programs. Ways to establish collaborative relationships with ECME program. {Fall}
parents and others involved with children in early childhood
settings are discussed. {Spring} 317L. Integrated Early Childhood Curriculum
Practicum. (2)
115. Guiding Young Children. (3) This advanced course provides opportunities for students to
This course explores theories of child guidance and practical apply knowledge gained from ECME 317 and develop skills
applications. It provides developmentally appropriate meth- in planning and implementing developmentally appropriate
ods for guiding children, effective strategies and suggestions learning experiences, integrated curriculum, and learning
for facilitating positive social interactions. {Fall} environments. Requires 60 supervised contact hours.
Prerequisite: 103 and 115 and 117 and 117L and 217 and
117. Curriculum and Implementation I. (3) 217L and 230. Corequisite: 317. Restriction: admitted to the
This beginning curriculum course focuses on developmentally ECME program. {Fall}
appropriate content in early childhood programs and develop-
mentally appropriate curriculum integration into teaching and 320. Assessment of Childhood and Evaluation of
learning experiences. {Fall and Spring} Programs II. (3)
This advanced course builds upon student understanding of
117L. Curriculum and Implementation Practicum I. (2) the connections among learning, teaching, and assessment
This course provides opportunities for students to apply and strategies for evaluating programs. Assessment, identi-
knowledge gained from ECME 117 and develop skills in fication, and monitoring of typical and atypical development
planning developmentally appropriate learning experiences will be explored.
for young children including children with special needs. {Fall Prerequisite: 220. Restriction: admitted to the ECME pro-
and Spring} gram. {Spring}
202. Introduction to Reading and Literacy Development. 325. The Social, Political and Cultural Contexts of
(3) Children and Families. (3)
This is a basic course in children’s emergent literacy and This course focuses on the cultural contexts in which children
reading development: Ways to foster phonemic awareness, and their families live and develop. Its main goal is to help
literacy problem solving skills, fluency, vocabulary, compre- students bridge the gap between their own cultures and the
hension, and language development are explored. {Spring} cultures of the children they will teach. {Fall}
217. Curriculum and Implementation II. (3) 401. Research in Child Growth, Development and
This basic course focuses on the learning environment and Learning. (3)
the implementation of curriculum in early childhood programs. This advanced course in child growth, development, and
Various curriculum models and teaching and learning strate- learning builds upon the foundational material covered in
gies are explored. {Fall} the basic course in child growth, development, and learn-
ing. An integration of major theories of child development
217L. Curriculum and Implementation Practicum II. (2) is provided.
This course provides opportunities to apply knowledge Prerequisite: 101. Restriction: admitted to the ECME pro-
gained in ECME 217 and develop skills in planning learning gram. {Fall}
environments and implementing curriculum for young chil-
dren including those with special needs. {Fall} 402. Teaching Reading and Writing. (3)
This advanced course is designed to prepare early child-
hood professionals to understand and to teach. This course
focuses on reading as a complex, interactive, constructive 440L. Student Teaching in Early Childhood Education.
process. (12)
Prerequisite: 202. Corequisite: 402L. Restriction: admitted to Student teaching experience in early childhood including
the ECME program. {Spring} placement and assigned tasks in an early childhood class-
room with a mentor teacher, and a weekly seminar where
402L. Teaching Reading and Writing Practicum. (1) students review and reflect on their own teaching practices.
This advanced practicum provides opportunities for students Prerequisite: 320 and 401 and 402 and 402L and 417 and
to apply knowledge gained from ECME 402 in kindergarten 417L and two of the following 305, 315, 325. Restriction:
through 3rd grade classrooms. This 1 credit-hour practicum admitted to the ECME program. {Fall}
requires 30 supervised contact hours.
Prerequisite: 202. Corequisite: 402. Restriction: admitted to 493. Topics in Early Childhood Education. (1-6, no
the ECME program. {Spring} limit) ∆
404. Infants and Toddlers in Early Childhood Programs. 497. Reading and Research in Honors I. (2)
(7) Advanced studies and research under the supervision of a
An integrated interdisciplinary block focusing on working with faculty mentor.
children birth to three. Includes infant development, family Restriction: permission of instructor.
interaction, developmentally and culturally appropriate prac-
tice, technology, and assessment/evaluation. 498. Reading and Research in Honors II. (2)
Corequisite: 404L. Advanced studies and research under the supervision of a
faculty mentor.
404L. Infant and Toddler Practicum. (2) Prerequisite: 497. Restriction: permission of instructor.
A laboratory to be taken as a corequisite to 404. Applies
knowledge and concepts from 404 related to care and early 499. Honors Thesis. (2)
education in programs for children birth to three years. Prerequisite: 498. Restriction: permission of instructor.
Offered on a CR/NC basis only.
Corequisite: 404. 514. Young Children Moving Into Literacy. (3)
(Also offered as LLSS 514.) This course explores the pro-
414. Pre-Primary Children in Early Childhood Programs. cesses of young children’s emergent literacy. It focuses on
(7) selection of materials and design of activities appropriate for
EDUCATION
EDUCATION
An integrated interdisciplinary block focusing on working with use in the home, school and other settings.
children aged three to five. Includes childhood development, Prerequisite: EDUC 331L and EDUC 333L. {Summer}
family interaction, developmentally and culturally appropriate
practice, technology and assessment/evaluation. 574. Curriculum for Early Childhood. (3)
Corequisite: 414L. Focuses on developing and integrating curriculum for the
Early Childhood Classroom (infant and toddler, preschool,
414L. Pre-Primary Practicum. (2) early primary) within historical and cultural contexts. Students
A laboratory to be taken as a corequisite to 414. Applies will explore and implement new ideas in curriculum of the
knowledge and concepts from 414 related to care and early early years.
education in programs for children aged three to five. Offered Prerequisite: FS 403. {Spring}
on a CR/NC basis only.
Corequisite: 414. 575. Early Childhood Language Development/
Curriculum. (3)
417. Methods and Materials for the Early Primary This course will focus on contemporary theory and practice of
Grades. (3) promoting language development in young children. Students
This advanced course focuses on developmentally appropri- will develop curricula and strategies appropriate for a diverse
ate content, learning environments, and curriculum imple- population. {Spring}
mentation for children in K-3rd-grade emphasizing integration
of content areas and development of rich learning environ- 576. Teaching and Learning Through Play. (3)
ments for early primary grades. This course explores the philosophical and theoretical foun-
Prerequisite: 317 and 317L. Pre- or corequisite: 402 and dations of play and its impact on children’s development and
402L. Corequisite: 417L. Restriction: admitted to the ECME learning. Students explore current research, issues, and
program. {Spring} trends related to play in early childhood programs. {Fall}
417L. Methods and Materials for the Early Primary 579. Seminar in Early Childhood Education. (3-12 to a
Grades Practicum. (2) maximum of 12) ∆
This advanced practicum provides opportunities for students Advanced capstone course that addresses issues affect-
to develop, implement, and evaluate developmentally appro- ing the field of Early Childhood education. Topics may vary
priate and integrated learning experiences for children in depending upon instructor and the trends in the field.
K-3rd grade. This 2 credit-hour practicum requires 60 super- Prerequisite: 501. Restriction: permission of instructor. {Fall}
vised contact hours.
Prerequisite: 317 and 317L. Pre- or corequisite: 402 and
EDUCATIONAL LEADERSHIP
402L. Corequisite: 417. Restriction: admitted to the ECME
program. {Spring}
designed to prepare individuals for visionary leadership that Advanced Study: Leadership for Community and
transforms educationally-oriented organizations into dynamic Organizational Learning
learning environments for all. Required Core Domain Courses
LEAD 503 Data Driven Decision-Making
Required Core Domain Courses
(or approved alternate research course) 3
LEAD 503: Data Driven Decision-Making
LEAD 505 Visionary Leadership for Learning 3
(or approved alternate research course) 3
LEAD 509 Schools as Organizations 3
LEAD 505: Visionary Leadership for Learning 3
LEAD 517 Communication for Educational Leaders 3
LEAD 509: Schools as Organizations 3
LEAD 529 The Adult Learner 3
LEAD 517: Communication for Educational Leaders 3
LEAD 529: The Adult Learner 3 Additional Required LEAD Courses 9
Additional Required LEAD Courses 9 6 hours of LEAD 594
6 hours of LEAD 594 and one, 3 credit LEAD course
and one, 3 credit LEAD course Support Area Electives
Support Area Electives Selected in consultation with advisor 6
Selected in consultation with advisor 12 Total Credit Hours 30
Total Credit Hours 36 Advanced Study: Administrative Licensure
The Administrative Licensure concentration is a 24-hour
Post-Masters Education Specialist program designed to support students in fulfilling state
requirements for administrative licensure. Applicants must
Certificate in Educational Leadership hold a valid Level II or Level III New Mexico teaching license.
Applicants admitted after Spring 2008, must hold a valid
The Educational Leadership Program offers a post-masters
Level III New Mexico teaching license at the time they intend
Education Specialist certificate with five concentrations rang-
to participate in the required Internship.
ing from 12 to 30 hours. The concentrations include Advanced
Study in School Leadership and Administrative Licensure, Required Core Domain Courses
Instructional Leadership, and Leadership for Organizational LEAD 501 Educational Leadership in a Democratic
and Community Learning (each 30 hours); Administrative Society 3
Licensure (24 hours); and Internship Experience (12 hours). LEAD 503 Data Driven Decision-Making 3
EDUCATION
EDUCATION
Applicants must hold a master’s degree in Educational LEAD 521 School Finance & Resource Management 3
Leadership or a complementary field and meet the require- LEAD 560 Instructional Leadership & Development 3
ments set forth in the preceding College section of this cata- LEAD 561 Legal Issues for School Leaders 3
log and in the sections on graduate studies at the University
of New Mexico. In addition to University requirements for Additional Required EdLead Courses 9
graduation, students must successfully complete a leadership 6 hours of LEAD 596: Administrative Internship
project and exit assessment. and one, 3 credit LEAD course
Total Credit Hours 24
Advanced Study: School Leadership and Administrative
Licensure Advanced Study: Internship Experience
The Advanced Study certificate in School Leadership and The Internship Experience Concentration is a 12-hour pro-
Administrative Licensure is designed to support students in gram designed to support students who have completed core
their pursuit of an advanced credential in school administra- requirements in the School Leadership toward Administrative
tion. Applicants must hold a valid Level II or Level III New License concentration at UNM but who require an internship
Mexico teaching license. Applicants admitted after Spring experience to qualify for state licensure. Students must hold
2008 must hold a valid Level III New Mexico teaching a valid Level III New Mexico teaching license at the time they
license at the time they intend to participate in the required intend to complete this 12 credit certificate program.
Internship. Complete this 12 credit Certification Program
Required Core Domain Courses Required Courses
LEAD 501 Educational Leadership in a Democratic LEAD 595 Advanced Field Experience 3
Society 3 LEAD 596 Administrative Internship 6
LEAD 503 Data Driven Decision-Making 3 Additional Required Lead Courses 3
LEAD 521 School Finance & Resource Management 3 LEAD electives
LEAD 560 Instructional Leadership & Development 3 Total Credit Hours 12
LEAD 561 Legal Issues for School Leaders 3
Additional Required EdLead Courses
6 hours of LEAD 596: Administrative Internship
9 Ed.D. in Educational Leadership
and one, 3 credit LEAD course All applicants for admission into the doctoral program in
Educational Leadership must meet the requirements set
Support Area Electives
forth in the preceding College section of this catalog and in
Selected in consultation with advisor 6
the sections on graduate studies at the University of New
Total Credit Hours 30
Mexico. Generally, minimum requirements for admission
Advanced Study: Instructional Leadership include experience as an educational leader, evidence of
Required Core Domain Courses strong academic potential, ability to work cooperatively in a
LEAD 501 Educational Leadership in a community of learners, and a letter of agreement regarding
Democratic Society 3 summer and academic year study. In addition, applicants
LEAD 503 Data Driven Decision-Making must hold a masters degree and submit GRE General Test
(or approved alternate research course) 3 scores for consideration.
LEAD 509 Schools as Organizations 3
LEAD 510 School-Community Relations 3 The Ed.D. in Educational Leadership is designed for active,
LEAD 519 Curriculum Planning for School Leaders 3 high-achieving educators seeking to develop a more pro-
found understanding of leadership for learning and trans-
Additional Required LEAD Courses 9 formation. The program employs a modified cohort model,
6 hours of LEAD 594 with groups of students entering every summer and sharing
and one, 3 credit LEAD course a core of coursework. Members contribute to and benefit
from an emergent community of learners. Cohorts commit
Support Area Electives to three summers of full-time study in July. For the fall and
Selected in consultation with advisor 6 spring terms of 2007-2008, cohorts will meet five intensive
Total Credit Hours 30 Friday-Sunday weekends each term. Beginning in fall of
2008, cohorts will have the option to pursue elective classes 505. Visionary Leadership for Learning. (3)
outside the core of Educational Leadership classes required This course explores in depth the idea that leadership is
for the doctorate. The range of courses students can select vision-based and that effective visions are developed jointly,
from are offered in evening and weekend formats (largely communicated widely, support shared learning, and ultimately
on Saturdays), in online and hybrid formats, and as field- drive what gets done in the organization of community.
based experiences. Contact the Program office for additional
information. 509. Schools as Organizations. (3)
This course, designed as an introduction to the concepts,
In addition to University requirements for graduation, stu- theories and processes of organizational theory and orga-
dents must successfully pass comprehensive exams and nizational behavior, will provide prospective education lead-
complete and defend a dissertation, which may be oriented ers with a better understanding of the way organizations
towards practitioner research. operate.
Required Courses 510. School-Community Relations. (3)
LEAD 601 Perspectives on Leadership 3 Students will learn and practice communication skills; become
LEAD 603 Introduction to Data Analysis for familiar with mechanisms for school-community interactions;
Organizational Leaders 3 identify various groups within and outside the school that
LEAD 605 Qualitative Research in Education 3 play a part in educational decision making and program
LEAD 609 Quantitative Methods for Analyzing and implementation.
Transforming Organizations 3
LEAD 610 Organizational Change: Theory and Process 3 512. Public Education in New Mexico. (3)
LEAD 611 Community Learning as Leadership 3 This course provides an overview of the economic, social,
LEAD 634 Education, Politics, and Policy 3 historical, political, legal and financial aspects of public edu-
LEAD 650 Leader as Researcher 3 cation in New Mexico.
LEAD 692 Workshop 6
Total required: 30 517. Communication for Education Leaders. (3)
This course explores both internal and external commu-
Elective Courses
nication issues experienced in educational organizations.
LEAD 607, 613, or approved alternate research course 3
Emphasis will be placed upon what makes successful and
LEAD elective at the 600 level 3
productive communication from both theoretical and practical
12 hours of approved, related 500 or 600-level elective
perspectives.
courses 12
Total hours of electives required: 18 519. Curriculum Planning for School Leaders. (3)
This course will assist school leaders in understanding
Support Area
instructional leadership, curriculum development and imple-
Applied/transfer credit of complementary earned graduate
mentation, and continuous student growth. The course will
credit 24
focus on curricular trends, issues, and leadership strategies.
Dissertation
520. The School Principalship. (3)
LEAD 699: Dissertation 18
This course focuses upon the school as a complex organi-
Total Credit Hours 90
zation and the role of the principal within that organization.
It examines the various roles played by the principal, with
Minors in Educational Leadership particular emphasis placed on school leadership.
Three Educational Leadership minors exist: School Leadership 521. School Finance and Resource Management. (3)
toward Administrative Licensure*, Instructional Leadership, This course is designed to provide future school leaders with
and Leadership for Organizational and Community Learning. basic understanding of the workings of the educational fund-
To qualify for a transcripted minor, the student must suc- ing system and to provide a framework for effective fiscal and
cessfully complete, with a cumulative GPA of 3.3 or better staffing decisions at the school level.
and a minimum grade of B in each class, the 15 hours of
Core Domain courses associated with the minor. These are 522. School Business Management. (3)
set out in the corresponding concentration in the M.A. in Course designed to explore school management at the build-
Educational Leadership section above. ing, district and state levels. Students examine the role and
setting of school business management and focus on the
*Note: Completion of a minor in School Leadership
budget-making process of school districts and the State.
toward Administrative Licensure does not constitute
administrative licensure. Administrative licensure is 528. Leading Improvement in Low Performing Schools.
awarded through the NM Public Education Department (3)
(PED). In addition to meeting coursework and intern- This course will provide future school leaders with an under-
ship requirements, an individual must hold a New standing of school community leadership and continuous
Mexico Level III teaching license for one year prior to student growth in communities characterized by diverse
applying for New Mexico Administrative Licensure. language, culture, and socio-economic levels.
534. Policy Issues in Education. (3) 603. Introduction to Data Analysis for Organizational
(Also offered as POLS 534.) This course focuses on current Leaders. (3)
research and debates on critical policy areas relating to PK- A doctoral seminar introducing the rudiments of quantitative
12 education. The class examines the role of key decision- inquiry with emphasis on methods that leaders can apply
makers, ideologies, and implementation constraints in policy immediately to organizational issues. Content taught coop-
conflict resolution. eratively to enhance opportunities for community building.
550. Culturally Responsive Leadership for Equity and 605. Qualitative Research in Education. (3)
Social Justice. (3) (Also offered as LLSS 605.) A doctoral seminar focusing on
This course will focus on the struggle for educational equity qualitative research methods, including problem definition,
and social justice, how this struggle has been interpreted and data collection and analysis and increasing the trustworthi-
understood, and how leaders can help educational institu- ness of one’s findings. A research study is required.
tions and communities promote equity and justice. Prerequisite: LLSS 523 or EDPY 511. Restriction: admitted
to Ed.D. cohort.
560. Instructional Leadership and Development. (3)
Focuses on supervision in terms of professional growth, staff 607. Analyzing Qualitative Data. (3)
development, and creating organizations in which learning, This doctoral seminar helps students increase their under-
rather than power and control, is the center of attention. standing and skills in analyzing qualitative data. It is assumed
Supervision as evaluation is a relatively minor part of the that prior to entering this seminar, the students have collected
course. data on which to focus their analyses.
Prerequisite: 605 or LLSS 605.
561. Legal Issues for School Leaders. (3)
This course explores how laws, including constitutional 609. Quantitative Methods for Analyzing and
and statutory requirements, affect educational leadership. Transforming Organizations. (3)
Focusing on concepts behind legal cases, the course exam- A doctoral seminar focusing on how quantitative data can be
ines how leaders can improve educational provision to used to understand organizational needs and to drive organi-
address underlying legal concerns. zational decision making.
571. State and Federal Educational Leadership. (3) 610. Organizational Change: Theory and Processes. (3)
This course examines strategies and techniques for obtaining Designed to help students better understand the change pro-
EDUCATION
EDUCATION
and managing state and federal education funds. Federal, cesses by studying various change models. Focuses on the
state and local perspectives on educational federalism are “what” and “how” surrounding change as well as the decision
studied. Case studies are emphasized. making processes that impact change in institutions.
581. Seminar in Educational Leadership. (3, no limit) ∆ 611. Community Learning as Leadership. (3)
Topics vary from term to term, but are all critically important A doctoral seminar focusing on what leaders can do to model
for educational administrators. They include but are not lim- learning, to jointly create the conditions to support individual
ited to: organizational development, leader behavior, teaching and community learning, and to use what is learned to drive
and learning, ethics, technology and educational policy. transformation.
Restriction: permission of instructor.
613. Mixed Research Methods for Transformational
591. Problems. (1-3 to a maximum of 6) ∆ Leaders. (3)
Problems study is offered on demand only and with the per- A doctoral seminar introducing the reasoning and decision
mission of the instructor. Check with the chairperson of the making processes that influence how to select the data col-
Department for details. lection and analysis methods that are appropriate to meet
Restriction: permission of instructor. organizational needs.
592. Workshop in Educational Leadership. (1 to a 615. Leadership and Group Dynamics. (3)
maximum of 5) ∆ Explores the workings of groups in various learning environ-
ments and what makes a well-functioning educational group,
593. Topics. (1-4, no limit) ∆ committee, or team. Focus on importance of group dynamics
as an imperative part of adult learning and training.
594. Practicum. (1-6 to a maximum of 6) ∆
A required field experience for students in Educational 620. Democracy, Ethics, and Social Justice in
Leadership programs who are not seeking state administra- Transformational Leadership. (3)
tive licensure. Arranged with advisor and program faculty. Using the work of leading theorists and activists on democ-
racy, diversity, and dialogue, this seminar examines pressing
595. Advanced Field Experiences. (3-6 to a maximum educational issues. Focus on educational goals and pur-
of 12) ∆ poses, including analysis and articulation of our own visions
Restriction: permission of instructor. for education.
596. Administrative Internship. (1-6 to a maximum of 629. Seminar for Practicing School Administrators. (1-6
12) [3-6 to a maximum of 12] ∆ to a maximum of 6) ∆
The administrative internship provides field-based expe- Exploration of important issues facing practicing school lead-
riences to develop the skills, knowledge, and practices ers. Includes organizational analysis, facilities management,
identified in the New Mexico Administrator Competencies. budgeting, educational assessment, evaluation of staff and
Students must meet program requirements for entry into the strengthening ties to families and the local community.
internship.
634. Education, Politics, and Policy. (3)
598. Directed Readings in Educational Leadership. (3-6 A doctoral seminar focusing on shaping educational policy,
to a maximum of 6) ∆ how leaders can influence the policy making process and
Restriction: permission of instructor. how policies are applied to meet educational and community
needs.
599. Master’s Thesis. (1-6, no limit) ∆
Offered on a CR/NC basis only. 635. Legal and Fiscal Underpinnings of Educational
Equity. (3)
601. Perspectives on Leadership. (3) A doctoral seminar examining the intersections of law,
A doctoral seminar focusing on leading theories of educa- finance, and social equity. Explores landmark cases, his-
tional, organizational, and community leadership, emphasiz- torical shifts in fiscal provision of education, and trends in the
ing transformational leadership and other forms of leadership pursuit of educational equity.
that stress collaboration and shared decision making.
640. Leadership Synthesis. (3) Julia Scherba de Valenzuela, Ph.D., University of Colorado
A doctoral seminar providing students with an opportunity at Boulder
to review, critically assess, and synthesize the most current Barbara Shaffer, Ph.D., University of New Mexico
literature on leadership. An extensive literature review is Caroline Smith, Ph.D., Yale University
required. Catherine Travis, Ph.D., La Trobe University, Melbourne,
Restriction: permission of instructor. Australia
EDUCATIONAL LINGUISTICS
Entrance Requirements:
M.S. or M.A. in Education, Linguistics or complementary
field.
Don Zancanella, Department Chairperson Exit Requirements:
Department of Language, Literacy, and Sociocultural 72 hours of course work beyond B.A., plus 18 disserta-
Studies tion hours
Hokona Hall, Room 140 Required Core:
MSC05 3040 LING 504, LING 502 or 503, LING 522, LING 523, LING
1 University of New Mexico 531, LING 567, plus 6 hrs. of LING seminar hrs. from
Albuquerque, NM 87131-0001 specified list.
(505) 277-0437 24 hours in COE (including LLSS 640 and LLSS 645)
http://www.unm.edu/~edling/ selected with advisor
24 hours from LING, ED and related fields selected with
Linguistics Faculty advisor
(See listing under Linguistics in the Arts and Sciences 18 dissertation hours
section of this catalog.)
EDUCATION
media center. Emphasis on principles of management as
EDUCATION
Centers. (3)
applied to libraries including planning, decision-making, orga-
Study of the organization and management of media centers,
nization and human resources.
facility design, and services related to the production and
425./525. Reference and Bibliography. (3) distribution of materials and equipment.
Study of materials and methods for locating information in gen-
570./470. Automation in Libraries. (3)
eral works, encyclopedias, dictionaries, indexes, biographical
To instruct teacher librarians in the basics of computer tech-
works, media guides and other major tools in subject fields.
nology, circulation systems, databases and on-line internet
427./527. Classification and Cataloging. (3) searching.
Study of the purpose, history, theory and principles of clas-
sification, cataloging and general arrangement of books and
other media. Practical application of the Dewey Decimal
classification and Sears List of Subject Headings to both book EDUCATIONAL PSYCHOLOGY
and nonbook materials.
education. Educational Psychology does not offer a bacca- EDPY 511 Introductory Educational Statistics
laureate degree. Undergraduate courses (lower-division and EDPY 574 Introduction to Educational & Psychological
upper division) in Educational Psychology are offered to meet Measurement
educator licensure requirements and to provide a foundation EDPY 603 Applied Statistical Design and Analysis
for undergraduates in Educational Psychology. EDPY 604 Multiple Regression Techniques as
Applied to Education
–or–
Graduate Programs EDPY 606 Applied Multivariate Statistics
EDPY 610 Seminar in Classroom Learning
Graduate Advisor EDPY 613 Seminar in Human Growth and Development
All students are assigned an initial advisor. Later, students EDPY 696 Internship
may select a new advisor in collaboration with faculty. –and– 6 hours of electives in EDPY
Priority Application Deadlines
M.A. and Ph.D.: Minor
Fall semester February 15
Spring semester October 15 In addition to the M.A. and Ph.D. degrees, the program
encourages students from other College of Education or
The Priority Application Deadline is encouraged for best
University programs to participate in the program through
consideration; however, program faculty review applications
a minor field of study. Two minors are offered: 1) Cognitive
throughout the year.
and Psychological Processes and 2) Quantitative Methods
in Education. Both minors consist of a minimum of 24 credit
Degrees Offered hours of which no fewer than 18 hours are in Educational
Psychology. Required core courses for the two minors are
M.A. in Educational Psychology listed below:
Ph.D. in Educational Psychology Cognitive–Psychological Processes
EDPY 503 Principles of Human Development
Educational Psychology provides programs of study leading
EDPY 510 Principles of Classroom Learning
to the Master of Arts and the Doctor of Philosophy degrees.
EDPY 610 Seminar in Classroom Learning
The program is designed to give students a broad and critical
EDPY 613 Seminar in Human Growth and Development
perspective on the psychological factors affecting individuals
in schools, other educational settings and other learning situ- Quantitative Methods in Education
ations throughout the life span. The program also emphasizes EDPY 505 Conducting Quantitative Educational
critical evaluation and application of research and theory Research
based on a firm grounding in measurement, assessment, EDPY 511 Introductory Educational Statistics
research methodology and quantitative methods. EDPY 574 Introduction to Educational &
Psychological Measurement
A Masters of Arts degree in Educational Psychology is offered EDPY 603 Applied Statistical Design and Analysis
under both Plan I (30 credit hours required), and Plan II (33 EDPY 604 Multiple Regression Techniques as
credit hours required) as described in other sections of this Applied to Education
catalog. All students in either Plan I or Plan II are required to –or–
take a core of 15 hours as follows: EDPY 606 Applied Multivariate Statistics
M.A. Required Core Courses 15 hrs All students interested in Educational Psychology offerings
are encouraged to contact the program for further information
Human Development 3 hrs on courses and application procedures. Students may also
EDPY 503 Principles of Human Development focus on Educational Psychology as a supporting area of
study. Students interested in pursuing formal minors or sup-
Learning and Cognition 3 hrs
porting areas of studies should seek advisement early in their
EDPY 510 Principles of Classroom Learning
programs of studies from Educational Psychology faculty.
Research Design 3 hrs
EDPY 500 Survey of Research Methods in Education
–or– Educational Psychology (EDPY)
EDPY 505 Conducting Quantitative Educational Research
303. Human Growth and Development. (3)
Measurement 3 hrs Principles of human growth and development across the life
EDPY 572 Classroom Assessment span and implications for education.
–or–
EDPY 574 Introduction to Educational and Psychological 310. Learning and the Classroom. (3)
Measurement The basic principles of learning, particularly cognition, moti-
vation and assessment, and their application to classroom
Statistics 3 hrs
situations.
EDPY 502 Survey of Statistics in Education
–or– 391./591. Problems. (1-3, no limit) ∆
EDPY 511 Introductory Educational Statistics
472./572. Classroom Assessment. (3)
The “or” selections are made in consultation with the stu-
Provides educators with skills in assessment and knowledge
dent’s advisor and Committee on Studies. Students who
of issues in measurement and assessment. Skills necessary
intend to go on to the Ph.D. should choose EDPY 505, 511,
to understand and communicate large-scale test information
and 574. More advanced courses may also be substituted
are also developed.
with permission.
500. Survey of Research Methods in Education. (3)
The Doctor of Philosophy degree in Educational Psychology
Overview of quantitative and qualitative research methods
requires 90 total graduate credit hours. Of these, 24 hours are
for research consumers. Emphasis is on locating published
in a supportive area and 18 hours are dissertation units. The
research and reading research reports with critical understand-
doctorate requires 36 hours of core courses in EDPY.
ing of researchers’ methods of data collection and analysis.
Ph.D. Required Core Courses
502. Survey of Statistics in Education. (3)
EDPY 503 Principles of Human Development
Non-technical overview of statistical methods in educational
EDPY 505 Conducting Quantitative Educational
research; computation is not covered. Emphasis on develop-
Research
ing critical understanding of statistical methods and results
EDPY 510 Principles of Classroom Learning
when reading and interpreting research, not on producing 586. Psychological Development of Women. (3)
research or calculating statistics. Prerequisite: an introductory course in the psychology of
Pre- or corequisite: 500. personality. An introductory course in women studies is rec-
ommended but not essential.
503. Principles of Human Development. (3) Prerequisite: PSY 331.
Principles of human growth and development, which include
cognitive, psychosocial and physical development across the 591./391. Problems. (1-3 to a maximum of 18) ∆
life span, with a particular focus on educational implications.
593. Topics. (1, no limit) ∆
504. Statistical Software Applications for Education
Research. (1-3) 595. Advanced Field Experiences. (3-6 to a maximum
Provides open lab, practicum-style opportunity to learn of 12) ∆
SPSS® for Windows. First five weeks (1 unit) cover introduc- Prerequisite: acceptance into a graduate program and per-
tion, orientation and basics. Remainder covers other tech- mission of instructor.
niques (1–2 credits) by arrangement with instructor.
Prerequisite: 511. Restriction: permission of instructor. 598. Directed Readings. (3-6 to a maximum of 6) ∆
505. Conducting Quantitative Educational Research. (3) 599. Master’s Thesis. (1-6, no limit) ∆
Provides students with skills for designing quantitative edu- Offered on a CR/NC basis only.
cational research, including identifying a problem, reviewing
literature, formulating hypotheses, considering ethical issues, 603. Applied Statistical Design and Analysis. (3)
selecting participants, selecting or constructing measures, Includes factorial analysis of variance (ANOVA), planned
making valid inferences, writing reports. comparisons, post hoc tests, trend analysis, effect size
and strength of association measures, repeated measures
510. Principles of Classroom Learning. (3) designs. Emphasis on solving applied problems using statisti-
Research and theory in learning, particularly cognition, cal analysis with computer software.
motivation and assessment, with emphasis on educational Prerequisite: 511.
implications.
604. Multiple Regression Techniques as Applied to
511. Introductory Educational Statistics. (3) Education. (3 to a maximum of 6) ∆
EDUCATION
EDUCATION
Foundations of statistical methods for research producers. Includes bivariate regression, multiple regression with contin-
Covers sampling methods, descriptive statistics, standard uous and categorical independent variables and interactions,
scores, distributions, estimation, statistical significance test- orthogonal and nonorthogonal designs and selected post hoc
ing, t-tests, correlation, chi-square and effect size using analyses. Computer analysis, conceptual understanding and
SPSS® for Windows and computation. applications to educational research are stressed.
Pre- or corequisite: 505. Prerequisite: 603.
513. Aging and Education. (3) 606. Applied Multivariate Statistics. (1-3, may be
Characteristics of the aging process and theories about repeated twice) ∆
aging which have special relevance for educators dealing Advanced statistical techniques including discriminant func-
with adults. tion analysis, multivariate analysis of variance, canonical
correlation, principal components analysis and exploratory
515. Survey and Questionnaire Design and Analysis. (3) factor analysis. Emphasis on conceptual understanding and
Covers survey research from item writing and survey devel- use and interpretation of computer software.
opment to sampling, administration, analysis and reporting. Prerequisite: 603. Grading Option: A+, A, A-, B+, B, B-, C+,
Emphasizes applications and interpretations in educational C, F, CR/NC.
and social science research and use and interpretation of
statistical software for survey research. 607. Structural Equation Modeling. (3)
Prerequisite: 511. Theory, application, interpretation of Structural Equation
Modeling (SEM) techniques. Includes covariance structures,
520. Motivation Theory and Practice. (3) path diagrams, path analysis, model identification, estimation
The course promotes understanding of current theories and and testing; confirmatory factor analysis, structural equa-
research in motivation with an emphasis on applications in tion modeling and linear structural relations using latent
educational settings. Strategies for establishing motivation- variables.
rich environments will be developed. Prerequisite: 604 or 606.
524. Computers in the Educational Process. (3) 610. Seminar in Classroom Learning. (3 to a maximum
Students will be introduced to several ways computers of 6) ∆
may be used in educational settings. Also programming in An examination of selected research and theory on learning
BASIC. and cognition in specific domains with emphasis on applica-
Restriction: permission of instructor. tion to classrooms or other learning situations.
565. Seminar in Thought and Language. (3) 613. Seminar in Human Growth and Development. (3 to
(Also offered as LING, PSY 565.) a maximum of 6) ∆
Examination of selected topics in research and theory relevant
572./472. Classroom Assessment. (3) to human growth and development, including implications for
Provides educators with skills in assessment and knowledge instruction and child rearing. May be repeated once for credit
of issues in measurement and assessment. Skills necessary when topics differ.
to understand and communicate large-scale test information
are also developed. 645. Advanced Seminar in Educational Psychology. (3
to maximum of 12) ∆
574. Introduction to Educational and Psychological Seminar introduces students to current research topics and
Measurement. (3 to a maximum of 6) ∆ professional issues in Educational Psychology.
A survey of classical and modern approaches to mea-
surement and assessment as applied to education and/or 650. Dissertation Seminar. (1-3 to a maximum of 6) ∆
psychology. Includes measurement and scaling, reliability Offered on a CR/NC basis only.
and validity, traditional and alternative assessment methods.
Prerequisite: 511. 651. Advanced Seminar in Quantitative Educational
Research. (1-3 to a maximum of 6) ∆
Seminar introduces advanced students to current research
designs and controversies, statistical analysis techniques and
computer applications.
Prerequisite: 603.
674. Advanced Educational and Psychological arly work of the program extends to the community through
Measurement. (3) collaboration with families, schools, health and social service
Topics and issues in measurement, including generalizability agencies, businesses, public policy agendas and government
theory, item response theory, differential item functioning, entities. Faculty and students strive to be responsive to the
test development, bias, and fairness. evolving needs of external constituencies.
Prerequisite: 574 and 603. Co-requisite: 604.
FAMILY STUDIES Students wishing to apply for the Certified Family Life
Educator designation of the National Council on Family
Relations refer to the NCFR web site. For details on require-
Deborah Rifenbary, Department Chairperson ments and application http://www.ncfr.org. Note that a course
Department of Individual, Family and Community Education in human sexuality is required.
Family Studies, Simpson Hall
MSC05 3040
1 University of New Mexico Minors
Albuquerque, NM 87131-0001 Family Studies
(505) 277-4535 Human Development and Family Relations
Professor Contact the Family Studies Program, Simpson Hall, for more
Virginia C. Shipman, Ph.D., University of Pittsburgh information and specific requirements.
Associate Professors
Ziarat Hossain, Ph.D., Syracuse University
Pamela Olson, Ph.D., Oregon State University
Major: Family Studies (B.S.)
Professors Emeritae Curriculum
Estella A. Martinez, Ph.D., Michigan State University
Mary Smith, Ph.D., Colorado State University Family Studies Core (21 credits)
Pauline Turner, Ph.D., University of Texas FS 213 Marriage and Family Relationships 3
FS 281 Introduction to Family Studies 3
Contact FS 312 Parent/Child Interactions 3
Program information and application for admission: Family FS 343 Family Management Theories 3
Studies Program, College of Education Advisement Center, FS 395 Field Experience I 3
Hokona Hall, 277-3190, and Family Studies Program office FS 481 Families and Public Policy 3
at Simpson Hall, 277-4535. FS 484 Ethnic Minority Families 3
Family Relations (6 credits)
FS 310 Friends and Intimate Relations 3
Mission FS 313 Family Theories and Contemporary Lifestyles 3
The mission of the Family Studies program is to prepare stu- FS 384 Familias de Nuevo México 3
dents for participation in a complex and challenging society FS 411 Marriage and Family Life Education 3
by working in arenas that endeavor to enhance individual and FS 412 Fathering 3
family strengths. Strengthening families and their individual Family Resource Management (9 credits)
members facilitates the development of a life long learning FS 443 Application of Family Management Theories 3
environment. Programs are designed to provide a solid foun- Plus 6 credits from the following:
dation in human development, interpersonal relations, family FS 341 Ecological Aspects of Housing 3
relations and family resource management that recognizes FS 344 Consumer Decisions 3
the dynamic interactions of theory, research and relevant FS 444 Family Finance 3
practices. Family Studies is an interdisciplinary and multidis-
ciplinary field, exemplifying effective practice and scholarly Human Development (6 credits)
inquiry that are sensitive and responsive to issues of cul- FS 202 Infant Growth and Development 3
tural diversity. Consistent with the mission of the College FS 304 Growth and Development in Middle Childhood 3
of Education, Family Studies addresses critical education FS 315 Adolescent Development in the Family 3
issues within the contexts of families and communities in both FS 403 Growth and Development of the Preschool Child 3
the educational and social services environments. The schol- FS 416 Adult Development in the Family 3
Students may count up to 6 hours of FS 391 towards pro- 2. Human Development/Family Relations (3), for example:
gram requirements. 202, 313, 403, 411, 412, 416
General Education Requirements (46-47 hours) Nine hours must be numbered above 300. Grades of C or
ENGL 101 3 better are required in all Family Studies courses used to meet
ENGL 102 3 this requirement. This is a non-teaching minor. If the courses
PSY 105 3 are required in both the major and the minor, an equivalent
SOC 101 –or– ANTH 130 3 number of approved hours shall be added to the total hour
requirement.
BIOL 110 –and– BIOL 112L 4
–or– In addition, the student must complete unrestricted electives
BIOL 123 and 124L for minimum total of 128 credit hours. Consult the program
ECON 105 3 faculty for specific courses. The student must complete 40
STAT 145 3 hours above 300.
NUTR 120 –or– 244 3
Possible Multicultural Electives: See Advisor 3 This minor is available for majors in all departments with
ANTH 130 Cultures of the World approval from major advisors.
ANTH 238 Cultures of the Southwest
HIST 260 History of New Mexico
PSY 374 Cross-Cultural Psychology Major: Human Development and
SOC 216 Dynamics of Prejudice
SOC 308 Sociology of Gender Family Relations (B.S.)
SOC 326 Sociology of New Mexico
Curriculum
Core: Humanities (two courses) 6
Physical or Natural Science 3/4 Major Requirements (45 hours)
Fine Arts 3 Family Studies Core (21 credits)
Second Language 3 FS 281 Introduction to Family Studies 3
FS 213 Marriage and Family Relationships 3
Core Choices:
FS 312 Parent/Child Interactions 3
EDUCATION
Physical or Natural Science: ANTH 150 and 151L;
EDUCATION
FS 343 Family Management Theories 3
ASTR101; CHEM 111L, (121 and 123L) or 131L, (122
FS 395 Field Experience I 3
and 124L) or 132L; EPS101 and 105L, 201L; ENVS 101;
FS 481 Families and Public Policy 3
GEOG 101 and 105L; NTSC 261L, 262L, 263L; PHYC
FS 484 Ethnic Minority Families 3
102–102L, 151–151L, 152–152L, 160–160L, 161–161L.
Family Relations (9 credits)
Humanities: AMST 186, CLST 107, 204, 205; COMP
FS 310 Friends and Intimate Relationships 3
223, 224; ENGL 150, 292, 293; HIST 101L, 102L,
FS 313 Family Theories and Contemporary Lifestyles 3
161L,162L, PHIL 101, 201, 202; RLST 107; UHON
FS 411 Marriage and Family Life Education 3
121; 122.
FS 412 Fathering 3
Fine Arts: ARTH 101, 201, 202; DANC 105; MA 210;
Human Development (12 credits)
MUS 139, 140; THEA 122.
(Choose from the following courses)
Second Language: MLNG 101; one course chosen FS 202 Infant Growth & Development 3
from any of the lower-division non-English language FS 207L Infant Laboratory 1
offerings of the Departments of Linguistics, Spanish and FS 304 Growth and Development in Middle Childhood 3
Portuguese, and Foreign Languages and Literatures. FS 315 Adolescent Development in Family 3
In addition, the student must complete unrestricted elec- FS 403 Growth and Development of the Preschool Child 3
tives for a minimum total of 128 credit hours. Consult the FS 407L Preschool Child Laboratory 1
program faculty for specific courses. The student must FS 416 Adult Development in the Family 3
complete 40 hours above 300. Family Resource Management (3 credits)
(Choose from the following courses)
Suggested Minor for FS Students FS 341 Ecological Aspects of Housing 3
(18–21 credits) FS 344 Consumer Decisions 3
FS 443 Application of Family Management Theories 3
Anthropology FS 444 Family Finance 3
Economics
English General Education Requirements (61–62 hours)
Communication and Journalism ENGL 101 3
Management ENGL 102 3
Psychology PSY 105 3
Sociology SOC 101 3
ANTH 130 3
Note: See minor department for specific requirements
BIOL 110 and 112L 4
and/or information. Also, be advised that minor is not a
–or–
requirement for the College of Education students major-
BIOL 123 and 124L
ing in Family Studies. A student without a minor must
complete a total of 54 hours (instead of 45) in Family ECON 105 3
Studies. STAT 145 3
NUTR 120 –or– 224 3
Curriculum for Family Studies Minor Possible Multicultural Electives (see advisor) 3
ANTH 130 Cultures of the World
A minor in Family Studies consists of a total of 21 hours, 12 of ANTH 238 Cultures of the Southwest
which are core courses for majors. These courses are: HIST 260 History of New Mexico
FS 213 Marriage and Family Relationships 3 PSY 374 Cross-Cultural Psychology
FS 312 Parent-Child Interactions 3 SOC 216 The Dynamics of Prejudice
FS 343 Family Management Theories 3 SOC 308 Sociology of Gender
FS 484 Ethnic Minority Families 3 SOC 326 Sociology of New Mexico
Additional 9 hours from ANTH, PSY and/or SOC 9
A minimum of 9 additional hours distributed among the fol- Core:
lowing is required: Writing and Speaking 3
1. Family Resource Management (6), for example: 341, Physical or Natural Science 3/4
344, 443 Humanities (two courses) 6
Second Language: MLNG 101; one course chosen from any Graduate programs are designed to prepare students for
of the lower-division non-English language offerings in the a variety of career options, including family specialists and
Departments of Linguistics, Spanish and Portuguese, and others concerned with supporting families as educators and
Foreign Languages and Literatures. learners. Employment opportunities are available in schools,
universities, community agencies, business and industry, and
In addition, the student must complete unrestricted elec- many other settings where work is directed toward educa-
tives for a minimum total of 128 credit hours. Consult the tion, prevention, support and research with individuals and
program faculty for specific courses. The student must families.
complete 40 hours above 300.
The graduate unit offers work leading to a Master of Arts
Suggested Minor for HDFS students degree in Family Studies and a doctorate (Ph.D.) in Family
Studies. All M.A. students must fulfill the general admission
(18–21 credits) requirements and the Plan I (with thesis) or Plan II (without
thesis) requirements set forth earlier in this catalog. M.A. stu-
Anthropology
dents who plan to acquire research skills or to pursue a doc-
Psychology
torate are encouraged to follow Plan I. A Master’s degree is
Sociology
prerequisite to application for the doctoral program. Students
Special Education
applying for the doctoral program are required to provide the
Note: See minor department for specific requirements results of performance on the GRE taken within the past five
and/or information. Also, be advised that minor is not a years. The M.A. in Family Studies may be pursued in one of
requirement for the College of Education students majoring these concentrations:
in Human Development and Family Relations. A student Family Life Education*;
without a minor must complete a total of 54 hours (instead Family Relations; and
of 45) in the Program. Human Development in Families.
Curriculum for Family Studies Minor Contact the graduate unit office for more information about
specific requirements for all programs.
in Human Development and
* Students wishing to apply for the Certified Family Life
Family Relations Educator designation of the National Council on Family
Relations refer to the NCFR web site. For details on
A minor in Human Development and Family Relations con-
requirements and application http://www.ncfr.org.
sists of a total of 21 hours, 4 of which are required as core
courses. These core courses are: .
FS 213 Marriage and Family Relationships 3 Master’s Degree and
FS 312 Parent-Child Interactions 3
FS 343 Family Management Theories 3 Degree Concentrations*
FS 484 Ethnic Minority Families 3 All M.A. students must fulfill the general admission require-
ments and the Plan I or Plan II requirements set forth in
Select 6 hours in Human Development (FS 202/207L, 304,
the preceding College of Education section in this catalog
315, 403/407L, 416) and 3 hours in Family Relations (FS
and in the sections on graduate studies at the University
310, 313, 411, 412).
of New Mexico. The Master’s in Family Studies may be
This minor is available for majors in all departments with pursued in one of the three following concentrations: Family
approval from major advisors. Life Education, Human Development in Families or Family
Relations. Students completing the Master’s degree with a
concentration in Family Life Education will be eligible to apply
Departmental Honors for the Certified Family Life Educator (CFLE) certificate from
the National Council on Family Relations. Instructions and
The Departmental Honors program is open to Family Studies
more information may be obtained from the Program Office
majors who have an overall GPA of at least 3.20. Students
in Simpson Hall.
must seek advisement from a faculty member willing to serve
as mentor for the honors courses and research. An Honors The Master’s in Family Studies offers flexibility in developing
thesis is written during the student’s final semester. Required a program of studies to meet the interests of the student.
courses are FS 497, 498, and 499. These courses are in Applicants are expected to have completed 18 hours of
addition to those required for the major. social and/or behavioral science courses (e.g., anthropology,
family studies, psychology, sociology) prior to admission.
Additional information and the required application form are
Graduate Program available from the graduate unit office. Acceptance into the
Graduate Advisor Master’s program is based upon ratings of several factors,
All students are assigned an initial advisor upon acceptance including scholarship, academic background (especially in
into the program with the option of selecting a new advisor the social/behavioral sciences), work experience, letters of
later in collaboration with faculty. recommendation, a personal statement and multicultural
experience. Prospective students must first apply for admis- Concentration: Human Development in
sion to the Office of Graduate Studies.
Families
* The requirements for the Master’s degree in Family
Studies consist of 42 semester hours. Program Core: (24)
FS 500 Professional Seminar in Family Studies 1,1
Taken twice for a total of 2 credits.
Concentration: Family Life Education (Taken first enrolled fall and in the spring
concurrently with FS 571.)
Program Core: (24) FS 503 Seminar in Human Growth and Development 3
FS 500 Family Studies Professional Seminar 1,1 FS 517 Family Interaction Theories 3
Taken twice for a total of 2 credits. FS 543 Managing Family Resources 3
(To be taken first enrolled fall and in spring FS 570 Research Methods in Family Studies 3
with FS 571.) FS 571 Application of Family Research 1
FS 503 Seminar in Human Growth and Development 3 FS 581 Seminar: Legal, Ethical and Policy Issues
FS 517 Family Interaction Theories 3 in Family Studies 3
FS 543 Managing Family Resources 3 FS 584 Multicultural Issues: Working with Families 3
FS 570 Research Methods in Family Studies 3 EDPY 511 Introductory Educational Statistics 3
FS 571 Application of Family Research 1
FS 581 Seminar: Legal, Ethical and Policy Issues Other Required Family Studies Courses: (6) (must take
in Family Studies 3 two of three)
FS 584 Multicultural Issues: Working with Families 3 FS 502 Developmental Issues in Families:
EDPY 511 Introductory Educational Statistics 3 Infancy and Early Childhood 3
Other Required Family Studies Courses: (9) FS 504 Developmental Issues in Families:
FS 411 Family Life Education 3 Middle Childhood and Adolescence 3
FS 501 Parent Education 3 FS 508 Developmental Issues in Families:
FS Elective 3 Adulthood and Aging 3
EDUCATION
EDUCATION
–and– Elective outside the program 3
Plan I (Thesis Option)
FS 599 Thesis 6 Other: (6)
–or– Plan I
Plan II (without thesis) FS 599 Thesis 6
FS 595 Advanced Field Experience 3 –or–
Elective outside the program 3 Plan II
Total Required Hours 42 FS 595 Advanced Field Experience 3
Note: For a student to be eligible for CLFE they also must Elective outside the program 3
complete HED 212 or PSY 231. Total Required Hours 42
resources, multicultural issues in working with families and 313. Family Theories and Contemporary Lifestyles. (3)
children, introductory statistics and a course in research Family theories, conceptual frameworks and research rel-
methods. In addition, students must have 24 credit hours in evant to current family lifestyles including single parents,
a secondary discipline and complete 15 hours to meet the remarried, same sex, cohabitants.
inquiry skills requirement. All of these components are out- Prerequisite: 213.
lined in the Family Studies Ph.D. Program of Studies.
315. Adolescent Development in the Family. (3)
Family Studies Doctoral Core Curriculum* 12 Developmental interaction and communication patterns of
FS 581 Seminar: Legal, Ethical, and Policy Issues adolescents within a family setting.
in Family Studies 3
FS 670 Advanced Seminar in Theory and 341. Ecological Aspects of Housing. (3)
Research in Family Studies I 3 Variations in housing structures and the impact of housing on
FS 671 Advanced Seminar in Theory and family functioning.
Research in Family Studies II 3
FS 696 Internship 3 343. Family Management Theories. (3)
Comparison of current theories of family management.
* To be eligible for the doctoral core courses, students will Restriction: major in program or permission of instructor.
be expected to have completed or be currently enrolled in
Family Studies graduate courses or their equivalent in: 344. Consumer Decisions. (3)
FS 503 Seminar in Human Growth and Development 3 Role of the family member as a consumer and exploration of
FS 517 Family Interaction Theories 3 the resources available for purchase decisions.
FS 543 Managing Family Resources 3
384. Familias de Nuevo México. (3)
FS 570 Research Methods in Family Studies 3
(Also offered as CHMS 384.) Taught in English. Families of
FS 584 Multicultural Issues: Working with Families 3
Hispano, Indo-Hispano, Mexican American and Mexicano
EDPY 511 Introductory Educational Statistics 3
heritage originating and/or currently residing in New Mexico
Additional Major Requirements 15 are studied from a family-ecological-system perspective.
Each student, with his/her Committee on Studies, selects 15 Family and child development topics across the life span
additional credits, 9 of which must be in Family Studies. are included.
304. Growth and Development in Middle Childhood. (3) 443. Application of Family Management Theories. (3)
Principles of growth and development for 6 to 11-year-olds Discussion of working with family members to identify and
in language, cognitive, physical, motor, social and emotional help meet family demands with an emphasis on family
areas. Influences on development included. resource use. Includes 40 hours in a field setting.
Prerequisite: 343.
310. Friends and Intimate Relationships. (3)
Survey of the research concerning friends and intimate rela- *444. Family Finance. (3)
tionships. Focus on the dynamic characteristics of friendship Financial decisions of families throughout the life cycle.
and other intimate relationships.
481. Families and Public Policy. (3)
312. Parent-Child Interactions. (3) Synthesis of issues in Family Studies with emphasis on the
Dynamic interactions of parents and children throughout the formulation and impact of public policies.
life cycle in diverse family configurations. Restriction: major in program or permission of instructor.
*484. Ethnic Minority Families. (3) 513. Seminar-Current Issues in Family Studies. (3, no
Survey of family dynamics of ethnic minority families in the limit) ∆
U.S. Topics include gender roles, mate selection, conjugal Topics vary from term to term, but are all critically important
power, intermarriage, child development, parenting, the for Family Studies. They include but are not limited to: Death
elderly, kinship patterns and reciprocal impact of social envi- & Dying and Family Violence.
ronments and family systems.
514. Fatherhood. (3)
493./593. Topics. (1-3, no limit) ∆ A critical examination of issues related to fatherhood includ-
ing the multiple dimensions of paternal involvement, influ-
495. Field Experience II. (1-6 to a maximum of 6) ∆ ences on involvement and consequences of involvement.
Continuation of 395 with increased responsibilities/expecta- The course examines multiple perspectives and frameworks
tions for students. for understanding fatherhood.
Restriction: permission of instructor.
517. Family Interaction Theories. (3)
497. Reading and Research in Honors I. (2) Review of salient theories and dynamics involved in under-
Advanced studies and research under the supervision of a standing interaction patterns within contemporary families.
faculty mentor. The ability to analyze relationships is emphasized.
Restriction: permission of instructor. Restriction: permission of instructor.
498. Reading and Research in Honors II. (2) 543. Managing Family Resources. (3)
Advanced studies and research under the supervision of a A survey of the research in the field of family management
faculty mentor. to include family resources, decision making and work allo-
Prerequisite: 497. Restriction: permission of instructor. cation.
Prerequisite: a course in family management theories or
499. Honors Thesis. (2) permission of instructor.
Prerequisite: 498. Restriction: permission of instructor.
546. Family Systems Theories. (3)
500. Family Studies Professional Seminar. (1 to a maxi- This course examines the development of family systems
mum of 2) ∆ theories from the physical and biological sciences and
This seminar is the introduction into the Family Studies grad- explores current use within a broader ecosystemic perspec-
EDUCATION
EDUCATION
uate program. To be taken the first fall enrolled in the Family tive. Implications for research, education and clinical practice
Studies program and concurrently with FS 571. Offered on are illustrated and discussed.
a CR/NC basis only. Restriction: graduate standing.
Corequisite: 571.
560. Family Counseling. (3)
501. Parent Education. (3) (Also offered as COUN 560.) An introduction to history and
Focus on philosophy of parent education, including con- practice of counseling with families. A number of leading
tent, processes, procedures, techniques and resources. experts in the field are studied with respect to both their theo-
Implications of child development principles from infancy retical approach to the subject and their techniques.
through adolescence for parenting will be examined. Prerequisite: 517 and COUN 517 and 518 and 520 and 530.
502. Developmental Issues in Families: Early 570. Research Methods in Family Studies. (3)
Childhood. (3) Research design and methods used in research with families.
Addresses developmental issues in families with children Includes individual projects.
from birth through age 8, including all aspects of develop-
ment in children, with developmental implications for family 571. Application of Family Research. (1)
members, based on contemporary research. Faculty supervised experience in conducting a research
Prerequisite: a course in human development, early child- study relevant to family studies. Scholarly course work will
hood or developmental psychology. lead to presentation in a professional setting. Assignments
will vary depending on students’ goals and research-related
503. Seminar in Human Growth and Development. (3) experience.
Theories and research relevant to human growth and devel-
opment across the life span, including implications for educa- 581. Seminar: Legal, Ethical and Policy Issues in
tion, child rearing and counseling. Family Studies. (3)
Examination and analysis of contemporary issues relat-
504. Developmental Issues in Families: Middle ing to families from legal, ethical and policy perspectives.
Childhood and Adolescence. (3) Development of a code of ethics for family professionals.
Physical, affective, social and language/cognitive develop- Restriction: admission to doctoral program in FS, and permis-
ment in middle childhood and adolescence. Ecological and sion of instructor.
relational influences will be emphasized, including school,
gender, social class, family and peer relationships. {Offered in 584. Multicultural Issues: Working with Families. (3)
rotation with two other developmental courses.} Provides information specific to various subcultures in the
U.S.A., including cultural self-awareness, and the develop-
508. Developmental Issues in Families: Adulthood and ment of multicultural competence for successful interaction.
Aging. (3) Emphasis is on research findings on multicultural issues
Current issues concerning the biological, psychological and working with children, adults and families.
sociocultural aspects of adult development and aging within
the contexts of diverse family structures and lifestyles will be 591./391. Problems. (1-3 to a maximum of 12) ∆
examined through the study of the relevant research litera- May be repeated to a maximum of 6 credit hours for Master’s
ture. {Offered in rotation with 502 and 504.} Plan I and a maximum of 12 credit hours for Master’s Plan
II.
512. Working with Children and Families. (3)
Focus on similarities and differences in working with families, 593./493. Topics. (1-3, no limit) ∆
depending upon differences in client, practitioner, problem Various current topics in family studies are offered on a trial
and setting characteristics. basis before they are established as permanent courses.
Restriction: permission of instructor. Additional information may be obtained from the program.
595. Advanced Field Experiences. (3-6 to a maximum Health Education/School Health and
of 6) ∆
Course completed in a setting where student will work with Community Health Mission Statement
families and/or individuals. Students must participate 160
The Health Education program offers courses of study to
hours
prepare Health Education and Health Promotion specialists
Restriction: permission of instructor.
at the undergraduate and graduate levels. Students are
598. Directed Readings in Family Studies. (3-6 to a prepared to assume Health Education positions in schools,
maximum of 6) ∆ community, and public health agencies, and in health care
Independent readings to be arranged with individual faculty. and worksite settings. The national guidelines delineating the
Roles and Responsibilities of Health Education Specialists
599. Master’s Thesis. (1-6, no limit) ∆ serve as the basis for the course of studies at the under-
See Graduate Programs for total credit requirements. Offered graduate and graduate levels. In addition, special attention
on a CR/NC basis only. is given to preparing students to work within multi-cultural,
multi-ethnic communities in ways that respect and support
670. Advanced Seminar in Theory and Research in the healthy development of families and individuals within
Family Studies I. (3) those communities.
The first half of a two-semester course examining the nature
of theories, theoretical approaches to the study of families and
the application of various theories of human development. Major and Degree
Restriction: admission to FS doctoral program.
Health Education: Bachelor of Science in Education
671. Advanced Seminar in Theory and Research in (B.S.Ed.)
Family Studies II. (3)
The second half of a two-semester course examining the Undergraduate Program
application of certain theories to research on families and
the implications of family theories for education, prevention Twenty-six hours of course work completed, 2.5 GPA.
and social policies. Contact Advisement Center, Hokona Hall 277-5121
Prerequisite: 670. Restriction: admission to FS doctoral
program. Two concentrations are available to students majoring in
Health Education; both lead to a Bachelor of Science in
696. Internship. (3-6 to a maximum of 12) ∆ Education. The program prepares students to meet the
Designed to give the student practical experience in an competencies of the roles and responsibilities of the entry-
agency or other setting working with families and individuals, level Health Educator. Concentration One, School Health
under the supervision of a faculty member. To be taken near Education, which leads to eligibility to apply for teacher
the completion of all course work. licensure and prepares the student to teach health in middle
and secondary schools. Concentration Two, Community
699. Doctoral Dissertation. (3-12, no limit) ∆ Health Education, is a non-teaching concentration which
Students may not receive credit in dissertation until the provides students with a broad-based introduction to com-
semester in which the doctoral comps are passed. Offered munity and public health and prepares them for professional
on a CR/NC basis only. practice in community health agencies, clinical settings and
the work place. Both concentrations also prepare students
for graduate studies in Health Education at the University of
New Mexico or any of the many schools of public health in the
HEALTH EDUCATION United States. In addition, a minor in School Health Education
is available. Screening by Health Education faculty is a pre-
requisite to entering either concentration.
Gloria Napper-Owen, Department Chairperson NOTE: Student’s course work must include the University of
Department of Health, Exercise and Sports Sciences New Mexico core requirements and at least 40 hours of upper
Health Education, Johnson Center division (300 –level and above) credits.
MSC04 2610
1 University of New Mexico
Albuquerque, NM 87131-0001 Undergraduate Program
(505) 277-5151; FAX (505) 277-6227
e-mail: napperow@unm.edu
School Health Education–Concentration 1
Professors
State Board of Education licensure regulations are subject
Elias Duryea, Ph.D., University of Nebraska
to periodic change. Contact the College Advisement Center
Assistant Professor or program advisor for specific requirements for eligibility for
Magdalena Avila, Dr.P.H., University of California (Berkeley) licensure and/or endorsement. See preceding section on
Shawn Hrncir, Ph.D., University of New Mexico Licensure for application for license (K–12).
Christina Perry, Ph.D., University of New Mexico First Year
HED 164L Standard First Aid/Lab 3
Assistant Research Professor HED 171 Personal Health Management 3
Elba Saavedra, Ph.D., University of New Mexico ENGL 101 Composition I: Exposition 3
BIOL 123/124L Biology for Health Related Sciences
Adjunct Faculty and Non-Majors/Lab 4
Terrence Jones, Ph.D., University of New Mexico CHEM 111L Elements of General Chemistry 4
David Sleet, Ph.D., University of Toledo Soc & Behav Sci
Elaine Stone, Ph.D., University of New Mexico select from UNM Core Curriculum 6
Timothy Taylor, Ph.D, University of Oklahoma Fine Arts Elect
select from UNM Core Curriculum 6
Undergraduate Advising Contact
ENGL 102 Composition II: Analysis and Argument 3
Any Health Education Faculty Member, Johnson Center,
HIST 101L
(505) 277-5151
–or– 102L Western Civilization 3
Student Information Contact 35
and Application for Admissions
Margaret Chavez, Johnson Center 1150, (505) 277-5151
EDUCATION
EDUCATION
Instructional Materials 3 HED 471 Introduction to Community Health 3
HIST 260 History of New Mexico HED 482 Introduction to Health Education and
–or– 463 Hispanic Frontiers 3 Multi-Cultural Health Beliefs 3
STAT 145 Introduction to Statistics 3 HED 495 Field Experience 6
General Ed Elective 3 HED Electives 3
30 OLIT 421 Production and Utilization of
Instructional Materials 3
Fourth Year OLIT 483 Instructional Applications:
HED 310 Injury Prevention 1 Computer Technology 3
HED 321 Violence Prevention 1 General Electives 7
HED 445 Strategies for Prevention of 32
Substance Use 1
EDUC 438 Teaching Reading and Writing
in the Content Field 3 Minor Study Requirements
HED 471 Introduction to Community Health 3 A minor in School Health Education consists of 26 of the
HED 481 Pre-student Teaching 2 following credit hours and must be approved with a faculty
HED 482 Introduction to Health Education and advisor in the School Health Education Program. Students
Multi-Cultural Health Beliefs 3 seeking teaching certification must consult with an Academic
HED 489 Student Teaching in Sec Sch 8 Advisor.
HED Electives 7
HIST Any History Course 3 The School Health Education Minor is as follows:
32 HED 164L Standard First Aid 3
HED 171 Personal Health Management 3
HED 212 Fundamentals of Human Sexuality 3
Community Health Education– HED 260 Foundations of Health Promotion 3
Concentration 2 HED 333 Emotional Health and Interpersonal
Relationships 3
First Year HED 345 Professional Applications in
HED 164L Standard First Aid/Lab 3 Health Education 3
HED 171 Personal Health Management 3 HED 362 Introduction to Health Behavior Theory 2
ANTH 130 Cultures of the World 3 HED 445 Strategies for Prevention of Substance Use 1
CJ 130 Public Speaking 3 HED 451 Teaching Strategies and Curriculum for
ENGL 101 Composition I: Exposition 3 Health Education 2
ENGL 102 Composition II: Analysis and Argument 3 HED 482 Health Promotion in Multicultural Setting 3
STAT 145* Introduction to Statistics 3
Soc & Behav
Sci Select from UNM Core Curriculum**
BIOL 123/124L Biology for Health-Related Science
6 Graduate Programs
and Non-Majors/Lab 4
CHEM 111L Elements of General Chem 4 Degree Offered
35
M.S. Health Education
* STAT 145 preferred or select from the UNM Core
Curriculum
Graduate Advisors
** Excluding any course from the Social & Behavioral
Magdalena Avila, Elias Duryea, Shawn Harris, Christina
Sciences that are listed in the program of studies
Perry
Second Year
HED 209 Education for AIDS Prevention 1 Student Information Contact
HED 247 Consumer Health 1 Carol Catania, Johnson Center 1150, (505) 277-5151
HED 260 Foundations of Health Promotion 3
BIOL 237 Human Anatomy and Physiology I Contact this office for student information and application
for the Health Sciences 3 materials for graduate study.
The course of study prepares students to meet the competen- Plan 1: Thesis
cies of the roles and responsibilities of the graduate-prepared Required course work, 21 hours; approved elective course
Health Educator. work, 9 hours; thesis, 6 hours (defense of thesis required).
Total program: 36 hours
The Master of Science in Health Education is available under
both Plan I (with thesis) and Plan II (without thesis), in accor- Plan 2: Non-Thesis (Passing Comprehensive
dance with regulations in the preceding part of the College Examination Required)
section of this catalog and other sections pertaining to gradu- Required course work, 21 hours, approved elective course
ate study. The specific concentrations include: work, 15 hours.
Total program: 36 hours
School Health Education. This concentration provides
preparation for graduate students wishing to teach or Deadlines for Application
administer health education programs in a school setting. Priority Final Application
In addition to core courses, students will take support Deadline Deadline
courses selected to meet the needs of each individual Fall semester: June 15 August 1
student. For students not currently certified to teach health Spring semester: November 1 December 15
education, the certification program may be taken concur- Summer session: April 1 May 1
rently.
The Priority Deadline is encouraged for best consideration;
Community Health Education. This concentration is however, all applications must be received by the Final
designed to prepare professional community health edu- Application Deadline.
cators. Emphasis is on preparing individuals for careers
in health education and in the application of behavioral Early application is recommended. These dates also apply
science and public health principles to health problems for financial aid.
and health promotion; for administrative and consultant
positions in agencies and institutions at local, state, and
national levels; and for positions in program planning and Health Education (HED)
evaluation. The program of study for the community health
164L. Standard First Aid. (1-3 to maximum of 3) ∆
concentration includes a core of courses. The support
Preparation in knowledge and skills to meet the needs in situ-
courses are selected to meet the career goals and needs
ations when basic first aid care is needed. Students eligible
of each individual student.
for Standard First Aid Certification and CPR Certificate.
State Licensure in Elementary or Secondary Education.
Graduate students without an undergraduate teaching 171. Personal Health Management. (3)
major or minor in health education can be certified by a Exploration of the major areas of health information pertinent
planned program of study. This program consists of basic to understanding how to achieve, maintain and promote
general education and professional education course work, positive health. Topics covered include mental health, drugs,
plus core and support courses. human sexuality, prevention and control of diseases, nutri-
tion, consumer health and ecology.
333. Emotional Health and Interpersonal Relationships. 492./592. Workshop. (1-4 to a maximum of 13) ∆
(3)
Course will examine a psychological framework that is the 493./593. Topics. (1-3, no limit) ∆
cause of a dysfunctional lifestyle and create a psychological
framework that can result in the improvement in the quality 495. Field Experience. (3-6 to a maximum of 12) ∆
of living. Planned and supervised professional laboratory or field expe-
riences in agency or institutional setting.
345. Professional Applications in Health Education. (1-3) Restriction: permission of instructor.
This course exposes school and community health educa-
tion majors to topics appropriate for the development and 506. Health Behavior. (3)
enhancement of professional competencies. This course explores multiple theories and models and their
Restriction: HED majors only. application in the development of health promotion programs
to support change within individuals, families and communi-
362. Introduction to Health Behavior Theory. (2) ties.
This course will provide an understanding of theoretical
principles of various health behavior theories that explain 507. Research Design in HPER. (3)
the adoption of health-compromising and health-promoting (Also offered as PEP 507.) Emphasizes an understand-
behaviors. ing of different research designs, their level of sophisti-
cation and their application from both a theoretical and
391./591. Problems. (1-3 to a maximum of 18) ∆ practical point of view.
Restriction: permission of health education faculty member.
509. Media/Public Relations in HPER. (3)
445. Strategies for Prevention of Substance Use. (1) (Also offered as PEP 509.) Introduction to principles of public
Examines basic principles for the development of effective relations publicity and crisis management in HPER and
strategies for substance use prevention programs for youth. sports administration.
Evidence of principles used in successful programs from
research literature will be provided. 511. Administrative Aspects of School and Community
Health. (3)
451./551. Teaching Strategies and Curriculum for Health Provides students with administrative skills such as leadership
Education. (2) style, communication techniques, problem solving, motiva-
EDUCATION
EDUCATION
Students will learn the principles for the development of tional strategies, budgeting, goal setting, evaluation, etc. as
effective teaching methods and for the development, imple- they pertain to school/community health education positions.
mentation and evaluation of Health Education prevention /
promotion curriculum. 530. Conflict Resolution. (3)
This course addresses current theories, strategies and prac-
471. Introduction to Community Health. (3) tices in conflict resolution for educational and organizational
New developments in research in major health problems, the leaders. Topics such as bullying, peer mediation programs,
ecology of local, national and world health problems. A basic and restorative justice are covered.
foundation in the history of public health, principles in environ-
mental health and control of disease in communities. 545. Advanced Strategies for Prevention of Substance
Use. (1)
473. Health Issues in Death and Dying. (3) Examines basic principles for the development of effective
An introduction to content in the area of death and dying: strategies for substance abuse prevention programs. In addi-
the dying process, grief, types and alternatives to funerals, tion, it will explore national and international initiatives that
out-of-body experiences, types of death and community reduce substance abuse and related health impacts.
resources available for support.
551./451. Teaching Strategies and Curriculum for Health
477./577. Stress Management. (3) Education. (2)
Deals with multiple causes of stress and its resolutions. Students will learn the principles for the development of effec-
Emphasizes chief stressors of adults, self-responsibility for tive teaching methods and for the development, implementa-
change, holistic approach, emotional/mental methods of tion and evaluation of Health Education prevention/promotion
stress reduction. curricula.
481. Pre-Student Teaching. (2) 560. Perspectives in Community Health Education. (3)
Students will be provided the experience to observe and to Course examines the multifaceted components of community
assist in the everyday responsibilities of the classroom health health in NM urban/rural communities. Provides an oppor-
educator. This experience will help prepare them for their tunity for critical dialogue with NM Communities and health
student teaching experience. professionals working with them to address health issues
Restriction: permission of instructor. impacting them.
482. Introduction to Health Education and Multicultural 571. Advanced Community Health Education Research.
Health Beliefs. (3) (3)
Course provides an overview of the health beliefs of people An overview of community health, its role in public health
in NM with an emphasis towards Latino/Hispanics, Native and current trends in community-based research. Examines
Americans, African Americans, Asians and Anglos. Examines different methodologies for conducting academic and com-
health behavior as influenced by health beliefs and prac- munity-based research.
tices.
572. Community Health Education Program Planning,
487./587. Physical Activity and Aging. (3) Development and Evaluation. (3)
(Also offered as PEP 487.) Concerned with the process of Designed to provide the graduate student with competen-
aging as it affects physical activity and the potential of physi- cies in program planning and evaluation. Principles of the
cal activity in adjustment to the process of aging. PRECEDE model and grantsmanship skills will be utilized to
develop a mock proposal on a health-related topic.
489. Student Teaching in the Secondary Schools. (8) Prerequisite: graduate status in Health Education.
Prerequisite: 481. Restriction: permission of instructor.
574. Epidemiological Principles for Health Educators. (3)
Designed to introduce students to statistics of diseases.
Course surveys various research designs used in discovering
and tracking diseases as they affect a human population.
576. Measurement and Evaluation in Health Promotion. Holbrook Mahn, Ph.D., University of New Mexico
(3) Kathryn Manuelito, Ph.D., Arizona State University
Designed to provide graduate students in Health Promotion Glenabah Martinez, Ph.D., University of Wisconsin
and related fields: competencies in major measurement/ Lois Meyer, Ph.D., University of California, Los Angeles
evaluation systems in HP and HE. Elizabeth Noll, Ph.D., University of Arizona
Leroy Ortiz, Ph.D., University of New Mexico
577./477. Stress Management. (3) Lucretia (Penny) Pence, Ph.D., University of Pittsburgh
Explores multiple causes of stress and its resolutions. Eliseo Torres, Ph.D., Texas A&M University, Kingsville
Emphasizes chief stressors of adults, self-responsibility for Ruth Trinidad Galván, Ph.D., University of Utah
change, holistic approach, emotional/mental methods of
stress reduction. Assistant Professors
Tryphenia Peele-Eady, Ph.D., Claremont Graduate
582. Health Promotion in Multicultural Settings. (3) University
Course focuses on conducting a critical analysis of health Chris Sims, Ph.D., University of California, Berkeley
literature using various databases and social cultural frame- Yoo Kyung Sung, Ph.D., University of Arizona
works for analyzing health issues as influenced by cultural
health beliefs in conducting research with diverse and multi- Lecturers
cultural communities. Leslie Chamberlin, M.L.S., Rutgers University
Shannon Reierson, Ph.D., University of New Mexico
587./487. Physical Activity and Aging. (3) Elaine Daniels, M.A., Natl-Louis University
(Also offered as PEP 587.) Concerned with the process of
aging as it affects physical activity and the potential of physi- Research Professor
cal activity in adjustment to the process of aging. Denise Wallen, Ph.D., University of New Mexico
SOCIOCULTURAL STUDIES interests and needs. All students are expected to develop
a program of studies combining course work in language,
literacy and sociocultural studies with course work in related
Dan Zancanella, Department Chairperson disciplines in the College of Education and other colleges.
College of Education The program places special emphasis on helping students
Department of Language, Literacy, and Sociocultural develop research and inquiry skills needed for the advanced
Studies study and analysis of education in its many social, cultural,
Hokona Hall 140 economic and political contexts.
MSC05 3040
1 University of New Mexico Deadlines for the M.A. are September 15 for admittance for
Albuquerque, NM 87131-0001 Spring and February 1 for Summer and Fall semesters. M.A.
(505) 277-0437 applications are reviewed after these deadlines. The deadline
for Ph.D. candidates is December 1, for the following fall
Professors semester. Applicants to the doctoral program are reviewed
Rebecca Blum-Martinez, Ph.D., University of California, after December 1. Documents describing the programs and
Berkeley guidelines for application are available upon request from the
Richard Meyer, Ph.D., University of Arizona department office. Applicants should review these documents
Don Zancanella, Ph.D., University of Missouri-Columbia before applying for admission to the programs.
Associate Professors
Ricky Lee Allen, Ph.D., University of California, Los Angeles Master’s Degree
Greg Cajete, Ph.D., International College, William Lyon
University All M.A. students must fulfill the general admission require-
J. Anne Calhoon, Ph.D., Marquette University ments and the Plan I (with thesis) or Plan II (without thesis)
Sylvia Celédon-Pattichis, Ph.D., University of Texas at requirements set forth in the preceding part of the College
Austin section of this catalog and in the sections on graduate
studies at the University of New Mexico. The master’s Language and Literacy
degree in Language, Literacy, and Sociocultural Studies LLSS 556 First and Second Language Development
may be pursued in one of the following concentrations: within Cultural Contexts (Required)
American Indian Education; Literacy/Language Arts; Bilingual Prerequisite: Introductory Linguistics course.
Education; TESOL (Teaching English to Speakers of Other
Languages); and Educational Thought and Sociocultural Suggested Electives:
Studies; and Social Studies. A core seminar (taken in the LLSS* 449 Teaching the Native Language to the Native
first year of the program) provides a set of foundational Speaker
perspectives in language, literacy and sociocultural studies, SPAN 547 Seminar in Southwest Spanish
and a six-hour research requirement encourages students LLSS 558 Literacy Across Cultures
to develop a range of inquiry skills, including the ability to LLSS 560 Language and Education in Southwest
connect research and practice. The purpose of the Master’s Native American Communities
program is to contribute to the development of professionals LLSS 567 Home Literacy and Schooling
in education and related fields. LLSS 579 The Teaching of Reading in the Bilingual
Classroom. (La Ensenanza de la Lectura.)
Culture
American Indian Education Concentration LLSS 583 Education Across Cultures in the Southwest
Program Core Requirements
Suggested Electives:
LLSS 500 Issues in Language/Literacy/Sociocultural
LLSS* 446 Hispanic Folklore for the Classroom (Folklore
Studies 3
en el Aula)
LLSS 590 Seminar 3
LLSS 560 Language and Education in Southwest Native
Research. Choose two from: 6 American Communities
LLSS 566 Issues in Hispanic Education
EDUC 500 Research Applications to Education
LLSS 501 Practitioner Research Educational Thought
LLSS 502 Introduction to Qualitative Research LLSS 580 Seminar in the Education of Bilingual
EDPY 502 Survey of Statistics in Education Students (Required)
Suggested Electives:
Concentration LLSS* 453 Theoretical and Cultural Foundations of
EDUCATION
EDUCATION
American Indian Education. Choose three from: 9 Bilingual Education
LLSS 551 History of American Indian Education LLSS 551 History of American Indian Education
LLSS 554 Teaching the Native American Child LLSS 566 Issues in Hispanic Education
LLSS 564 Issues in American Indian Education
LLSS 583 Education Across Culture in the Southwest Curriculum Development and Pedagogy
Suggested Electives:
Curriculum. Choose three from: 9 LLSS* 482 Teaching English as a Second Language
LLSS 560 Language and Education in LLSS 552 Curriculum Development in Mexican History
Southwest Native American Communities and Culture
LLSS 570 Science and Native American Education LLSS 557 Language, Culture and Mathematics
LING 515 Native American Languages LLSS 558 Literacy Across Cultures
ARTE 570 Art in Multicultural Education LLSS 559 Second Language Literacy
Finally, in consultation with an advisor in the program, LLSS 568 Alternative Assessment Practices for Second
students will also select an additional 6 semester hours Language Learners
related to the program concentration. LLSS 579 The Teaching of Reading in the Bilingual
Classroom: La Ensenanza de la Lectura
Total Plan I 30 (30 + 6 thesis hrs.) LLSS 582 Curriculum Development in Multicultural
Plan II 36 Education
Total 36
Bilingual Education (Spanish and * Indicates course is available for graduate credit.
V. Degree Completion Activity. Choose one from: 3-6 LLSS 517 Reading Informational Books,
(Consult advisor) an Instructional Strategy
Plan I– Thesis LLSS 538 Teaching Reading through the Content Field
LLSS 599: Master’s Thesis (6) CMTE 542 Principles of Curriculum Development
Completion of a Master’s thesis LLSS 544 Children’s Literature
Plan II – Non-Thesis. Choose one from: EMLS 551 Books and Related Materials for Young Adults
A. Professional Paper
LLSS 590: Seminar (3) Supporting Area Electives
Completion of a literature review or licensure dossier Plan I 9
Plan II 12
B. Master’s Exam. The support area should focus on some
LLSS 598: Directed Readings (3-6) aspect(s) of social studies including content
Completion of a master’s exam from the various disciplines. In consultation
with a faculty advisor, students may select
Total Credit Hours (I-V):
from the previous list of courses as well
Plan I – Thesis 36
as courses from other departments in the
Plan II(A) – Professional Paper 33
College of Education and/or other Colleges
Plan II(B) – Comprehensive Exam 33–36 within the University.
Total Plan I 30 (30 + 6 thesis hrs.)
Literacy/Language Arts Concentration Plan II 36
Program Core Requirements
LLSS 500 Issues in Language/Literacy/Sociocultural TESOL
Studies 3 Admission requirement: 9 hours of college course work in a
LLSS 590 Seminar 3 second language or fluency in a second language.
Research. Choose two from: 6 NOTE: This concentration includes Plan II only in
EDUC 500 Research Applications to Education order to meet very specific requirements of state
LLSS 501 Practitioner Research endorsement.
LLSS 502 Introduction to Qualitative Research Program Core Requirements 6
EDPY 502 Survey of Statistics in Education LLSS 500 Issues in Language/Literacy/Sociocultural
Studies
Concentration
LLSS 590 Seminar
LLSS 595 Advanced Field Experiences 3
LLSS 532 The Reading Process 3 Research 6
Two additional courses focusing on second language LLSS 503 Research in Bilingual Classrooms and
learning and/or cultural diversity in education, Communities. Prerequisite: LLSS 556 and
selected with advisement. 6 LLSS 580
Support area elective(s) Choose remaining course from:
Plan I 3 EDUC 500 Research Applications to Education
Plan II 12 LLSS 501 Practitioner Research
LLSS 502 Introduction to Qualitative Research
Total Plan I 33 (27 + 6 thesis hrs.) EDPY 502 Survey of Statistics in Education
Plan II 36
Concentration 24
Social Studies Students must take a minimum of 24 hours from courses in
the following areas. Courses which are required of all stu-
Program Core Requirements dents are indicated. Electives must be selected in conjunction
LLSS 500 Issues in Language/Literacy/Sociocultural with their faculty advisor. A maximum of 6 hours of course
Studies 3 work outside of the Department may be taken after consulta-
LLSS 590 Seminar 3 tion with the student’s faculty advisor.
Research. Choose two from: 6 Language and Literacy
EDUC 500 Research Applications to Education LLSS 556 First and Second Language Development
EDPY 511 Introductory Educational Statistics within Cultural Contexts (Required)
LLSS 501 Practitioner Research Prerequisite: Introductory Linguistics course
LLSS 502 Introduction to Qualitative Research
Suggested Electives:
Sociocultural Concentration 6 LLSS* 449 Teaching the Native Language to the Native
Choose two from: Speaker
LLSS 511 History of U.S. Education LLSS 560 Language and Education in Southwest
LLSS 515 Philosophy of Education Native American Communitiies
LLSS 516 Educational Classics LLSS 563 Seminar in Language Acquisition
LLSS 521 Proseminar: Sociology of Education LLSS 567 Home Literacy and Schooling
LLSS 523 Education and Anthropology LLSS 585 The Acquisition and Teaching of Grammar in
LLSS 582 Curriculum Development in Multicultural ESL
Education LLSS 558 Literacy Across Cultures
LLSS 583 Education Across Cultures in the Southwest LLSS 559 Second Language Literacy
LLSS 587 Perspectives on Sex and Gender in Education
Culture
Social Studies Concentration 3 LLSS 583 Education Across Cultures in the Southwest
Choose one from: (Required)
LLSS 520 Seminar in Social Studies
LLSS 540 Instructional Trends in the Social Studies Suggested Electives:
LLSS 549 History Education LLSS 560 Language and Education in SW Native
LLSS 550 Seminar in History Education American Communites
LLSS 566 Issues in Hispanic Education
Supporting Curriculum/Instruction 3
Choose one from: Educational Thought
CMTE 516 Integrating Curriculum in the Classroom LLSS 580 Seminar in the Education of Bilingual
Students (Required)
Suggested Electives: Completed separately, the two degrees would require 69–72
LLSS* 453 Theoretical and Cultural Foundations of credit hours. Under the dual degree program, full time stu-
Bilingual Education dents would be able to finish in approximately three years.
LLSS 551 History of American Indian Education
LLSS 566 Issues in Hispanic Education Students pursuing this program must meet admissions
requirements of both the College of Education and Latin
Curriculum Development and Pedagogy American Studies. Separate applications should be made
Suggested Electives: simultaneously to the Department of Language, Literacy
LLSS* 482 Teaching English as a Second Language and Sociocultural Studies and Latin American Studies. It is
LLSS 557 Language, Culture and Mathematics expected that applicants to this program will already have
LLSS 569 ESL Across the Content Areas completed the licensure requirements for secondary teach-
LLSS 558 Literacy Across Cultures ing.
LLSS 559 Second Language Literacy
LLSS 568 Alternative Assessment Practices for Second Students who are not licensed upon admission may pursue
Language Learners licensure through the Master’s in Secondary Education with
LLSS 582 Curriculum Development in Multicultural Licensure (concentration in social studies). This licensure
Education requires 36 hours of course work (at the undergraduate
LLSS 585 The Acquisition and Teaching of Grammar in and/or graduate level) in the social studies plus 24 hours of
ESL professional education course work. Students should contact
Total 36 the College of Education Advisement Center (505/277-3190)
for individual advisement. Latin American Studies students
* Indicates course is available for graduate credit. should be prepared for additional course work for licensure.
EDUCATION
EDUCATION
of a set of core courses focusing on Language, Literacy,
To focus on elementary language arts, students are required
and Sociocultural Studies; a set of research courses and a
to take the following:
research internship/field experience focusing on research
LLSS 532 The Reading Process
methodology and the relationship between research and
LLSS 537L Assessment in Reading and Language Arts
practice; an area of focus constructed by the student in
LLSS 567 Home Literacy and Schooling
consultation with their Committee; and a 24 hour minor or
And one course from the following:
supporting area. Areas of focus typically correspond to the
LLSS 514 Young Children Moving Into Literacy
broad areas delineated in the program’s name: “language,”
LLSS 541 Seminar in Children’s Literature
“literacy” and “sociocultural studies,” but the specific elements
LLSS 534 Seminar in Teaching Reading
of areas of focus are individualized to meet student needs.
To focus on middle school/secondary language arts, students For example, a student interested in literacy might construct
are required to take the following: an area of focus focusing primarily on adolescent literacy, or
LLSS 522 Seminar in English Curriculum and Instruction on the teaching of writing, or on the study of literacy needs
LLSS527 Studies in Rhetoric for Teachers in the K–12 schools.
LLSS 528 Studies in Reading and Literature for Teachers
A maximum of 36 credit hours of transfer/applied credit
And one course from the following: is allowed in the Ph.D. program. The doctoral program in
EMLS 551 Books and Related Materials for Adolescents Language, Literacy and Sociocultural Studies is intended
LLSS 538 Teaching Reading Through the Content Field primarily for students interested in college teaching and
LLSS 559 Second Language Literacy research in education (including teacher education) and/or
LLSS 558 Literacy Across Cultures leadership positions in education, social services and allied
professions.
MALLSS/MALAS
Doctoral Program
The College of Education and Latin American Studies
offer a dual degree program leading to master’s degrees (72–75 credit hours, plus dissertation)
in Language, Literacy and Sociocultural Studies and Latin Core (24–27 credit hours, plus dissertation)
American Studies. This program is intended to allow educa- Seminars 6
tion professionals to enhance their secondary school teach- LLSS 645 Seminar in Educational Studies
ing with Latin American topics in the humanities and social LLSS 640 Seminar in Language/Literacy
sciences. The program combines advanced professional
development in education with advanced interdisciplinary Research. Choose from: 12
study of Latin America and is designed to help students LLSS 501 Practitioner Research
integrate the two fields through coordinated advisement and LLSS 502 Introduction to Qualitative Research
bridge courses. LLSS 605 Advanced Qualitative Research
LLSS 623 Ethnographic Research
The program requires 51 credits of course work for students EDPY 502 Survey of Statistics in Education
who hold teaching certificates. It includes three components: EDPY 505 Conducting Quantitative Educational
21 hours of Language, Literacy and Sociocultural Studies Research
courses with a concentration on social studies education; 21 EDPY 511 Introductory Educational Statistics
hours of Latin American Studies course work divided between (Must include at least one quantitative and
two of the following concentrations: Anthropology, Art History, one qualitative course. Appropriate research
Brazilian Literature, Economics, Gender Studies, History, methods courses from outside COE may be
Human Rights, Philosophy and Religion, Political Science, substituted.)
Sociology, Spanish American Literature, and Spanish
Linguistics; and 9 hours of bridge courses: two core courses Research Internship/Field Experience 3–6
and one elective. LLSS 595 Advanced Field Experiences
and/or
LLSS 696 Internship
479./579. The Teaching of Reading in the Bilingual 516. Educational Classics. (3)
Classroom. (La Ensenanza de la Lectura) (3) This course focuses on influential educational perspectives
Analysis of various reading methods and assessment of that have provided a foundation for contemporary or emerg-
children’s reading skills, with a focus on balanced approach ing critical educational thought.
to reading. Taught in Spanish.
Prequisite: 456. Restriction: permission of instructor. 518. Comparative Education. (3)
Explores the connection between modes of education and
*480. Second Language Pedagogy. (3) the construction of inequality within and between nation-
states. The impact of race, ethnicity, gender, religion, class,
*482. Teaching English as a Second Language. (3) and politics on educational systems around the world will be
Required for ESL and Bilingual endorsements. Implementation considered.
of second language teaching principles through effective pro-
gram models and instructional practices. Field component 521. Proseminar: Sociology of Education. (3)
required. Introduces students to the structures and functions of schools
Prerequisite: 456. in the U.S. and other societies through an examination of
empirical research that looks at race, class, and gender
493./393./593. Topics. (1-3, no limit) ∆ oppression.
495. Field Experience. (3-6 to a maximum of 12) ∆ 522. Seminar in English Curriculum and Instruction. (3)
Planned and supervised professional laboratory or field expe- Advanced seminar focusing on current research and theory in
riences in agency or institutional setting. English language arts education as well as historical perspec-
Restriction: permission of instructor. tives on the English curriculum.
500. Issues in Language/Literacy/Sociocultural Studies. 523. Education and Anthropology. (3)
(3) An examination of the cultural context of learning and think-
Required core course for new LLSS Master’s students. ing. Topics include learning in the classroom, formal and
Addresses how social, political, economic, and cultural informal education, sociocultural perspectives on cultural
forces shape beliefs about race, class, language, gender, and transmission, cultural theories of education and the acquisi-
literacy. Implications for teaching, learning and educational tion of culture.
change will be examined.
EDUCATION
EDUCATION
524. Critical Race Theory. (3)
501. Practitioner Research. (3) Engages the premises of Critical Race Theory (CRT).
This course focuses on the theory and practice of school- Focuses on theorists and philosophers of color who write
based research. Will read research by other teachers/practi- about racial struggle in White hegemonic societies. Explores
tioners and design and implement a research project. the implications of CRT for educational research, policy, and
practice.
502. Introduction to Qualitative Research. (3)
Designed to give students an introduction to qualitative research 525. Reading Recovery Training Part I. (4)
methodologies and methods relevant to education. Students This course entails in-depth study of components and proce-
engage in the practice of qualitative methods from various dures of the Reading Recovery early intervention program.
activities and exercises. Classroom instruction will be coordinated with field experi-
ence of teaching four students.
503. Research in Bilingual Classrooms and Restriction: permission of instructor.
Communities. (3)
An examination of current research conducted in bilin- 526. Reading Recovery Training Part II. (3)
gual schools and communities. This course is designed for This course provides an advanced study of the early detection
advanced MA and PhD students with an interest in research. of reading difficulties. Reading Recovery is utilized as an early
Prerequisite: 556 and 580. intervention. Classroom instruction will be coordinated with
field experience of teaching four students daily.
510. Paulo Freire. (3) Prerequisite: 525. Restriction: permission of instructor.
Explores the writings of one of the most important educators
and thinkers of the 20th century: Paulo Freire. Also considers 527. Studies in Rhetoric for Teachers. (3, no limit) ∆
scholars who influenced his ideas as well as those who were An advanced course in the teaching of writing focusing on
influenced by his ideas. recent research and theory in composition studies.
511. History of U.S. Education. (3) 528. Studies in Reading and Literature for Teachers. (3)
This course explores the significance and function of edu- (Also offered as ENGL 528.) An advanced course in the
cational endeavors and institutions in U.S. society from the teaching of reading and literature with an emphasis on recent
sixteenth century to the present. Emphasizes the relationship research and theory in literature education.
between schooling and race, class, and gender.
529. Race, Ethnicity, and Education. (3)
513. Globalization and Education. (3) Concentrates on empirical studies that reveal how schools
Examines the arguments of various globalization discourses, work to create racial and ethnic inequality. Explores cur-
focusing on how each represents the relationship between rent debates about the concepts “race” and “ethnicity” and
globalization processes and educational phenomena. evaluates the consequences of these debates for educational
Problematizes the impact of globalization(s) on the worldwide studies.
struggle for equitable education for all.
530. Whiteness Seminar. (3)
514. Young Children Moving Into Literacy. (3) Looks at how white power and privilege shapes schools
(Also offered as ECME 514.) This course explores the pro- and society. Studies the impact for both people of color and
cesses of young children’s emergent literacy. It focuses on whites. Possibilities and limitations of white antiracism, multi-
selection of materials and design of activities appropriate for racial alliances, and antiracist education are explored.
use in the home, school and other settings.
Prerequisite: EDUC 331L, EDUC 333L. 532. The Reading Process. (3)
Explores the reading process through current theories,
515. Philosophy of Education. (3) research and implications for acquisition and instruction.
Introduces students to the foundations of educational phi- Theories and research are examined from a variety of per-
losophy. It focuses on thought from the 20th century while spectives.
recognizing the historical influences from Western and
non-Western nations. Special attention on race, class, and
gender.
534. Seminar in Teaching Reading. (3) 557./457. Language, Culture, and Mathematics. (3)
Advanced study focused on the research, debates, practices This course focuses on linguistic and cultural influences on
and themes in the teaching of reading with attention to the teaching and learning of mathematics. Additionally pro-
implications for multicultural/multilinguistic settings. {Offered vides information on how students construct mathematical
upon demand} skills and knowledge by examining best models of research
and practice. {Fall}
535. Critical Literacy. (3)
This course is an exploration of the ways in which texts 558./458. Literacy Across Cultures. (3)
are used to celebrate, control, transform, conceal, move to Theory and practice of literacy instruction in countries whose
action, manipulate, disclose, convince, and in other ways act languages are represented in students in the Southwest.
upon individuals and groups. Compare/contrast with current methods of teaching reading
and writing to native speakers of English.
537L. Assessment of Reading and Language Arts. (3)
Provides students theoretical and applied working knowledge 559./459. Second Language Literacy. (3)
of assessment issues and procedures. Students develop Current theory and practice in teaching reading and writing
lesson plans and teach lessons grounded in evidence-based in English to second language learners, elementary through
results of assessments of children. adult levels.
538. Teaching Reading through the Content Field. (3) 560./460. Language and Education in Southwest Native
Course explores issues of literacy development (i.e., reading, American Communities. (3)
writing, listening and speaking) across core content areas of (Also offered as LING 536 and NATV 460.) This course
the school curriculum. Required in secondary teacher educa- explores the historical context of education and its impact
tion for all content specialization areas. on Native American communities of the Southwest. Topics
include native language acquisition, bilingualism, language
540. Instructional Trends in the Social Studies. (3) shift, and language revitalization efforts in native communities
Examines social studies content, teaching practices and and schools.
student learning in K–12 classrooms. Emphasis is placed on
broadening and enhancing knowledge gained from personal 564. Issues in American Indian Education. (3)
experiences as a teacher and learner of social studies in The course examines contemporary issues of American
the schools. Indian children in southwestern classrooms faced by teach-
ers, counselors, and administrators at the elementary and
541. Seminar in Children’s Literature. (3-12 to a maxi- secondary levels, but may include post-secondary concerns.
mum of 12)
Theoretical stances and issues in the study of children’s 565. Latino/a Identities and Schooling. (3)
literature are explored in relationship to implications for From a cross-disciplinary approach this seminar focuses
classroom practice. on the identity construction of Latinos in the U.S. so as to
examine the manner they are preceived and understood in
544./443. Children’s Literature. (3) school systems.
A survey course of the field of children’s literature. Focuses
on knowledge and practice of literature, literary response and 566. Issues in Hispanic Education. (3)
classroom programs. This course is designed to assist educators to more fully
understand historical and contemporary issues related to the
545. Spanish-English Bilingualism. (3) education of Hispanic students in New Mexico, the Southwest
(Also offered as LING 532.) An introduction to issues in and across the country.
bilingualism with emphasis on Spanish and English in the
Southwest. Topics: language maintenance and shift, lan- 567. Home Literacy and Schooling. (3)
guage policy and education, borrowing and codeswitching, Through ethnographic studies and field research, course
first and second language acquisition, language attitudes. participants learn to critically analyze, value, and build upon
the diverse and rich literacy experiences that children from
551. History of American Indian Eduation. (3) different ethnic groups bring to school.
The course examines the history of Indian Education from
1890 to the present for Indians of the Southwest. The course 568. Alternative Assessment Practices for English
examines national studies, recorded government documents, Language Learners. (3)
scholarly writings, and oral history. The purpose of this course is to consider the dilemmas of
using traditional assessment instruments, such as stan-
552./452. Curriculum Development in Mexican History darized tests, with English language learners and to expose
and Culture. (3) course participants to a variety of alternative assessment
This course introduces students to the formative aspects of methods.
Mexican history and culture, and applies them to the develop- Prerequisite: 556.
ment of curricula for bilingual programs. (Taught in Spanish.)
Restriction: permission of instructor to ensure academic 569./469. ESL Across the Content Areas. (3)
proficiency in Spanish. The course addresses ESL/content-area instruction, which
integrates language and content instruction and focuses on
554. Teaching the Native American Child. (3) the issues of processing content in a second language and
The course explores methodologies for creating culturally the implied redesigning of instruction in grades K-12.
appropriate curricula for Native students. Emphasis is placed
on applying principles of integrated thematic instruction and 570. Science and Native American Education. (3)
research of Native learning styles and effective teaching The course explores best practices and methods for present-
methods. ing science to Native American learners. Students apply
recent brain research and teaching methods to develop
556./456. First and Second Language Development culturally responsive curricula applicable to Native learning
within Cultural Contexts. (3) styles and ontology.
First and second language development addressed as life-
long processes within cultural contexts, with greater empha- 579./479. The Teaching of Reading in the Bilingual
sis on second language development in children than adults. Classroom. (La Ensenanza de la Lectura) (3)
Language development in the classroom is given special Analysis of various reading methods and assessment of
attention. {Summer, Fall, Spring} children’s reading skills, with a focus on balanced approach
Prerequisite: an introductory linguistics course. to reading. Taught in Spanish.
Prequisite: 556. Restriction: permission of instructor.
580. Seminar in the Education of the Bilingual Student. 618. Sociological Theories of Education. (3)
(3) This course examines major sociological theories like func-
An advanced course which provides an overview of issues tionalism, structural-functionalism, conflict theory, economic
including the research, theory, and practice in bilingual edu- reproductionism, cultural reproductionism, resistance theory,
cation in New Mexico and other settings. and symbolic interactionism that have shaped educational
Restriction: enrolled in LLSS M.A. or Ph.D. degree program. studies. Possibilities and limitations for social transformation
are explored.
582. Curriculum Development in Multicultural
Education. (3) 623. Ethnographic Research. (3)
Graduate course focusing on the foundations of curriculum Seminar designed to engage students in the philosophy
development for diverse populations, including the theory and and methods of ethnographic research. Includes finding an
practice of curriculum development in multicultural settings in appropriate cultural scene, conducting the actual fieldwork,
the U.S. and abroad. {Summer, Fall, Spring} analyzing the data and writing up the study.
Prerequisite: 605.
583. Education Across Cultures in the Southwest. (3)
Focuses on issues, policies and school practices related 640. Seminar in Language/Literacy. (3)
to diversity and the education of native cultures of the A required core doctoral seminar designed to explore theo-
Southwest as well as more recently arrived linguistic and retical issues in language and literacy from an educational
cultural groups. perspective. Will read the important research literature in
these areas.
587. Perspectives on Sex and Gender in Education. (3)
(Also offered as WMST 487; however, it does not carry 643. Curriculum Theory Seminar. (3)
graduate credit.) (Also offered as MSET 643.) Doctoral level seminar examin-
ing curriculum theory.
588. Feminist Epistemologies and Pedagogies. (3)
By engaging various understandings of epistemology, this 645. Seminar in Educational Studies. (3)
course examines the basis of knowledge from a feminist Required core course of first-year LLSS doctoral students.
standpoint. Feminist approaches to epistemology are then Introduces key concepts and debates in critical educational
employed to understand their relation to research and studies. The social context of schooling is examined through
pedagogy. historical, sociological, anthropological, psychological, and
EDUCATION
EDUCATION
interdisciplinary modes of inquiry.
590. Seminar. (3) Restriction: LLSS doctoral students only.
Synthesize course work which has made up master’s degree
program. Enhance student’s ability to defend professional 650. Dissertation Seminar. (1-3)
ideas. Develop competence in professional communication Designed to assist doctoral students in planning their disser-
oral and written. tation proposal. Students conceptualize and write a proposal
using qualitative methods. Participants bring drafts of various
591./391. Problems. (1-3 to a maximum of 9) ∆ components of their proposal to class where their work is
critiqued. Offered on a CR/NC basis only.
593./393./493. Topics. (1-3, no limit) ∆
681. Seminar in Multicultural Teacher Education. (3)
595. Advanced Field Experiences. (3-6 to a maximum Study issues related to multicultural education and student’s
of 12) ∆ learning and development. Focus will be on societal multilin-
Restriction: acceptance into a graduate program and permis- gualism, facilitation of multicultural growth and development
sion of instructor. in students and politics of the concept of multicultural educa-
tion in general.
596. Internship. (3-6 to a maximum of 12) ∆ Prerequisite: admission to Doctoral Study.
598. Directed Readings. (3-6 to a maximum of 6) ∆ 696. Internship. (3-6 to a maximum of 12) ∆
Offered on a CR/NC basis only.
599. Master’s Thesis. (1-6, no limit) ∆
Offered on a CR/NC basis only. 698. Directed Readings. (3-6 to a maximum of 12) ∆
605. Advanced Qualitative Research Methods. (3) 699. Dissertation. (3-12, no limit) ∆
(Also offered as LEAD 605.) A doctoral seminar focusing on Offered on a CR/NC basis only.
helping students understand qualitative research methods,
including: problem definition, data collection and analysis
and how to increase the trustworthiness of one’s findings. A
research study is required.
Prerequisite: 502. NUTRITION AND DIETETICS
606. Case Study Research Methods. (3)
Deborah Rifenbary, Department Chairperson
Students conceptualize, develop, conduct, and report a pilot
Department of Individual, Family, and Community Education
case study research project. Course includes an emphasis
Nutrition and Dietetics Program
on qualitative data analysis techniques and the writing of
Simpson Hall
case narratives.
MSC05 3040
Prerequisite: 502.
1 University of New Mexico
614. Vygotsky Seminar. (3) Albuquerque, NM 87131-0001
A doctoral-level seminar in which the seminal writings of (505) 277-4535
the Russian psychologist, Lev Vygotsky, will be examined http://coe.unm.edu/nutrition
in depth. This seminar will be of interest to Linguistics,
Associate Professors
Early Childhood, Psychology, Special Education, and LLSS
Carole Conn, Ph.D., R.D., C.S.S.D., F.A.C.S.M., University
students.
of Michigan
615. Contemporary Philosophies of Education. (3) Donna Lockner, Ph.D., R.D., The University of New Mexico
Focuses on the most recent trends in educational thought
Assistant Professor
from the U.S. and other societies. Special attention is paid to
Deborah Cohen, D.C.P., R.D., University of Medicine and
texts that speak directly to issues of race, class, and gender.
Dentistry of New Jersey
Lecturer
Jean Cerami, M.S., R.D., C.D.E., The University of New
Mexico
Dietetic Association (ADA), 120 South Riverside Place, Suite 244. Human Nutrition. (3)
200, Chicago, IL 60606-4876, (312) 899-0040, ext. 5400. This course provides an overview of all the nutrients includ-
Applications for the DI are due early in February for August ing function in the body and food sources. Dietary guidelines
admission. intended to promote long term health are stressed.
Prerequisite: BIOL 123 or 201 or CHEM 111L or 121 and
The Internship includes supervised practice in the areas of 123L.
clinical dietetics, community nutrition and food service man-
agement, as well as didactic (classroom) instruction. Interns 320. Methods in Nutrition Education. (3)
are enrolled as graduate students at the University of New Principles of education basic to effective learning by individuals
Mexico; however, completion of the M.S. degree is not or groups. Selection and effective use of teaching materials
required for DI completion. Information on applying to the and resources to promote the learning process.
DI and on additional requirements for completion of the M.S. Pre- or corequisite: 344.
degree are on the program Web site.
321. Management in Dietetics I. (3)
Principles of organization and management applied to dietet-
Degrees Offered ics practice including food service, clinical, and community
nutrition.
Prerequisite: 244. Restriction: Nutrition majors only.
M.S. in Nutrition
322. Management in Dietetics II. (3)
The Master of Science in Nutrition is designed to prepare Continuation of Management in Dietetics I.
students for careers in the field of Nutrition and Dietetics Prerequisite: 321.
including opportunities in administrative and clinical dietetics
and community nutrition programs. It is desirable that the 330L. Principles of Food Science. (4)
candidate has an undergraduate major in nutrition/dietetics. Chemical and physical properties of foods, scientific prin-
Individuals without an undergraduate degree in nutrition ciples of food preparation, objective and sensory evaluation
should consult a nutrition faculty member. Students with- of food modifications. Students design and conduct an inde-
out prior preparation in nutrition may be accepted into the pendent research project based on food science principles.
program following completion of prerequisites. A list of pre- Special fee required.
requisites is available on the program Web site. The degree Prerequisite: 321L and (CHEM 212 or 301). Pre- or corequi-
EDUCATION
EDUCATION
is available under both Plan I and Plan II in accordance with site: BIOL 239L. Restriction: Nutrition majors only.
the regulations in this catalog. Course work for this degree
can be chosen from a number of areas reflecting the interests 344. Energy Nutrients in Human Nutrition. (3)
and goals of the student and can include health education Carbohydrate, fat and protein in human nutrition. Emphasis
and exercise science. includes digestion, absorption, metabolism, food sources and
dietary recommendations. Implications for health promotion
Course requirements for the Master’s degree in Nutrition and disease prevention.
are: Prerequisite: 244 and (CHEM 212 or 301).
Nutrition (15 hours required)
Required for Plan I and Plan II: 345. Vitamins and Minerals in Human Nutrition. (3)
Water and fat-soluble vitamins, macrominerals and trace
NUTR 526 Nutrition Assessment 3
minerals in human nutrition. Emphasis includes absorp-
NUTR 528 Advanced Medical Nutrition Therapy 3
tion, metabolism, food sources, dietary recommendations,
Nutrition electives selected from: deficiencies and nutrient interactions. Implications for health
NUTR *424 Nutrition in the Life Cycle 3 promotion and disease prevention are explored.
NUTR 530 Phytochemicals in Health and Human Prerequisite: 344.
Performance 3
391./591. Problems. (1-3 to a maximum of 6) ∆
NUTR 535 Seminar in Nutrition 3
{Offered upon demand}
NUTR 591 Problems (1-6 credits)
NUTR 595 Advanced Field Experience (3-6 credits) 406. Community Nutrition. (3)
NUTR 593 Topics Application of community health principles to nutrition pro-
Research Methods (15 hours required for Plan I, grams for individuals and groups. Experiences will include
6 hours for Plan II) work with community nutrition programs.
Required for Plan I and Plan II: Prerequisite: 344. Pre- or corequisite: 345. Restriction:
Nutrition majors only.
EDPY 505 Conducting Quantitative Educational
Research *424. Nutrition in the Life Cycle. (3)
–or– Nutritional assessment, physical growth and development,
HED 507 Research Design in HPER 3 and the physiological basis for nutrient needs in pregnancy,
EDPY 511 Introductory Educational Statistics 3 lactation, infancy, childhood, adolescence and old age.
Required for Plan I: Application to food selection patterns and the influence of
social and cultural factors.
EDPY 603 Applied Statistical Design and Analysis 3 Prerequisite: 244 and BIOL 237. Restriction: junior standing
NUTR 599 Master’s Thesis 6 or higher.
Elective Courses (6 hours in Plan I; 15 hours in Plan II) 427. Medical Nutrition Therapy I. (3)
Selected after consultation with Nutrition program faculty. The application of diets in the treatment of impaired digestive
Plan I and Plan II: 36 credits and metabolic conditions using the case study approach.
Prerequisite: 345. Restriction: Nutrition majors only.
EDUCATION
EDUCATION
• Balance inquiry and advocacy while respecting the following:
individual or group within the social context.
• Model ethical practices in their work. 1. Management
MGMT 113 Management: An Introduction
To ensure that these objectives are met, the content of the MGMT 306 Organizational Behavior & Diversity
program’s courses are grounded in theoretical and empirical MGMT 307 Organization Change and Innovation
research and the extant literature, and are taught by expe- CJ 340 Communication in Organizations
rienced faculty using new and emerging technologies to
2. Communication and Journalism
facilitate activities, discussions, lectures, exercises, readings,
CJ 314 Intercultural Communication (required)
simulations, and collaborative projects with other institutions
–and– Select 6 additional hours from the following:
in the U.S. and overseas.
CJ 321 Interpersonal Analysis
The courses that comprise the OLIT Program also reflect CJ 323 Nonverbal Communication
the seven domains outlined in the College of Education’s CJ 327 Persuasive Communication
Conceptual Framework. Furthermore, the program’s courses CJ 344 Interviewing
have been correlated to the recommended competencies and CJ 425 Theory of Small Group Communication
guidelines that have been developed by the American Society CJ 441 Advanced Organization Communication
for Training and Development (ASTD), the International CJ 446 Organizational Analysis and Training
Society for Performance Improvement (ISPI), the Association CJ 443 Current Developments in Organizational
for Educational Communications Technology (AECT), the Communication
International Society for Technology in Education (ISTE),
Technical Course Work
and the National Council on the Accreditation of Teacher
(30 hours of community college technical course work)*
Education (NCATE) associations, and therefore reflect the
mission of the College and the requirements of the profes- Technology & Training (30 hours)
sion. 1. Theoretical Foundations (6 hours)
OLIT 481 Technological Change and Society
For recent updates and additional information on the OLIT OLIT 466 Principles of Adult Learning
Program and courses, visit our Web site at http://www.unm.
2. Instructional Technology (9 hours)
edu~OLIT
OLIT 420 Creativity and Technical Design
OLIT 421 Production and Utilization of Instructional
Undergraduate Program Materials
OLIT 483 Instructional Applications:
Computer Technology
Technology and Training
3. Training (15 hours)
(2+2 Program) OLIT 470 Workplace Training
OLIT 471 Designing Training
Major and Degree OLIT 472 Training Techniques
This program enables students who have completed an asso- OLIT 473 Measuring Performance in Training
ciate degree at a community college to complete a bachelor’s OLIT 495 Field Experience
degree at UNM. * OLIT advisor approval required to transfer technical
community college courses.
Technology and Training: Bachelor of Science
EDUCATION
EDUCATION
Not only do OLIT graduates have the flexibility to choose 420. Creativity and Technical Design. (3)
where they work, they also enjoy diverse and rewarding Design theory and principles as applied to the research and
employment options which include Instructional Design, development functions of industry. Product development
Organizational Development, Training and Development, via team organization, brainstorming, data analysis, oral
Distance Education, Project Management, and much more. presentations and creative problem solving. Two lectures,
3 hours lab.
Required Courses (24 credits):
OLIT 514 Theory and Practice of 421. Production and Utilization of Instructional
Organizational Learning 3 Materials. (3)
–OR– Includes training in the use of media production and display
OLIT 540 Foundations of HRD and equipment, production of graphic materials, overhead trans-
Instructional Technology 3 parencies, slides, audio recordings, posters and criteria for
OLIT 561 The Adult Learner 3 effective design and use of media materials in training and
–OR– education. Lab fee required.
LEAD 529 The Adult Learner 3
466. Principles of Adult Learning. (3)
OLIT 501 Instructional Design 3
Explores the world of the adult learner from historic, social,
OLIT 505 Contemporary Instructional
political and pragmatic perspectives. Issues of life stages,
Technologies: Survey 3
culture, teaching theory and andragogical practice are con-
–OR–
sidered as they relate to the practice of adult learning.
OLIT 525 Instructional Multimedia 3
OLIT 535 Theory and Practice of 470. Workplace Training. (3)
Distance Learning 3 Introduction to the concepts of training in the corporate
OLIT 507 Designing Knowledge sector.
Management Solutions 3
OLIT 508 Program Evaluation 3 471. Designing Training. (3)
OLIT 546 Cross Cultural Issues in Adult Learning 3 Introduction to the principles of planning and designing of
–OR– training packages and programs.
OLIT 537 Culture and Global eLearning 3
472. Training Techniques. (3)
Electives (9 credits) Introduction to the development of instructional training meth-
Students choose courses to strengthen their preparation in ods and strategies for corporate training programs.
specific areas of their choosing. Six of these 9 credits should
be from the OLIT program. 473. Measuring Performance in Training. (3)
Principles of evaluation of instruction and trainee perfor-
Elective courses may include: mance applied to organizational training programs.
OLIT 509 Collaborative Knowledge Creation
OLIT 511 Knowledge Dissemination and Application 481. Technological Change and Society. (3)
OLIT 521 Presentation Technologies Focus on industry as humanity’s systematic effort to provide
OLIT 522 Digital Video Techniques for Instruction the necessities and conveniences of life. In addition to devel-
OLIT 528 Management of Learning Systems oping a historical perspective, students will study in depth
OLIT 533 Instructional Use of Computer Simulations a variety of industrial organizations that provide goods and
OLIT 536 Instructional Television: Principles and services to meet the needs and desires of society.
Applications
OLIT 538 Distance Education Course Design 483. Instructional Applications: Computer Technology.
OLIT 543 Training Techniques (3)
OLIT 562 Team Development An introduction to instructional applications of computer
OLIT 593 The Role of Wisdom in Adult Learning and technology using integrated software. Includes instruction in
Culture techniques of using integrated software to manage computer
instruction, to manage student records and achievements,
and to produce and use ancillary materials. Current represen-
tative integration software will be used.
492./592. Workshop. (1-4 to a maximum of 13) ∆ for implementing simple systems, and design a large scale
multimedia learning environment. Lab fee.
493./593. Topics. (1-3, no limit) ∆ Prerequisite: 501 and 521 and 561.
495. Field Experience. (3-6 to a maximum of 12) ∆ 526. Artificial Intelligence and Learning. (3)
Planned and supervised professional laboratory or field Students investigate the theories underlying artificial intel-
experiences in agency or institutional setting. Offered on a ligence and education, examine techniques for producing
CR/NC basis only. systems which adapt to a learner’s needs, learn about the
Restriction: permission of instructor. latest developments in the field, and design a “smart” learn-
ing system.
501. Instructional Design. (3) Prerequisite: 501 and 525 and 561.
Application of instructional design principles used in the
development of instructional materials. Students work indi- 527. Practicum-Instructional Technology. (3)
vidually on course exercises and collaboratively on two Hands-on project-oriented introduction to the design and
course projects. One of the first three courses taken in the development of instructional multimedia. The conceptualiza-
Master’s program. tion of the instruction is based on adult learning principles and
theories of multimedia learning. Project implementation using
505. Contemporary Instructional Technologies: Survey. Authoring Systems of Web Pages.
(3) Prerequisite: 501 and 521 and 561 and (523 or 525).
An overview of contemporary instructional technologies
and how they can be utilized to improve the effectiveness 528. Management of Learning Systems. (3)
of instruction. Students will gain expertise in selecting and Focuses on management strategies and key elements of
using appropriate instructional technologies supporting the modern systems. Discusses program planning and man-
achievement of performance-based objectives. agement, funding and budget management, technology
selection and implementation, marketing, quality control and
507. Designing Knowledge Management Solutions. (3) evaluation.
Participants apply general principles and techniques for
designing comprehensive knowledge management solutions 533. Instructional Use of Computer Simulations. (3)
that combine web-based technologies and organizational Students will review shareware, public domain, and com-
interventions. To put a theory into practice, participants utilize plex interactive commercial simulations; explore theory and
an iterative design process in developing a course project. survey recent literature. Project activity will focus on design
issues and solutions, as students design a simulation and
508. Program Evaluation. (3) develop its prototype. Lab fee.
Provides the student with a basic understanding of the evalu-
ation process, the application of evaluations in determining 535. Theory and Practice of Distance Learning. (3)
the effectiveness and/or value of a learning experience both Analyzes theoretical approaches to distance education and
in the classroom and in the workplace. their practical applications. Examines characteristics and
needs of distance learners, learner support, distance teach-
509. Collaborative Knowledge Creation. (3) ing, course design, delivery system selection, evaluation,
Focused on designing technology-supported collaborations policy, organization and administration of distance education.
solutions that support the collective brain power of organiza-
tional members in the creation of knowledge. 536. Instructional Television: Principles and
Applications. (3)
511. Dissemination and Application of Knowledge. (3) For educators and trainers who use instructional television for
Focused on designing organizational portals for managing distance education. Major types of instructional TV formats
and disseminating documents, instruction, best practices, are analyzed, as well as research on television and learn-
and expert advice. ing. Participants develop techniques for training television
instructors.
514. Theory and Practice of Organizational Learning. (3)
This course focuses on the theories and applications of 537. Culture and Global eLearning. (3)
organizational learning strategies and process. The Explores the sociocultural dimensions of eLearning and
relationship between individual and team learning to orga- issues related to designing eLearning for global contexts.
nizational learning will be addressed throughout the course. Participants examine diversity in eLearning, and design
{Offered annually} eLearning for national and international contexts.
521. Presentation Technologies. (3) 538. E-Learning Course Design. (3)
Designed to increase the effectiveness of presentations for Explores new paradigms based on constructivist and socio-
educator/trainers using a variety of presentation technolo- cultural learning theories for designing e-learning. Focuses
gies. Utilizing ISD principles, students engage in production on online learning design and evaluation, and networked
of media to develop an instructional package. Special Fee. learning communities. Analyzes print, audio, and video for
designing hybrid learning environments.
522. Digital Video Techniques for Instruction. (3) Prerequisite: 501 and 535 and 561.
This course provides resources and guidance as students
conceive, design, script, shoot and edit digital video footage. 540. Foundations of HRD and Instructional Technology.
Students will learn to create instructional video sequences (3)
based on theories of learning and instructional design Foundations of HRD (training, organization and career
principles. development) and its role in facilitating individual, group and
Prerequisite: 501 and 561. organizational learning. Students will also be introduced to
instructional technologies that facilitate learning.
523. Computer Authoring Languages and Systems. (3)
Combines learning theory and authoring to teach the com- 541. Organizational Consulting Theory and Practice. (3)
puter skills necessary to design and produce computer An introduction to the field of consulting. Covers conceptual
assisted instructional (CAI) programs using an authoring knowledge of models to increase organizational effective-
language. No previous programming experience is neces- ness, consultant role responsibilities and needs assessment
sary. Includes demonstration of other authoring languages and evaluation techniques used in consulting practices.
and systems. Special Fee.
543. Training Techniques. (3)
525. Instructional Multimedia. (3) Introduces student to training techniques that are suitable
An introduction to computer based learning environments for instructing adult learners in a variety of settings. Students
incorporating multiple forms of media. Students study the will design and deliver an instructional unit to other adult
theories applicable to multimedia learning, gain practical skills learners.
Prerequisite: 501 and 561.
546. Cross-Cultural Issues in Adult Learning. (3) 635. Research in Distance Education. (3)
Students will examine learning styles of culturally diverse Advanced doctoral seminar on research in distance edu-
populations, conduct research on cross-cultural teaching cation and educational telecommunications. Students will
and learning, experiment with methods and techniques of critically examine current research and develop theoretical
cross-cultural training and design and develop cross-cultural frameworks, appropriate methodologies, a research proposal
training programs. and agenda for future distance education research.
Prerequisite: 501 and 508 and 535 and (561 or EDUC 500).
561. The Adult Learner. (3)
(Also offered as LEAD 529.) Examines the teaching and 639. Advanced Instructional Technology Seminar. (3)
learning transaction with adults. Specific attention is on This seminar emphasized the process of applying research
adult life stage development, relevant learning theories findings to create innovative computer-based solutions for
and approaches, and learning style issues of cross-cultural organizational learning problems. Steps in the process
populations. include assessing organizational learning needs, designing
and implementing solutions and applying formative evalua-
562. Team Development. (3) tion techniques.
Provides learners with information and skill development of Prerequisite: 501 and 508 and 561.
various methods and techniques for teaching adults in a team
environment. Emphasis is placed on team development and 641. Advanced Seminar on Organization Development
training necessary to facilitate team learning and growth. and Consulting. (3)
This advanced course in OD for doctoral students and
563. Mentoring Adult Career Development. (3) advanced master’s is designed to enable students to develop
Students examine adult career patterns and organizational theoretical perspectives, intensive practice and understand-
perspectives on employee career development. Specific ing of the use of OD in improving organizations.
emphasis is on mentoring and coaching adults in career Prerequisite: at least 9 hours of Organizational Behavior,
decision making. Team Development, Consulting or similar courses. Restriction:
permission of the instructor.
591./391. Problems. (1-3 to a maximum of 6) ∆
Individual Performance Contract required between student 661. Seminar: Transformational Learning. (3)
and professor. A theory-driven, project-based advanced seminar designed to
enable students to develop theoretical perspectives, intensive
EDUCATION
EDUCATION
592./492. Workshop. (1-4) practice, and understanding of the use of Transformational
Special offerings given on demand for terms less than a Learning for applications with individuals, groups and orga-
semester. nizations.
593./493. Topics. (1-3, no limit) ∆ 690. Dissertation Proposal Seminar. (3-6) ∆
Used to test new courses. This seminar is the capstone course for the doctoral program.
It assists students in planning and developing a dissertation
595. Field Experiences. (3-6 to a maximum of 12) ∆
proposal. Course may be repeated once. Offered on a
This independent study is for students to gain experiences
CR/NC basis only.
in settings other than those in which they are employed or
Prerequisite: students must complete the Comprehensive
who are making career transitions and would benefit from
Examination before enrolling or take it concurrently.
shadowing a professional in the field. Offered on a CR/NC
basis only. 696. Internship. (3-6 to a maximum of 12) ∆
Offered on a CR/NC basis only.
596. Internship. (3-6 to a maximum of 12) ∆
This final independent study is the capstone experience for 698. Directed Readings in Organizational Learning and
Master’s students who opt not to do a thesis. The student Instructional Technologies. (3-6 to a maximum of 6)
submits a proposal for a minimum 200-hour project to his/her
internship faculty supervisor. Offered on a CR/NC basis 699. Dissertation. (3-12, no limit) ∆
only. Individual performance contract required between student
and professor, following formal approval of dissertation com-
598. Directed Readings in Organizational Learning and mittee. Offered on a CR/NC basis only.
Instructional Technologies. (3-6 to a maximum of 6) ∆
Student will develop an Individual Performance Contract
with a faculty member to determine the key readings and will
produce a product.
PROFESSIONAL
599. Master’s Thesis. (1-6, no limit) ∆
Offered on a CR/NC basis only. PHYSICAL EDUCATION
600. Science, Technology and Society. (3)
Gloria Napper-Owen, Department Chairperson
Defines science, technology, human values and exam-
Department of Health, Exercise and Sports Sciences
ines the impacts and relationships among them. Discusses
Professional Physical Education
emerging scientific and technological developments, projects
Johnson Center 1155
effects on society and the proposition that technology is a
MSC04 2610
primary determinant of social change.
1 University of New Mexico
601. Advanced Instructional Design. (3) Albuquerque, NM 87131-0001
A theory-driven and project-based doctoral level seminar (505) 277-5151, FAX )505) 277-6227
on the foundations of learning environments, instructional Email napperow@unm.edu
design theory, and the instructional design process. Students
Professor
develop design models based on constructivist and sociocon-
Robert Robergs, Ph.D., Ball State University
structivist theories for innovative learning environments.
Todd Seidler, Ph.D., University of New Mexico
608. Advanced Seminar in Organizational & Program
Associate Professors
Evaluation. (3)
Joy Griffin, Ph.D., Brigham Young University
This course is for students who wish to gain an in-depth
Len Kravitz, Ph.D., University of New Mexico
understanding of evaluation theories and philosophies. In
Gloria Napper-Owen, Ed.D., University of Northern Colorado
seminar format, students will study evaluation as a trans-
Susanne Schneider, Ph.D., St. Louis University
discipline and its role in contemporary organizations.
David Scott, Ed.D., University of Northern Colorado
EDUCATION
EDUCATION
Teaching Structure
• The number of credit hours in the UNM-ATEP is 132.
Admission to the College of Education and the Physical • Eighty-Nine (89) of the 132 credit hours are specific to
Education Teacher Education Program occurs at Checkpoint the competencies within the twelve educational con-
1: tent areas set forth by the National Athletic Trainers’
1. Complete general education courses with an overall Association (NATA).
GPA of 2.5 • Sixty (60) of the 132 credit hours are UNM core classes
2. Complete content area courses with a B- or better and electives.
3. Pass the New Mexico Teacher Assessment of Basic
Content
Skills Test
The BOC Role Delineation Study 5th edition (2004) con-
4. Submit the COE application packet to the COE
cluded the profession is divided into six major areas or
Advisement Center in Hokona Hall
domains:
6. Fulfill all Checkpoint I requirements with a rating of
• Prevention;
acceptable or better
• Clinical Evaluation and Diagnosis;
7. Submit the Checkpoint 1 application along with Portfolio
• Immediate Care;
for faculty review
• Treatment, Rehabilitation and Reconditioning;
8. Attain Disposition rating of Basic or higher
• Organization and Administration;
Admission to Physical Education Student Teaching occurs at • Professional Responsibility.
Checkpoint 2:
1. Complete general education courses with an overall GPA The above domains are then divided into twelve educational
of 2.5 content areas which define the educational curricula that stu-
2. Complete content area courses with a B- or better dents enrolled in an accredited athletic training program must
3. Receive an acceptable rating on Junior Block Instructional master. The twelve curriculum content areas include:
Evaluations • Acute Care of Injuries and Illnesses;
4. Complete a Graduation Check • Conditioning and Rehabilitative Exercise;
5. Fulfill all Checkpoint 2 requirements with a rating of • Health Care Administration;
acceptable or better • General Medical Conditions and Disabilities;
6. Submit the Checkpoint 2 application along with Portfolio • Nutritional Aspects of Injury and Illness;
for faculty review • Orthopedic Clinical Examination and Diagnosis;
7. Attain Disposition rating of Basic or higher • Pathology of Injuries and Illnesses;
• Pharmacology;
Physical Education Degree Completion Review occurs at • Professional Development and Responsibilities;
Checkpoint 3: • Psychosocial Intervention and Referral;
1. Complete general education courses with an overall GPA • Risk Management and Injury Prevention;
of 2.5 • Therapeutic Modalities.
2. Complete content area courses with a B- or better
3. Receive an acceptable rating on Student Teacher Technical Standards for Program
Instructional Evaluations
4. Fulfill all Checkpoint 3 requirements with a rating of
Admission
acceptable or better Technical Standards:
5. Submit the Checkpoint 3 application along with Portfolio The University of New Mexico Athletic Training Education
for faculty review Program is an intense program that places specific educa-
tional and clinical requirements on the students enrolled in
Post-Baccalaureate endorsement programs in Physical
the program. Upon enrollment into this program, students
Education-Teacher Education are also available.
are prepared to enter a variety of athletic training employment
settings by achieving the skills, competencies, and knowl-
edge of an entry level Certified Athletic Trainer. The following
technical standards set forth by the University of New Mexico
Athletic Training Education Program define the essential
qualities necessary for students who are considering admis- c. Copy of either American Red Cross Professional
sion into the program. These standards meet the require- Rescuer OR American Heart Association Healthcare
ments set forth by the governing body of all Athletic Training Provider CPR / AED certification.
Education Programs, the Commission on Accreditation of 8. Submit three recommendation forms.
Athletic Training Education.
Transfer Student Application Procedures:
Candidates for admission into the University of New Mexico In addition to the above requirements, transfer students will
Athletic Training Education Program must demonstrate: be considered for acceptance into the UNM-ATEP upon
completion of the following:
1. The ability to communicate effectively with patients,
colleagues, and instructors. This includes individuals of • Completion of the UNM-ATEP undergraduate entrance
different social, cultural, and religious backgrounds. application;
2. Students must be able to speak and comprehend the • Submit syllabus and coursework (include competencies
English language at a level capable of communicating / proficiencies if applicable) from all previous athletic
in a professional manner while within the health care training courses taken;
environment. • The transfer student will need to demonstrate all
3. Adequate postural, neuromuscular control, sensory competencies / proficiencies associated with transfer
function, and coordination to accurately, and safely courses;
perform accepted evaluation techniques. • Advisement with the UNM-ATEP Coordinator and /
4. The mental capacity to analyze, assimilate, problem or the Department of Health, Exercise and Sports
solve, and integrate concepts essential to the practice Sciences Chair;
of athletic training. • Minimum cumulative GPA of 2.75* on all transferred
5. The ability to accurately and efficiently document treat- courses;
ments, rehabilitations, and evaluations. • The transfer student must have obtained a “B-” or better
6. Affective skills and appropriate conduct that relate to in all transferred athletic training course work;
professional education, and superior patient care. • Probationary acceptance may be considered for trans-
7. The capacity to maintain composure and continue fer students who have not met the grade requirement,
to function well during periods of high stress and however the student will be required to retake the cor-
demands. responding athletic training course;
8. The perseverance, diligence, and commitment to • Completion of 30 observational hours in the UNM
successfully complete the University of New Mexico Athletic Training Facilities (not 50 hours as listed
Athletic Training Education Program as outlined by the above).
University of New Mexico Athletic Training Education * Although the minimum GPA requirement to be admitted
Program: Athletic Training Student Handbook. at UNM is a cumulative 2.0, the UNM-ATEP requires
a cumulative 2.75 GPA for acceptance into the UNM-
Candidates for selection into the University of New Mexico
ATEP.
Athletic Training Education Program are required to verify
that they understand and are able to meet the above techni- Transfer Course Acceptance Procedure
cal standards, or that they believe that with certain accom-
modations they can meet these standards. The University of New Mexico Athletic Training Education
Program (UNM-ATEP) Coordinator along with the Department
If a student states that he or she cannot meet these stan- of Health, Exercise and Sports Sciences (HESS) Chair, will
dards without accommodation, then the University of New review all course descriptions and syllabi. Materials submit-
Mexico Student Disability Services Department will confirm ted will be compared to University of New Mexico (UNM)
that the stated condition qualifies as a disability under State course descriptions, objectives and competencies / proficien-
and Federal laws. This includes a review of the proposed cies to determine if they are compatible.
accommodations, determining if these accommodations will
in any way jeopardize patient and clinician safety, or the edu- If the course does not have comparable credit hours, content,
cational coursework of the student or the institution, including objectives, and / or clinical experiences, the course will not
coursework and clinical experiences necessary for gradu- be substituted for a UNM course and the student will follow
ation from the University of New Mexico Athletic Training the normal athletic training curricular plan. If the course is
Education Program. equivalent to the UNM course, the student will be required to
demonstrate all competencies / proficiencies associated with
Application Procedures the transfer course. The course will then be placed within the
curricular plan where deemed appropriate by the UNM-ATEP
Program Admission Requirements: Coordinator and the HESS Chair.
Admission into the University of New Mexico Athletic Training
Education Program (UNM-ATEP) is a highly competitive
process and the number of students accepted is limited. Progression and Retention Policy
Acceptance is based upon academic achievement, recom- In order to progress and continue in the UNM-ATEP, the
mendations, the number of Approved Clinical Instructors Athletic Training Student must comply with the following:
(ACI), and available clinical settings. The Athletic Training
1. Current American Red Cross Professional Rescuer or
Student (ATS) may apply to the UNM-ATEP, if they have met
American Heart Association Healthcare Provider CPR /
the following requirements:
AED certification;
1. Successfully complete a physical examination that 2. Current First Aid Certification;
includes immunization records; 3. Annual Bloodborne Pathogens Module current certifi-
2. Submit a signed “Technical Standards for Program cate of completion;
Admission” Statement; 4. Appropriate progression through the UNM-ATEP
3. Successfully complete Bloodborne Pathogens Educational Competencies and Clinical Proficiencies
Training; Manuals, Levels I-IV, as described in course syllabi;
4. Complete a minimum of 50 clinical observation hours 5. Satisfactorily complete Athletic Training Student evalua-
in the University of New Mexico (UNM) athletic training tions as per course syllabi;
facilities and affiliated clinical sites. 6. Maintain compliance with the UNM-ATEP: Athletic
5. Achieve a B- or better in HED 164L, PEP 273, and PEP Training Student Handbook and all UNM policies and
284; procedures as outlined in the UNM Catalog and UNM
6. Have a 2.75 Grade Point Average (GPA) or better; Student, Pathfinder;
7. Submit an UNM-ATEP application to the UNM-ATEP 7. Achieve a “B-” or better in all athletic training courses;
Coordinator. 8. Achieve a “C” or better in all general education
This includes: courses;
a. An unofficial UNM transcript with UNM-ATEP 9. Maintain cumulative Grade Point Average (GPA) of a
application; 2.75;
b. Copy of First Aid Certification;
EDUCATION
EDUCATION
Second Year BIOL 123/124L Biology for Health Related Sciences and
Fall Non-Majors/Lab 4
BIOL 237/247L Human Anatomy & Physiology I for the CHEM 111L Elements of General Chemistry/Lab 4
Health Sciences/Lab 4 CHEM 212L Integrated Organic Chemistry and
EMS 113 Emergency Medical Technician – Basic 6 Biochemistry/Lab 4
EMS 142 Emergency Medical Technician – Basic PENP 114 Weight Training and Physical Conditioning 1
Lab 2 PEP 273 Introduction to Athletic Training 3
PSY 105 General Psychology 3 PEP 288 Motor Learning and Performance 3
PEP 286 Evaluation of Athletic Injuries – 34
Extremities 3 Second Year
Total 18 CJ 130 Public Speaking 3
STAT 145 Introduction to Statistics 3
Spring HED 164L Standard First Aid/Lab 3
BIOL 238/248L Human Anatomy & Physiology II for the BIOL 237–247L Human Anatomy and Physiology I/Lab 4
Health Sciences/Lab 4 BIOL 238–248L Human Anatomy and Physiology II/Lab 4
PEP 277 Kinesiology 3 ENGL 219 Technical and Professional Writing 3
STAT 145 Intro to Statistics 3 UNM Core Social/Behav Sci 3
PEP 287 Evaluation of Athletic Injuries – Trunk/ PENP 162 Jogging Fitness 1
Torso 3 PEP 277 Kinesiology 3
CJ 130 Public Speaking 3 PEP 289 Tests and Measurements in Physical
Total 16 Education 3
Third Year PEP 326L Fundamentals of Exercise Physiology 3
Fall 33
PEP 289 Tests and Measurements in Physical Third Year
Education 3 PHYC 102 Introduction to Physics
PEP 326L Fundamentals of Exercise Physiology 3 –or– 151 General Physics 3
PEP 374 Therapeutic Modalities 3
PEP 373 General Medical Conditions in Athletic NUTR 344 Energy Nutrients in Human Nutrition 3
Training 3 NUTR 345 Vitamins and Minerals in Human Nutrition 3
PEP 481 Athletic Training Clinical II 3 PENP 165 Yoga 2
NUTR 244 Human Nutrition 3 PEP 305 Teaching Group Exercise 3
Total 18 PEP 469 Management Concepts in Sport and Fitness
Spring Settings 3
PEP 288 Motor Learning and Performance 3 PEP 470 Designs for Fitness 3
PEP 473 Rehabilitation of Athletic Injuries 3 PEP 475 EKG Interpretation 3
PEP 375 Pharmacology in Athletic Training 3 PEP 476 Exercise Testing and Interpretation 3
PEP 483 Athletic Training Clinical III 3 PEP 495 Practicum 3
PSY 220 Developmental Psychology 3 UNM Core Humanities 3
UNM Core Humanities 3 PENP 102 Intermediate Swimming 1
Total 18 33
Fourth Year
Fall
PEP 488 Athletic Training Clinical IV 3
PEP 470 Designs for Fitness 3
UNM Core Humanities Requirement 3
UNM Core Second Language 3
UNM Core Fine Arts 3
Elective General Education Upper-Division
300+ elective 3
Total 18
High School Preparation: Students intending to study pro- Master of Science Requirements: 33 hours
fessional physical education should prepare themselves PLAN II – Non Thesis
adequately in high school with courses in biology, algebra, Core Requirements
chemistry and physics.
EDPY 500/502 Survey Research Methods in Education/
Survey of Statistics in Education. 6
Graduate Program OR
EDPY 511/PEP 507 Introductory Educational Statistics/
Research Design in HPER 6
Degrees Offered EDPY 503 Principles of Human Development 3
EDPY 510 Principles of Classroom Learning 3
M.S. in Physical Education PEP 510 Curriculum Construction in PE 3
Ph.D. in Physical Education, Sports and Exercise Science PEP 526 Motor Assessment of Individuals with
Disabilities 3
Contact for Graduate Advisor and Student Information
PEP 570 Analysis of Teaching PE 3
Carol Catania, Johnson Center, Room 1150, (505) 277-5151
PEP 571 Concepts in PE 3
Deadlines for Application PEP 590 Supervision of PE Programs 3
Priority* Final Application* PEP 516 Seminar in PE 3
Deadline Deadline 30
Fall semester: March 1 August 1 Electives:
Spring semester: November 1 December 15 Three hours within Physical Education or a related area
Summer session: April 1 May 1 approved by advisor.
*Applicants for the Ph.D. in PESES with a concentration in General Physical Education
Sport Administration have a priority deadline of February 15 Concentration– Masters of Science in Physical
and a final deadline of April 1. This applies for all semesters. Education
Master of Science Requirements– 33 credit hours*
The priority deadline is encouraged for best consideration;
Core Requirements
however, all applications must be received by the final appli-
PEP 507 Research Design in HPER 3
cation deadline.
PEP 521 Motor Learning for People with Disabilities 3
Early application is recommended. These dates also apply 12 Credit hours in each of TWO following areas: 24
for financial aid.
EDUCATION
EDUCATION
of Exercise Physiologists. Students who are ACSM-certified 27
prior to entering this program are encouraged to obtain the Electives:
next level of ACSM certification. A minimum of 34 credit Nine hours within Physical Education or a related area,
hours of course work beyond the B.S. degree is required for approved by advisor.
this program. 36 Hours total
EDUCATION
EDUCATION
PEP 526 Motor Assessment for Individuals
PEP 570
with Disabilities
Analysis of Teaching PE
3
3
(PEP)
PEP 571 Concepts Teaching in PE 3 Some of the following courses are scheduled to meet more
PEP 572 Critical Issues in Elementary PE 3 periods or hours per week than indicated by the number of
EDPY 503 Human Growth and Development 3 credit hours. These courses, in addition to lectures, include
EDPY 510 Principles of Classroom Learning 3 professional activity, laboratory or field types of class experi-
PEP 590 Supervision of Physical Education ences. To identify these courses, the number of class meet-
Programs 3 ings or hours per week is stated after the course description.
PEP 591 Problems 3
PEP 696 Internship 6 208. Teaching Fitness Concepts. (2)
PEP 699 Dissertation 18 Designed to provide physical education preservice students
54 a basic background in exercise and health related fitness
Inquiry Skills Minimum of 18 hours is required concepts. Planning, conducting and evaluating lessons in the
EDPY 511 Introductory Educational Statistics 3 area of fitness will be emphasized.
PEP 507 Research Design in HPER
-or- 222. Target Activities. (1)
EDPY 505 Conducting Quantitative Educational This course is designed to provide physical education
Research 3 teachers with the background needed to instruct students in
EDPY 603 Applied Statistical Design & Analysis 3 the target activities of archery, softball, flickerball, bowling.
PEP 604 Research Seminar 3 Restriction: Physical Education majors only.
PEP 691 Problems 3
Approved Elective 3 223. Invasion Games. (1)
Designed to provide physical education teachers with the
Minor/Supporting Area background needed to instruct students in the invasion
Twenty-four credit hours of course work in an approved minor games of basketball, soccer, team handball, flag football
or supporting area outside of the program is required. and floor hockey.
Restriction: Physical Education majors only.
Exercise Science Concentration. This concentration is
designed to prepare exercise scientists for academic research 225. Net Games. (1)
and clinical settings. Prerequisite course work includes: Designed to provide physical education teachers with the
cadaver anatomy and physiology, general chemistry, organic/ background needed to instruct students in the net games of
biochemistry, physics, college algebra, statistics, English badminton, tennis, volleyball, pickleball.
composition, technical writing, public speaking, motor learn- Restriction: Physical Education majors only.
ing, kinesiology, exercise physiology, human nutrition, energy
226. Lifetime Pursuits. (1)
nutrients in human nutrition and vitamins and minerals in
This course is designed to improve the student’s skill and
human nutrition. Students should contact program advisor for
knowledge in planning and teaching lifetime pursuits such as
details about course work.
swimming, weight training, and golf.
Exercise Science Restriction: Physical Education majors only.
Concentration– Ph.D. in Physical Education, Sports and
227. Elementary Rhythms, Aerobic Dance, Yoga. (1)
Exercise Sciences
Designed to improve the student’s skill and knowledge in
Ph.D. Requirements: 73 credit hours planning and teaching elementary rhythmic activity, aerobic
Core Courses: 13 credit hours dance, and yoga.
PEP 500 Exercise Science Seminar 1 Restriction: Physical Education majors only.
PEP 541 Ethics Sport/Fitness 3
EDPY 505 Planning & Conducting Research 3 228. Outdoor Pursuits. (1)
–or– PEP 507 Research Design in HPER 3 This course is designed to improve the student’s skill
PEP 604 Dissertation Seminar 3 and knowledge in planning and teaching outdoor pursuits.
PEP 625 Writing for Professional Publication 3 Restriction: Physical Education majors only.
234. Track and Field/Cooperative Games. (1) 310. Teaching of Dance in Schools. (2)
This course is designed to provide physical education teach- Organization and methods in teaching social, folk and square
ers with the basic background needed to instruct students in dance.
the areas of track and field and cooperative games. Prerequisite: 239. Four hours per week.
Restriction: Physical Education majors only. {Fall}
319. Physical Education in the Elementary School. (3)
239. Dance. (1) Introduction to all methods of teaching elementary physical
Comprehensive skill and knowledge in folk, square and education. Four hours per week.
contra dance. Prerequisite: 245 and 208 and 288. Corequisite: 301 and
Restriction: Physical Education majors only. 444.
245. Professional Laboratory Experience in Physical 326L. Fundamentals of Exercise Physiology. (3)
Education. (2 to a maximum of 8) ∆ Study of the immediate and long-term effects of exercise on
Designed to provide an introduction to the teaching of physi- physiological systems of the human body.
cal education. For physical education majors only. Prerequisite: BIOL 237 and 247L.
273. Introduction to Athletic Training. (3) 373. General Medical Conditions in Athletic Training.
An introduction to the field of athletic training and the basis of (3)
prevention and treatment of athletic injuries. This course is designed to provide information relative to
general medical conditions. Emphasis will be placed on the
277. Kinesiology. (3) etiology, development and treatment of pathophysiological
Anatomical and biomechanical bases of human movement processes.
and exercise. Prerequisite: 287 and 481.
Prerequisite: BIOL 237 and 247L.
374. Therapeutic Modalities. (3)
284. Athletic Training Observation Lab. (3) This course is designed to provide information relative to the
Clinical program for athletic training, which introduces the physiological principles and operational procedures of con-
ATS to basic tapings, daily operations and UNM-ATEP poli- temporary therapeutic modalities as they relate to the care
cies and procedures. Minimum of 60 clinical hours. and treatment of athletic injuries.
Prerequisite: 287.
285. Athletic Training Clinical I. (3)
Allows athletic training students to practice the sports medi- 375. Pharmacology in Athletic Training. (3)
cine principles and skills required in their course of study in This course is designed to provide the athletic training stu-
preparation for NATABOC Examination. Emphasis is placed dent with an understanding of pharmacological applications
upon injury prevention and use of athletic protective equip- and governing pharmacy regulations relevant to athletic
ment. Minimum of 150 clinical hours. training.
Prerequisite: 273 and 284. Prerequisite: 374.
286. Evaluation of Athletic Injuries–Extremities. (3) 386. Women in Sports. (3)
A clinical experience that provides information relative to the An historical and sociological study of women and sports in
assessment techniques and procedures essential to prop- American culture and an examination of the recent changes
erly evaluate orthopedic and athletic injuries specific to the in women’s athletics.
extremities. Minimum 200 clinical hours.
Prerequisite: 273 and 284 and 285. 391./591./691. Problems. (1-3, no limit) ∆
Restriction: permission of instructor.
287. Evaluation of Athletic Injuries–Trunk/Torso. (3)
A clinical experience that provides information relative to the 400. Student Teaching in the Elementary School. (6)
assessment techniques and procedures essential to properly Prerequisite: 444 and 466 and EDPY 303 and 310.
evaluate orthopedic and athletic injuries specific to the trunk Restriction: permission of instructor.
and torso regions. Minimum of 200 clinical hours.
Prerequisite: 273 and 284 and 285 and 286. 410. Assessment in Physical Education. (3)
Provide physical education students the ability to select,
288. Motor Learning and Performance. (3) design, and implement performance-based assessment.
Psychological and neurophysiological factors related to the Prerequisite: 301 and 319 and 444. Corequisite: 430 and
development of motor skills, emphasis on the teacher’s role 466.
in facilitating learning.
426./501. Intermediate Exercise Physiology. (3)
289. Tests and Measurements in Physical Education. (3) Continuation of 326L. Specific topics of interest to those who
Designed to provide exercise science, physical education need an introduction to the practice of exercise physiology
and athletic training students the knowledge of, and ability to and to become familiar with research possibilities and career
understand, select and administer fitness, skill, and evalua- opportunities in the field of exercise physiology.
tion techniques for various populations. Prerequisite: 326L.
Prerequisite: STAT 145.
430. Classroom/Behavior Management in Physical
293. Topics. (1-3, no limit) ∆ Education. (2)
Provide physical education students with strategies and tech-
301. Teaching of Team Sports. (2) niques for effective classroom/behavior management.
Organization, methods, skills necessary to teach a wide Prerequisite: 301 and 319 and 444. Corequisite: 466 and
variety of team sports. Four hours per week. 410.
Prerequisite: 230 and 231 and 233 and 234 and 237.
Corequisite: 319 and 444. 444. Teaching of Physical Education I. (3)
Theories and concepts related to teaching physical educa-
305. Teaching Group Exercise. (3) tion.
An overview of the educational concepts, performance tech- Prerequisite: 245 and 208 and 288. Corequisite: 301 and
niques, program design and leadership skills needed to teach 319.
group exercise. The course will include analysis and applica-
tion of effective exercise procedures for all fitness levels. 461. Student Teaching in the Secondary Schools. (6)
Prerequisite: 277. Prerequisite: 444 and 466 and EDPY 303 and 310.
Restriction: permission of instructor.
EDUCATION
EDUCATION
469. Management Concepts in Sport and Fitness world views, cultural values, societal and socioeconomic
Settings. (3) factors form a basis for evaluation and development of
This course is designed to prepare prospective managers, physical activity/sport programs to assist academic retention
directors and program coordinators for sport and fitness and success.
settings. Human relations and management skills will be
emphasized. 487./587. Physical Activity and Aging. (3)
(Also offered as REC, HED 487.) Concerned with the process
470./502. Designs for Fitness. (3) of aging as it affects physical activity and the potential of
Focuses on physical fitness assessment and exercise pre- physical activity in adjustment to the process of aging.
scription and includes 1) use of field tests and laboratory
tests to appraise physical fitness levels; 2) designs of indi- 488. Athletic Training Clinical IV. (3)
vidualized physical fitness programs; and 3) evaluation of Provides the opportunity to apply clinical skills and gain field
exercise programs. experience through assignment to an off-campus high school
Prerequisite: 277 and 289 and 326L. and/or clinic setting. Minimum of 200 clinical hours.
Prerequisite: 483.
471. Exercise and Disease Prevention. (3)
Identification and analysis of current disease prevention 493./593. Topics. (1-3, no limit) ∆
issues related to exercise, physical activity and lifestyle.
Prerequisite: 326L and 470. 495. Practicum. (3-6 to a maximum of 12) ∆
Planned and supervised professional laboratory or field expe-
473. Rehabilitation of Athletic Injuries. (3) riences in agency or institutional setting.
Designed to provide the athletic training student with the Restriction: permission of instructor.
basic components of a comprehensive rehabilitation pro-
gram, therapeutic goals, modalities and exercise, progression 500. Exercise Science Seminar. (1)
criteria and methods of evaluating/re-evaluating and record- Designed to orient students to Exercise Science graduate
ing rehabilitation progress. programs and serves as a forum for exchange of research
Prerequisite: 277 and 285 and 287 and 374 and BIOL 237 in the field.
and BIOL 238 and BIOL 247L and BIOL 248L.
501./426. Intermediate Exercise Physiology. (3)
474. Athletic Training Administration. (3) Continuation of 326L. Specific topics of interest to those who
The student will learn to plan, coordinate and supervise need an introduction to the practice of exercise physiology
administrative components of an athletic training program for and to become familiar with research possibilities and career
a high school, college or professional athletic organization. opportunities in the field of exercise physiology.
Prerequisite: 374 and 481. Prerequisite: 326L.
508./476. Exercise Testing and Interpretation. (3) 540. Sport Sociology. (3)
Practical and theoretical skills necessary to safely conduct Investigates: a) the reciprocal impact of sport on society; b)
graded exercise tests on treadmills and ergometers. individual and group behavior as influenced by social relation-
Prerequisite: 475 or 503. ships within social settings; and c) the multiple roles of sport
in cross-cultural contexts.
509. Media/Public Relations in HPER. (3)
(Also offered as HED 509.) Introduction to principles of public 541. Ethics in Sport and Fitness. (3)
relations publicity and crisis management in HPER and Designed to promote critical self-evaluation, examine one’s
sports administration. philosophy/values, refine moral reasoning skills and study
moral/ethical issues in sport and exercise environments.
510. Curriculum Construction in Physical Education. (3)
Designed for those individuals engaged in curriculum devel- 545. Sport Leadership. (3)
opment and revision. Theoretical and practical application for Study of leadership theory and its application to the effective
construction of physical education courses/programs. administration of sport programs. Course also examines cur-
rent sport leadership research as well as the governance of
516. Seminar in Physical Education. (3) amateur and professional sport organizations.
The course covers current topics, trends and issues in physi-
cal education and sport. 547. Sport Marketing and Promotions. (3)
A study of the current approaches sport managers utilize
521. Motor Learning for Individuals with Disabilities. (3) for conducting relationships with consumers in sport envi-
Review and discussion of factors affecting motor learning of ronments. The course will focus on evaluation of sport
individuals who have mental, physical, emotional or behav- sponsorships, promotional strategies and development of a
ioral disabilities and are situated in schools and community marketing plan.
programs.
548. Financing Sport. (3)
526. Motor Assessment for Individuals with Disabilities. A study of the approaches sport managers utilize for acquir-
(3) ing revenue and managing funds in sport environments. The
Reviews current formal and informal assessment methods course will focus on economic impact studies, public subsi-
used to assess children with disabilities in physical educa- dization of sport facilities and innovative revenue acquisition
tion. Emphasizes the critical examination of assessment strategies.
methods and provides practical experience using assess-
ment methods. 549. Administration of Sport Personnel. (3)
Restriction: permission of instructor. Focuses on personnel issues in sport organizations with
emphasis on job design, recruitment and selection, evalua-
528. Neuromuscular Basis of Human Performance. (3) tion of coaches, conflict resolution and contract negotiations
Designed to relate concepts of nerve and muscle physiology with athletes and coaches.
to physical performance. Selected applied topics, as well as
research techniques used in their field, are investigated. 550. Governance of Intercollegiate Athletics. (3)
Prerequisite: 326L. A study of the relationships evident in intercollegiate sport
environments. The course will focus on evaluation of poli-
529./467. Physical Disabilities and Causes. (3) cies established, ramifications for violation of rules and the
(Also offered as SPCD 529.) Investigation of etiology, char- procedures utilized by the NCAA to govern intercollegiate
acteristics and treatment appropriate for individuals with athletics.
physical disabilities who are in public sector, schools and
exercise programs. 561. Risk Management in Sport. (3)
Study of safety, negligence and liability in sport. Designed to
530. Laboratory Procedures and Instrumentation in help teachers, coaches, facility managers, program directors,
Applied Physiology. (3) etc. develop the knowledge and skills to recognize and elimi-
Use of all routine testing procedures and instrumentation in nate dangerous situations before they become a problem.
the Center for Exercise Laboratory. Requires considerable
extra-class independent work in the laboratory. Completion 562. Exercise in Extreme Environment. (3)
of this course is mandatory for any student planning to use Classic and recent published research is used to explore the
the laboratory facilities. altered exercise-related human physiology during human
Prerequisite: 326L. exposure to our main environmental stressors–altitude/
hypoxia, heat/dehydration, positive g-forces and microgravity.
532. Body Composition. (3) Prerequisite: 426.
Covers theoretical and applied aspects of body composition
assessment. Students critically analyze currently used and 565. Exercise Endocrinology. (3)
newly developed laboratory and field techniques for evaluat- An in-depth study of the research evidence documenting
ing body composition. changes in endocrine function during different exercise condi-
Prerequisite: 470. tions and in specific populations such as diabetics, women,
children and the elderly.
535. Exercise Biochemistry. (3) Prerequisite: 426.
Specific focus on the biochemistry of exercise stress. Study
of responses and adaptations to physical exertion in healthy 566. [615.] Legal Aspects of Sport. (3)
adults and athletic performance in sports participants. A study of selected areas of the law and how they relate to
Prerequisite: 426. the world of sports, physical activity, physical education and
recreation. An emphasis will be placed on current issues and
536. Exercise Biochemistry Laboratory. (3) practical applications.
Students gain experience, in class and 4–8 hours weekly out- Prerequisite: 561.
side of class, using equipment found in a typical biochemistry
laboratory suited to assays of blood and muscle metabolites. 570. The Analysis of Teaching Physical Education. (3)
Prerequisite: 426. Investigates education in contemporary society, examines
theories and styles of teaching, reviews research related to
539. Introduction to Sport Administration. (3) teaching, studies methods for determining teacher effective-
Provides the opportunity for students interested in pursuing a ness and discusses other topics related to teaching physical
career in the broad field of sport administration to identify the education.
skills, knowledge and experiences needed by managers of
sport programs. Analyze potential career opportunities.
571. Concepts Teaching in Physical Education. (3) 591./391./691. Problems. (1-3 to a maximum of 12) ∆
Course is concerned with the concepts approach for teach- Restriction: permission of instructor.
ing physical education. Course content utilized in concepts
approach and methods of teaching this content will be 593./493. Topics. (1-3, no limit) ∆
presented.
595. Advanced Field Experiences. (3-6, no limit) ∆
572. Critical Issues in Elementary Physical Education. Prerequisite: acceptance into a graduate program. Restriction:
(3) permission of instructor.
This course is designed to examine the current issues con-
fronting elementary physical education. Students will consider 598. Directed Readings in Physical Education. (3-6 to a
the role elementary physical education plays in the develop- maximum of 6) ∆
ment of the total child and the physically educated student.
599. Master’s Thesis. (1-6, no limit) ∆
575. Sport Facilities Planning and Construction. (3) Offered on a CR/NC basis only.
This course provides an overview of the fundamentals of
planning, design and construction of athletic, physical educa- 604. Research Seminar. (3)
tion, recreation and sport facilities and the relationship of (Also offered as HED 604.) Specifically designed for graduate
facilities to programs. students in the final stages of thesis or dissertation proposal
development to be able to present proposals in a seminar
576. Sport Event Management. (3) setting.
Provides students with the knowledge, skills and understand- Prerequisite: 507 and EDPY 511.
ing necessary to propose, develop and conduct sport-related
contests and special events. Also covers elements of facility 612. Organizational Theory in Sport. (3)
and game management. Examines current research related to organizational study
in amateur, professional and commercial sport. Requires
579./478. Sports Physiology. (3) analysis of topic related to sport organization goals and
The student will learn to properly analyze any sport in terms effectiveness, structure, strategy, change, politics and orga-
of specific conditioning demands and be able to design a nizational culture.
training prescription for any sport. Prerequisite: 545.
Prerequisite: 277 and 326L and 426.
EDUCATION
EDUCATION
614. Sport Consumer Behavior. (3)
581. Administration of Interscholastic Athletics. (3) This course will compare and contrast the various research
Principles of administration with regard to middle school and methodologies most commonly practiced in sport marketing
high school athletic programs. Topics include state gover- settings. Through systematic analysis of the sport marketing
nance, promotion and publicity, budgeting, scheduling, legal mix, students will demonstrate proficiency in conducting and
issues and working with coaches, athletes and parents. presenting sport market research.
Prerequisite: 547.
582./480. Principles of Coaching. (3)
This course consists of an in-depth study of the coaching 618. Seminar in Sport Research. (3)
profession, helping students develop an understanding of the Provides an understanding of the foundational research and
nature of the profession and its inherent responsibilities. literature in Sport Administration. An in-depth literature review
of a selected topic will be conducted and future research
585./485. Diversity in Sport and Physical Activity. questions will be identified.
[African Americans, Hispanics, Native Americans & Physical
Activity.] (3) 625. Writing for Professional Publication. (3)
Knowledge of African American, Hispanic, Native American Designed to guide the student through the process of writing,
world views, cultural values, societal and socioeconomic organizing, illustrating and submitting scientific papers for
factors form a basis for evaluation and development of publication in scholarly journals.
physical activity/sport programs to assist academic retention
and success. 627. Seminar in Applied Physiology. (3)
Latest research on specific topics of present interest is
586. Women in Sport. (3) synthesized, presented and discussed. Course requires
A critical analysis of women’s experience in sport and independent work, active participation in class discussions
physical activity. Through a study of specific women in sport, and advanced standing in exercise physiology.
students will critically analyze the women’s sport experience.
691./391./591. Problems. (1-3 to a maximum of 12) ∆
587./487. Physical Activity and Aging. (3) Restriction: permission of instructor.
(Also offered as HED 487.) Concerned with the process of
aging as it affects physical activity and the potential of physi- 695. Advanced Field Experiences. (3-6 to a maximum
cal activity in adjustment to the process of aging. of 12) ∆
Restriction: permission of instructor.
588. Sport Psychology I. (3)
Investigates theories and applied techniques for psychologi- 696. Internship. (3-6 to a maximum of 12) ∆
cal skills enhancement in sport and physical activity settings. Restriction: permission of instructor.
Main topics include arousal management, imagery, self talk,
698. Directed Readings in Physical Education. (3-6 to a
concentration control and feedback principles.
maximum of 12) ∆
589. Sport Psychology II. (3) Restriction: permission of instructor.
Investigates theory and applied interventions that enhance
699. Dissertation. (3-12, no limit) ∆
psychological skill development in sport and physical activity
Offered on a CR/NC basis only.
settings. Main topics include motivation, goal setting, self-
esteem, decision-making, group cohesion, injury/pain control
and termination issues specific to sport. Physical Education (PENP)
590. Supervision of Physical Education Programs. (3) Physical Education Non-Professional
Designed to examine supervisory theory and research to help Program
students acquire an understanding of all the areas supervi-
sion in physical education encompasses and to assist the Introduction Statement
student to develop specific supervisory skills. The Physical Education Non-Professional Program is
designed to provide students with the essential skills, knowl-
edge and attitudes necessary to sustain regular, lifelong
physical activity as a foundation for a healthy, productive 128. Beginning Country Western Dance. (1, no limit) ∆
and fulfilling life. The learning experiences are designed to Instruction in the basic movements of the Waltz, Two-Step,
promote personal enrichment of all participating students in Swing and Polka.
a carefully planned, comprehensive, and innovative environ-
ment that promotes self-discipline, self-evaluation and an 129. Intermediate Country Western Dance. (1, no limit)
understanding of personal strengths and weaknesses. It ∆
is an integral part of the total education process and sig- Instruction dependent upon experience of students in basic
nificantly contributes in the areas of affective, cognitive and movements of all segments of Country Western Dance.
psychomotor development, along. with health related fitness.
PENP courses may be repeated an infinite number of times, 130.–131. Tai Chi Ch’uan. (1, no limit) ∆
yet only a limited amount may count toward scholarship and Instruction and practice in techniques to enhance body
degree programs. awareness, reduces stress, improve balance and increase
strength.
Basic Instruction Program––Physical Education
Most activity courses are offered every semester. 132. Beginning Tae Kwan Do. (1-2, no limit) ∆
Instruction in the basic skills, blocks, strikes and kicks of
101. Beginning Swimming. (1-2, no limit) ∆ Tae Kwan Do.
Instruction for students who have not been in the water or
have a fear of water. 133. Intermediate Tae Kwan Do. (1-2, no limit) ∆
Advanced instruction in the basic skills, blocks, strikes and
102. Intermediate Swimming. (1-2, no limit) [1, no kicks of Tae Kwan Do.
limit] ∆
Instruction in all basic strokes. For students who can swim. 134. Beginning Kung Fu. (1-2, no limit) ∆
Instruction in the basic skills, blocks, strikes and kicks of
103. Advanced Swimming. (1-2, no limit) ∆ Kung Fu.
Instruction and practice in perfecting all swimming strokes;
competitive skills; synchronized skills. 135. Intermediate Kung Fu. (1-2, no limit) ∆
Advanced instruction in the basic skills, blocks, strikes and
105. Water Polo. (1-2, no limit) ∆ kicks of Kung Fu.
Basic skills, strategy, rules and terminology to play and offici-
ate the game. 136. Personal Defense. (1-2, no limit) ∆
Instruction in the basic skills needed to defend oneself
112. Introduction to Triathlon Training. (1-2, no limit) ∆ against assault.
Instruction and practice of the three components of triathlon.
138.–139. Karate. (1, no limit) ∆
113. Aikido. (1-2, no limit) ∆ Instruction in the basic skills, blocks, strikes, and kicks of
Instruction and practice of the basic skills and techniques Japanese karate.
of Akido.
140. Beginning Golf. (1, no limit) ∆
114. Weight Training and Physical Conditioning. (1, no Instruction in the basic skills, equipment, rules, etiquette and
limit) ∆ shot-making.
Individual training programs for development of general
strength, tone, endurance and weight control. Fitness Test 141. Intermediate Golf. (1, no limit) ∆
Fee. Instruction emphasizes actual play.
115. Intermediate Weight Training. (1, no limit) ∆ 143. Beginning Tennis. (1-2, no limit) ∆
Instruction in advanced weight-lifting principles and tech- Instruction in the basic skills and rules of tennis.
niques as well as fitness related topics. Fitness Test Fee.
144. Intermediate Tennis. (1-2, no limit) ∆
116.–117. Handball. (1, no limit) ∆ Instruction dependent upon experience and skills of students
Instruction and practice in all the four-wall handball shots in basic fundamentals. Perfection of strokes.
and rules.
146. Bowling. (1-2, no limit) ∆
118. Individual Tumbling. (1-2, no limit) [1, no limit] ∆ Special fees. Instruction and practice in the basic skills of
A class for the beginner to help develop coordination, agility, bowling.
flexibility, a kinesthetic sense and neuromuscular control.
148. Archery. (1, no limit) ∆
119. Advanced Tumbling. (1-2, no limit) ∆ Instruction in the basic skills and knowledge of range
Advanced instruction to continue development of coordina- archery.
tion, agility, flexibility, a kinesthetic sense and neuromuscular
control. 152. Racquetball. (1, no limit) ∆
Instruction and practice in the skills and rules of racquetball.
120. Nia Dance Fitness. (1-2, no limit) ∆
Instruction and practice in the basic movements in Nia, a 154. Intermediate Racquetball. (1, no limit) ∆
fitness program designed to increase participant’s strength, Instruction dependent upon experience and skills of students
endurance and balance. in basic fundamentals. Perfection of all strokes and strategies
used in the game of racquetball.
121. Beginning Belly Dance. (1, no limit) ∆
Instruction in the basic moving steps and rhythms of the 155.–156. Pilates. (1, no limit) ∆
oriental dance. Instruction in movements that increase balance, core fitness
and cardiorepiratory endurance.
122. Intermediate Belly Dance. (1, no limit) ∆
Instruction on the isolation and slow movements of Middle 158. Aerobic Dance I. (1, no limit) ∆
Eastern dance, including use of the veil and improvisation. Instruction in continuous movement using basic dance steps
for improved cardiorespiratory endurance. Fitness Test Fee.
124. Ballroom Dance. (1-2, no limit) ∆
Instruction in the basic movements of social dances such as 159. Aerobic Dance II. (1, no limit) ∆
fox trot, waltz, lindy, rhumba, tango and cha-cha. Instruction in a longer aerobic workout using more advanced
dance steps for improved cardiorespiratory endurance.
125. Intermediate Ballroom Dance. (1-2, no limit) ∆ Fitness Test Fee.
Instruction dependent upon experience of students in basic
movements of all segments of ballroom dance.
EDUCATION
174. Softball. (1, no limit) ∆
EDUCATION
Non-Teaching Undergraduate Minor
Practice in playing and learning the fundamentals of softball
and team handball, a team game which can be described (20 hours)
as being similar to a combination of basketball and hockey,
A 20-hour non-teaching minor in Special Education is offered.
sometimes called European handball.
Students should plan to enroll in Special Education courses
177.–178. Fundamentals of Stretching and Relaxation during the fall and spring semesters since courses in this
Techniques. (1, no limit) ∆ sequence are seldom offered during the summer sessions.
Instruction and practice of various techniques to enhance The following courses are required for the minor and a gen-
flexibility and reduce stress. eral sequence for completing required courses is suggested:
Step One
180.–181. Feldenkrais: Awareness Through Movement. Enroll in SPCD 201 and SPCD 204
(1, no limit) ∆ SPCD 201 Education of Exceptional Persons 3
A class to develop and experience a deeper awareness of a SPCD 204 Introduction to Special Education 2
person’s body and its capabilities. (Field Experience and Seminar)
188. Modified Physical Education. (1-2, no limit) ∆ Step Two
Complete application for non-teaching minor, which can be
193. Topics. (1-2, no limit) ∆
obtained from the Special Education administrative office.
New activities offered on an exploratory basis.
Meet with a faculty member to develop an individual program
of studies.
SPECIAL EDUCATION
Step Three
Complete course sequence as outlined on individual program
of studies. Advisor assistance should be sought.
Ruth Luckasson, Department Chairperson Choose five of the following:
Department of Educational Specialties SPCD 302 Introduction to Communicative Disorders 3
Special Education Program, Hokona Hall, Zuni Room 105 SPCD 420 Introduction to Mental Retardation 3
MSC05 3040 SPCD 430 Introduction to Students with Emotional and
1 University of New Mexico Behavioral Disorders 3
Albuquerque, NM 87131-0001 SPCD 440 Introduction to Learning Disabilities 3
(505) 277-6510, FAX (505) 277-6929 SPCD 450 Introduction to Early Childhood Special
Education 3
Distinguished Professor
SPCD 452 Teaching Students with Mental Retardation
Ruth Luckasson, J.D., University of New Mexico
and Severe Disabilities 3
Professor SPCD 465 Art and the Exceptional Child 3
Loretta Serna, Ph.D., University of Kansas SPCD 467 Physical Disabilities and Causes 3
requirements. Upon completion, the Special Education Dual University of New Mexico
License Program graduates are eligible for Special Education College of Education - Special Education
Licensure (K-12) and Elementary Licensure (K-8). Interested MSC 05 3040, Hokona Hall Zuni 273
students should make an appointment with a faculty advisor 1 University of New Mexico
through the Special Education administrative office. Albuquerque, NM 87131-0001
Core Content for Special Education Licensure SPCD 534 Social Competence, Self Determination
Introduction to Special Education and Individuals Served and Resiliency
Assessment of Diverse Exceptional Learners
Methods for Teaching Diverse Exceptional Learners In conjunction with their advisors, M.A. degree students may
Behavioral Supports/Classroom Management in Special Education choose one of the following capstone experiences to culmi-
Supervised Teaching in Special Education nate their degree programs: (a) comprehensive examination,
(b) M.A. project or (c) M.A. thesis.
The Master of Arts requires a minimum of 36 credit hours.
Students from outside the Special Education Program seek-
Students not presently holding a valid teaching certificate
ing a supporting area may select courses from a Special
may anticipate taking more classes in order to fulfill program
Education Concentration. An advisor from the selected
requirements. It is strongly recommended that applicants
concentration will assist the student in selecting appropriate
hold or be eligible for a New Mexico teaching certificate.
courses for the supporting area.
For specific details of the program interested applicants
should contact the program coordinator, or the concentration
coordinator. Graduate Certificate in Instruction
The Special Education graduate and licensure programs’ for Students with Intensive Social,
curricular offerings follow two pathways: 1) Special Education
Concentration I in Mental Retardation and Severe Disabilities: Language, and Behavioral Needs
Studies in Educational Equity for Diverse Exceptional Learners The Graduate Certificate in Instruction for Students with
and 2) Special Education Concentration II in Learning and Intensive Social, Language, and Behavioral Needs is
Behavioral Exceptionalities: Studies in Instruction, Curriculum, designed for in-service general education and special educa-
Collaboration and Transition of Diverse Learners. A minimum tion teachers, related service professionals (e.g., speech/lan-
of 36 credit hours at the graduate level is required for each guage pathologist), and parents wishing to acquire advanced
concentration. Up to 45 credit hours at the graduate level may instructional skills and knowledge in the area of communica-
be required based on the student’s educational background. tion, social, and behavioral interventions for students with
A complete list of concentration course work can be obtained significant support needs. The Graduate Certificate program
at the program office. Applicants should complete the Special is open to students pursing a graduate degree in Special
Education application form and indicate their preferences for Education and in other related fields (e.g., Speech Language
EDUCATION
either Concentration I or Concentration II.
EDUCATION
Pathology, Family Studies, Early Childhood Education) at the
University of New Mexico, and to individuals who minimally
Special Education Concentration I in Mental Retardation
hold a bachelor’s degree and are interested in having special-
and Severe Disabilities: Studies in Educational Equity for
ized training in working with students with social, language,
Diverse Exceptional Learners is available for graduate and
and behavioral needs (e.g., students with autism spectrum
licensure students. Applicants should complete the Special
disorders [ASD]). To obtain the certificate, students must
Education application form and indicate their preference for
successfully complete a minimum of 18 credit hours and an
Concentration I, Mental Retardation and Severe Disabilities.
approved final capstone project.
An advisor from within this Concentration will assist the stu-
dent in selecting appropriate courses, such as: Total Required Course work: 18 hours
SPCD 507 Collaboration for Inclusive Education SPCD 519 Applied Behavioral Analysis in the
SPCD 511 Social Construction of Disabilities Classroom 3
SPCD 516 The Brain, Mind and Education SPCD 552 Teaching Students with Mental Retardation
SPCD 519 The Application of Applied Behavior and Severe Disabilities 3
Analysis in the Special Education Classroom SPCD 582 Teaching Students with Intensive
SPCD 520 Nature and Needs of Students with Mental Communication Needs 3
Retardation SPCD 583 Introduction to Autism Spectrum Disorders 3
SPCD 527 Assessment for Diverse Exceptional SPCD 584 Research and Teaching/Intervention in
Learners: Mental Retardation and Severe Autism Spectrum Disorders 3
Disabilities. SPCD 595 Advanced Field Experience 3
*302. Introduction to Communicative Disorders. (3) 452./552. Teaching Students with Mental Retardation and
(Also offered as SHS 302.) The nature of speech, language Severe Disabilities. (3)
and hearing disorders in children and adults; overview of Designed to give an overview of general programming con-
speech and hearing anatomy and physiology; multicultural siderations for students with mental retardation. Students are
issues; emphasizes the impact of communicative disorders to demonstrate competencies in writing instructional objec-
on individuals and families. tives, task analysis, instructional program design and devel-
Restriction: permission of instructor. oping evaluation procedures for instructional programs.
303. Methods and Materials for Students with Mild 462. Student Teaching in Special Education. (1-7 to a
Disabilities. (3) maximum of 7) ∆
To provide the undergraduate special education student with Students will be placed in an elementary or secondary class-
specific strategies and a knowledge of materials which are room, preferably at B or C service level. They will spend all
important in meeting the needs of students with mild disabili- day for one semester in the classroom setting and spend one
ties in a variety of classroom settings. to two hours per week in a seminar session.
Prerequisite: 201 and 204. Restriction: permission of instruc- Restriction: permission of instructor.
tor.
464. Classroom Assessment and Program Planning. (3)
304. Practicum. (1-4 to a maximum of 6) ∆ Provides functional instruction in observation and informal/
Emphasis will be on developing a functional understanding of formal diagnostic procedures. Instruction in the merits/limits
the instructional needs of the mildly handicapped, developing of diagnostic procedures and instruments. Use of case
initial competencies in basic skills, content and in affective information/test protocols to determine functioning level and
programming, development of skills in behavior management program plan.
and integration of initial course content. Also accompanied Restriction: permission of instructor.
by a weekly seminar and an initial four-week, 32-hour instruc-
tional block. 465./565. Art and the Exceptional Child. (3)
Restriction: permission of instructor. (Also offered as ARTE 465.) Designed to acquaint teachers
with the value and therapeutic uses of art in special educa-
313. Curriculum for Learners with Disabilities. (2) tion classrooms and to acquaint art education majors with
Primary focus areas: altering/adapting basic curriculum, adaptations of art to various exceptional cases. Special fee
implementing behavioral, affective, academic curriculum and required.
selecting/altering curriculum content for special needs of
handicapped learners. 467./529. Physical Disabilities and Causes. (3)
Restriction: permission of instructor. Investigation of etiology, characteristics and treatment appro-
priate for individuals with physical disabilities who are in
319. Classroom Organization and Management. (3) public sector, schools and exercise programs.
Provides future teachers with technical management skills
needed to cope with the behaviors of exceptional stu- 470./570. Introduction to Gifted Education. (3)
dents across all categories, age groups and service levels. Introductory course focused on gifted and talented children
Emphasis on management and organization of environment, and youth. Emphasis placed on (a) historical development of
instruction, behavior and record keeping. the field; (b) characteristics and identification; (c) academic
Restriction: permission of instructor. and social/emotional needs; and (d) educational programs
and interventions.
383. Education of the Mexican-American: Trends,
Issues, Problems. (3) 481. Introduction to Assistive Technology in Special
Educational trends, issues and problems of the Mexican- Education. (2)
American and the solutions necessary to alleviate these This course is designed to introduce the special educator to
problems. various assistive technology devices, software and instruc-
tional uses of the computer.
391. Problems. (1-3 to a maximum of 6) ∆
Restriction: permission of instructor. 493. Topics in Special Education. (1-3, no limit) ∆
504. Practicum in Special Education. (1-6 to a maxi- 517. Assessment of Diverse Students with Learning
mum of 9) ∆ and Behavior Exceptionalities. (3)
Supervised experience with exceptional persons. May be Reviews special education eligibility assessment and instruc-
repeated to a maximum of 6 credit hours total for Masters Plan tional assessment. Focuses on knowledge and skills neces-
I and a maximum of 12 credit hours total for Masters Plan II. sary for (a) interpreting and applying formal assessment
Restriction: major in Special Education Ed.D., M.A., or Ph.D. data and (b) designing and monitoring instruction of diverse
program and permission of instructor. students with learning and behavior exceptionalities.
505. Seminars in Special Education. (3, no limit) ∆ 518. Classroom Organization and Positive Behavioral
Research in current trends in the various topic areas of Supports. (3)
special education. The course promotes the area of positive support interven-
tions and environmental management. It includes procedures
506. Fostering Creativity, Cooperation and Problem for organizing and managing a classroom as well as behav-
Solving Among Diverse Learners. (3) ioral techniques that foster successful student behavior.
Introduces students to instructional methods and materials to
foster thinking skills including: creative and critical thinking, 519. The Application of Applied Behavior Analysis in
decision making and problem solving. Also covers theories of the Special Education Classroom. (3)
group development and multiple intelligences. Students are taught the use of behavioral technology to man-
age academic and social behavior in the classroom.
507. Collaboration for Inclusive Education. (3)
This course addresses issues surrounding the inclusion of 520./420. Introduction to Mental Retardation. (3)
students with exceptionalities into general education. The Introductory course on social, medical, emotional, physical
course will include an examination of the sociocultural con- and mental characteristics of people with mental retardation.
text of inclusion, methods and materials and strategies for Emphasizes classification, diagnosis and treatment from
collaboration. medical, psychological, sociological and educational points
of view.
508. Collaboration with Family, School and Community.
(3) 523. Teaching Students with Mental Disorders and
Explores family issues and environmental variables related Mental Retardation or Severe Disabilities. (3)
to assessment and community influences of family members, Examines a range of interventions for students with mental
EDUCATION
EDUCATION
especially students at risk of failure and who have excep- disorders and mental retardation or severe disabilities. Focus
tionalities. Home, school and community interventions are is on developing appropriate supports for individuals with
also presented. both mental disorders and cognitive or severe disabiltiies.
Prerequisite: 420 or 520.
510. Special Education Law. (3)
This course explores the legal rights and responsibilities of 524. Advocacy and Empowerment with Individuals with
special educators in their actions with students who have Mental Retardation or Severe Disabilities. (3)
exceptionalities and the families of those students. The Examines advocacy and empowerment with individuals with
course includes study of applicable Constitutional law, stat- mental retardation and severe disabilities, including related
utes, regulations and interpretive case law. legislation, supports and interdependence, self-determina-
tion, influence of culture, and strategies that increase school-
511. Social Construction of Disabilities. (3) age individuals’ involvement in their education.
This course explores the concept of disability as a “social
construction” from a variety of perspectives: historical, edu- 525. Legal Rights of Persons with Disabilities. (3)
cational, bureaucratic, cultural and linguistic, gender and from Study of substantive law in areas affecting the lives of excep-
that of the individual. tional persons and an analysis of the legal and practical
reasons for the law’s involvement.
512. Career Development/Transition Across the Lifespan.
(3) 526. Motor Assessment for Individuals with Disabilities.
Course focuses on lifespan movement of students with (3)
exceptionalities through preK–16 system to employment and (Also offered as PEP 526.) Reviews current formal and
adult life. Participants will identify essential curricula, make informal assessment methods used to assess children with
critical linkages within their communities and prepare transi- disabilities in physical education. Emphasizes the critical
tion plans within the IEP. examination of assessment methods and provides practical
experience using assessment methods.
513. Curriculum Development in Special Education. (3) Restriction: permission of instructor.
Provides the special education teacher with a theoretical
background and practical experience in the use of a model 527. Assessment for Diverse Exceptional Learners:
of curriculum development, task analysis and evaluation of Mental Retardation and Severe Disabilities. (3)
pupil progress. This course exposes students to a variety of assessment
methods appropriate for use with diverse exceptional learn-
514. Teaching Reading to Students with Learning and ers, including those with mental retardation and severe
Behavior Exceptionalitites. (3) disabilities. Emphasis will be placed on assessments which
Focus is on specific materials, techniques and programs that provide direction for instruction.
have been adapted or developed for learners with severe
problems in reading. Includes depth in direct instruction, 528. Sexuality Education for Individuals with
cognitive/behavioral merged approaches and multisensory Disabilities. (3)
approaches. Contemporary and historical study of social development
and sexuality education and expression, including: attitudes
515. Mathematics/Science Instruction for Diverse toward sexuality and disability; anatomy and physiology;
Exceptional Learners. (3) myths; teaching strategies; roles of schools and others; and
This hands-on class teaches methods and materials for work- legal issues.
ing with exceptional students in the areas of mathematics
and science. Connected to CEC instructional content and 529./467. Physical Disabilities and Causes. (3)
practice standards. (Also offered as PEP 529.) Investigation of etiology, char-
acteristics and treatment appropriate for individuals with
516. The Brain, Mind and Education. (3) physical disabilities who are in public sector, schools and
This course focuses on the neurology of learning and dis- exercise programs.
ability. Students will study evolving knowledge and concepts Prerequisite: 201.
of the brain and central nervous system and consider neuro-
science applications to education and supports for students
with disabilities.
530./430. Introduction to Students with Emotional and 554. ECSE-Elementary Special Education Extended
Behavioral Disorders. (3) Study: ___________. (1-3, no limit) ∆
Introductory course on characteristics of emotionally or Special in-depth offerings on various areas of interest (e.g.,
behaviorally disordered children. Emphasis on historical trauma, bilingualism) linked to material presented in other
development, identification, behavioral description, clas- ECSE courses.
sification, assessment and an introduction to intervention
strategies in various therapeutic environments. 559. Cultural and Linguistic Diversity among
Individuals with Mental Retardation. (3)
532. Education and Transition of Students with This course addresses issues of cultural and linguistic diver-
Emotional and Behavioral Disorders. (3) sity among individuals with mental retardation. Perspectives
Instruction in development and maintenance of educational from bilingual education, bilingual special education and
intervention programs for children with behavioral disorders. mental retardation are included.
Emphasis on philosophical approach, intervention strategies,
environmental arrangement, program organization, behavior 560. Introduction to Bilingual/Multicultural Special
management, classroom management, parent involvement, Education. (3)
transition procedures and case conferencing. This course is an overview of the interface between lan-
guage, culture and disability. Content supports those making
534. Social Competence, Self Determination and decisions in referral and education of culturally and linguisti-
Resiliency. (3) cally diverse exceptional students.
Review of the history of social competence and self-deter-
mination skills training for children/youth receiving special 561L. Educational Diagnosis: Diagnostic Assessment
education services. Provides experiences in group training of Young Children. (3)
and individualized programming. Related information con- Explores issues related to the educational diagnosis of
cerning resiliency among children/youth. young children, including standardized assessment proce-
dures, family issues and factors impacting development.
540./440. Introduction to Learning Disabilities. (3) Prerequisite: 564. Restriction: permission of instructor.
Covers the characteristics of persons with learning dis-
abilities. Emphasis on the historical development of the field, 562. Teaching Bilingual/Multicultural Special Education.
definitions, etiologies, characteristics, diagnosis and research (3)
findings about assessment and instructional approaches. This hands-on course provides teachers with ESL and native
language instructional strategies for working with culturally
542. Teaching Individuals with Learning Disabilities. (3) and linguistically diverse students. Theory and practice are
Covers the primary approaches developed and adapted integrated for effective program planning and teaching.
for K–16 students with learning disabilities. Includes major
instructional models, teaching methods, specific techniques 563L. Educational Diagnosis: Multidisciplinary
and materials that have been empirically proven effective for Collaboration for Diagnostic Assessment. (3)
these students. Emphasis on working with multidisciplinary teams for educa-
Prerequisite: permission of instructor, program majors only, tional diagnosis of students and integration of assessment
540 recommended. information from related service providers.
Prerequisite: 564. Restriction: permission of instructor.
545. Language Issues/Methods LD/CD/ELL. (3)
Focuses on distinguishing between language disorders 564L. Educational Diagnosis: Introduction to
and second language learning characteristics of English Assessment for Eligibility for Special Education
Language Learners (ELLs) with exceptionalities; and appro- Supports. (3)
priate instructional strategies for ELLs with learning disabili- Examination of issues related to the educational assessment
ties and/or communication disorders. Offered once yearly. and diagnosis of students for eligibility for special education
Restriction: permission of instructor. supports. Restriction: permission of instructor.
550./450. Introduction to Early Childhood Special 565./465. Art and the Exceptional Child. (3)
Education. (3) (Also offered as ARTE 565.) Study of the special use of art
Course overviews the nature and history of the field of early activities with exceptional children along with practicum expe-
childhood special education. Emphasis is given to typical and rience in field situations. Lab fee.
atypical development as this relates to young children with
delays/exceptionalities birth to age 8. 566L. Educational Diagnosis: Differential Diagnosis I
[Differential Diagnosis I.] (3)
551. Teaching Young Children with Exceptionalities. (3) Designed to develop competencies in administration, scoring
Overviews teaching/intervention approaches for children with and diagnostic interpretation of various individual tests of
exceptionalities from birth to age 8. Covers methods/materi- intelligence. Adaptive behavior rating scales will be included
als/procedures appropriate for these children in a variety of to supplement the diagnostic evaluation.
settings. Also addresses strategies for working with families
in transdisciplinary contexts. 567L. Educational Diagnosis: Differential Diagnosis II
[Differential Diagnosis II.] (3)
552./452. Teaching Students with Mental Retardation and Designed to teach educational diagnosticians to be proficient
Severe Disabilities. (3) in administration and interpretation of tests in the areas of
Designed to give an overview of general programming con- language aptitudes, self-concept and learning processes.
siderations for students with mental retardation. Students Prerequisite: 566L.
are to demonstrate competencies in writing instructional
objectives, task analysis, instructional program design and in 568L. Educational Diagnosis: Diagnostic Assessment of
developing evaluation procedures for instructional programs. Culturally and Linguistically Diverse Students [Diagnosis
of Multicultural Exceptional Children.] (3)
553. Advanced Field Seminar: ECSE-Elementary Specifically designed for the educational diagnostician to
Special Education. (3) develop skills necessary for the educational evaluation and
Refines and enhances students’ knowledge and skills by programming of children whose language and/or culture is
applying learned principles and strategies to real and simu- other than English.
lated cases. Students videotape and analyze their teaching. Prerequisite: 566L.
Questions and issues specific to on-site teaching are identi-
fied and addressed.
569L. Educational Diagnosis: Clinical Internship. (1-6 to 587. Reading Methods for Students with Mental
a maximum of 6) ∆ Retardation and Severe Disabilities. (3)
Supervised community-based experience in educational diag- Designed to teach selection and implementation of appropri-
nosis (primarily in public school system). Designed to provide ate reading instruction approaches for individuals with mental
opportunities for direct application of theoretical and practical retardation or severe disabilities. Includes examination of
knowledge. varied formal and informal reading assessments and plan-
Prerequisite: 566L and 567L and 568L. Restriction: permis- ning and organization of reading instruction.
sion of instructor.
588. Organization and Supervision of Special Education
570./470. Introduction to Gifted Education. (3) Programs. (3)
Introductory course focused on gifted and talented children This course will explore administrative, managerial and
and youth. Emphasis placed on (a) historical development of supervisory theories and strategies related to special educa-
the field; (b) characteristics and identification; (c) academic tion programs and services. Participants will acquire leader-
and social/emotional needs; and (d) educational programs ship concepts, skills, strategies and trends for administration
and interventions. 470/570 is a recommended prerequisite to of these programs and services.
other courses in gifted education.
589. Teaching Exceptional Students in General
574. Teaching Twice-Exceptional Learners. (3) Education. (1-3 to a maximum of 3) ∆
Focuses on the educational needs of twice-exceptional This course is specifically designed for general education
learners, that is, gifted students with learning and behavioral majors with no minor in special education. It provides infor-
difficulties. Issues related to characteristics, identification mation about student characteristics, legal issues, resources,
and instructional interventions to simultaneously address the parent partnerships, and appropriate modifications in curricu-
giftedness and the disability are explored. lum, instruction, and behavioral supports.
576. Instructional Strategies for Gifted Students. (3) 591. Problems. (1-3 to a maximum of 12) ∆
This application-based course presents instructional strate- May be repeated to a maximum of 6 credit hours for Masters
gies designed to address the unique learning needs of gifted Plan I and a maximum of 12 credit hours for Masters Plan II.
students. These differentiated instructional strategies include Restriction: permission of instructor.
modifications in content, process, products and environment.
Access to gifted/talented students is required. 592. Workshops in Special Education. (1-4 to a maxi-
EDUCATION
EDUCATION
Prerequisite: 470 or 570. mum of 9) ∆
May be repeated to a maximum of 5 credit hours for Masters
577. Curriculum for Gifted Students. (3) Plan I and a maximum of 8 credit hours for Masters Plan II.
This course focuses on the development of appropriate
curriculum (i.e., courses and units for gifted students tied to 593. Topics. (1-3, no limit) ∆
benchmarks and standards. Topics include models for curricu-
lum development, integrative/interdisciplinary curriculum, pre- 595. Advanced Field Experience. (3-6 to a maximum
packaged curricular materials and problem-based curriculum. of 12) ∆
Prerequisite: (470 or 570) and 576. Restriction: permission Planned and supervised professional laboratory experiences
of instructor. in agencies or institutional settings.
Restriction: permission of instructor.
582. Teaching Students with Intensive Communication
Needs. (3) 596L. Educational Diagnosis: Advanced Application of
This course explores the identification, assessment and Skills. (1 to a maximum of 3) ∆
facilitation of the development and function of communication Provides experiential practice to prepare students to select,
in educational settings. For young children, and those with administer, and score standardized assessments used for
severe disabilities, communication through alternative means educational diagnosis.
to oral language is paramount. Restriction: permission of instructor.
583. Introduction to Autism Spectrum Disorders. (3) 598. Directed Readings in Special Education. (1-3 to a
Introductory course on social, communication, and behavioral maximum of 6) ∆
characteristics of students with autism spectrum disorder Independent readings to be arranged collaboratively with
(ASD). Emphasis on intervention models, curricular issues, individual faculty member. Student will develop an Individual
and instructional practices used in the education of students Performance Contract with a faculty member to determine
with ASD. the key readings and to delineate the final product to be pro-
duced. Open to Special Education graduate students only.
584. Research and Teaching/Intervention in Autism Restriction: permission of instructor.
Spectrum Disorders. (3)
Provides students with an in-depth knowledge of evidence- 599. Master’s Thesis. (1-6, no limit) ∆
based teaching/intervention strategies for students with Offered on a CR/NC basis only.
ASD. Includes critique of published studies in this area and Restriction: permission of instructor.
hands-on activities. Focuses on specific techniques/pro-
grams designed for ASD students. 601. Professional Seminar in Special Education. (3)
A seminar for post-master’s students in special education
585. Math Methods for Students with Mental degree programs. It is recommended this seminar be taken
Retardation and Severe Disabilities. (3) during the first semester of enrollment.
This course addresses the teaching of mathematics to Restriction: permission of instructor.
students with mental retardation and severe disabilities
and emphasizes assessment, the developmental sequence 615. Trends and Issues in Special Education. (3)
of math skill acquisition, and research-based strat- Culminating course in doctoral program in special education.
egies for teaching skills using a conceptual approach. Designed as experience in applying acquired knowledge
Prerequisite: 420 or 520. and skills to current issues and trends in the field of special
education.
586. Differentiating Reading Instruction in Inclusive Restriction: admission to post-master’s work in Special
Settings for Students with Mental Retardation and Education.
Severe Disabilities. (3)
This course addresses the basic components of planning
and teaching reading in inclusive classrooms, emphasizing
strategies for differentiating instruction for learners with a
range of needed intensities of supports using evidence-based
reading methods.
619. The Application of Applied Behavior Analysis to Aspiring teachers may seek initial teacher licensure in our
Academic Research in Special Education. (3) Elementary or Secondary Education Programs. In addition
Designed for advanced graduate students wishing to learn to baccalaureate degrees with standard licensure, we also
to conceptualize, design, conduct, analyze, and disseminate offer graduate students licensure within the M.A. with the
applied academic research using behavior analysis research Alternative Route to Licensure Program.
methodology. Course comprises both didactic and field
experience. Teaching practitioners who desire to refine or expand their
Prerequisite: 519. Restriction: permission of instructor. practice in a structured academic program may enroll in the
M.A. in Elementary or Secondary Education Program for
696. Internship. (3-6 to a maximum of 12) ∆ Licensed Teachers. Our graduate programs of studies will
A planned and supervised experience for doctoral students. help practicing teachers acquire or expand the knowledge,
This course allows the student to apply theoretical concepts skills and leadership capacities needed for advancement
to a relevant problem. This experience may include but is not within the NM Three-Tiered Teacher Licensure System.
limited to research, teaching, administration, organization, A graduate concentration in Mathematics, Science and
and evaluation. Educational Technology is available in the M.A. in Elementary
Restriction: permission of instructor. Education and in Secondary Education.
699. Dissertation. (3-12, no limit) ∆ Post-master’s degree candidates may pursue advanced
Students may not receive credit in Dissertation until the studies in curriculum and instruction or teacher development
semester in which the doctoral comps are passed. Offered in the Ph.D or Ed.D. in Multicultural Teacher and Childhood
on a CR/NC basis only. Education. An Educational Specialist Certificate in Curriculum
Restriction: permission of instructor. and Instruction is also available.
Degrees/Certificate Offered
B.S.Ed. in Elementary Education
TEACHER EDUCATION M.A. in Elementary Education
B.A.Ed. in Secondary Education
B.S.Ed.Seconday Education
Dr. Rosalita Mitchell, Chairperson M.A. in Secondary Education
Department of Teacher Education Ph.D. and Ed.D. in Multicultural Teacher
Hokona Hall, Zuni, Room 121 and Childhood Education
MSC05 3040 Educational Specialist Certificate in Curriculum and
1 University of New Mexico Instruction
Albuquerque, NM 87131-0001
(505) 277-4533 fax: (505) 277-0455 Graduate Concentrations Available
ted@unm.edu Early Childhood Education Concentration in the M.A. in
http://ted.unm.edu Elementary Education
Mathematics, Science and Educational Technology (MSET)
Professors Concentration in the M.A. in Elementary Education and
Viola E. Florez, Ed.D, Texas A&M University (Kingsville) M.A. in Secondary Education
Joseph Martinez, Regents Professor, Ph.D., University of
New Mexico Elementary Education
Associate Professors Elementary Education is a program that offers both under-
Jonathan Brinkerhoff, Ph.D., Arizona State University graduate and graduate degrees. These degrees contain com-
Leila Flores-Dueñas, Ph.D., University of Texas at Austin ponents for licensure as an elementary educator in the State
Anne L. Madsen, Ph.D., Michigan State University of New Mexico. A graduate degree for practicing teachers is
Rosalita D. Mitchell, Ph.D., University of New Mexico also available for continued professional development.
Lynette K. Oshima, Ed.D. Indiana University
The program strives to prepare the very best entry level
Elizabeth Saavedra, Ph.D., University of Arizona
teachers for all of New Mexico’s children; such preparation
Quincy Spurlin, Ph.D., University of Texas at Austin
is enriched by the diverse, contrastive linguistic and cultural
Diane Torres-Velasquez, Ph.D., University of New Mexico
communities of the region. The program also takes advan-
Kathryn Watkins, Ph.D., Texas AM University
tage of the many professional partnerships that the College
holds with school districts and their teaching faculties.
Assistant Professors
Jamie Carson, Ph.D., University of Arizona
Laura Haniford, Ph.D., University of Michigan Degrees Offered
Karla V. Kingsley, Ph.D., University of Nevada at Las Vegas B.S.Ed. in Elementary Education
Marjori Krebs, Ed.D., Bowling Green State University M.A. in Elementary Education
Rebecca M. Sanchez, Ph.D., New Mexico State University
Cheryl Torrez, Ph.D., University of Virginia
Undergraduate Study
Lecturers
Undergraduate Advisor Contact and Student Information
Tom Keyes, Ph.D., University of New Mexico
Contact:
Janet Lear, M.A., University of California, Berkeley
College of Education Advisement Center
Michele Raisch, Ph.D., University of New Mexico
Hokona Hall, Room 134, (505) 277-3190
Teresa Sheldahl, Ph.D., University of New Mexico
FAX (505) 277-4166
Eileen Waldschmidt, Ph.D., University of New Mexico
Irene Welch-Mooney, Ph.D., Georgia State University The Elementary Education program offers an undergraduate
degree with specialty areas in a number of teaching fields
Programs: Elementary Education; Secondary Education;
for the preparation and development of the professional
Multicultural Teacher and Childhood Education
educator.
Minimum Criteria for Undergraduate Application to the SPCD 493 Topics: Special Needs Students
Elementary Education Program in the Regular Classroom 3
Submission of a Professional Portfolio providing the fol- Each student must have a teaching field in one of the disci-
lowing: plines or an endorsement in a specialty area.
1. College grade point average 2.50 criteria (See above, NOTE: Changes in state requirements or state reform
eligibility criteria) initiatives in education may require periodic revisions
2. 2.70 GPA for last 24 hours, or of the curriculum and admission process.
3. 3.0 for last 12 hours at the University of New Mexico
(content courses only) plus 2.50 GPA on the previous
two semester/quarters wherever taken Teaching Fields
4. Program applicants must have no more than 9 hours
Language Arts is designed for students wishing to pursue
remaining in addition to their required Teacher Education
a broad field of study in language arts. Disciplines include
hours. Advisors determine eligibility.
English, Linguistics, Theatre, Communication and Journalism
a. Provide documentation of successfully passing
and Speech and Hearing Sciences. 24 Credit Hours.
the Professional Skills Assessments: New Mexico
Teacher Assessment Tests – Basic Skills section. (The Mathematics is designed for students wishing to pursue a
New Mexico Teacher Assessment Tests will be given teaching field in mathematics. Topics include set theory, logic,
at scheduled times in different locations in the state. number theory, probability, statistics, geometry, measurement
Contact the College Advisement Center for schedule.) and calculus. 24 Credit Hours.
b. Demonstrated experience with children and/or
youth. Science is designed for students wishing to pursue a broad
c. Satisfactory completion (C or better) of designated field of study in science. The program includes course work in
courses (if applicable). See program area for specific astronomy, biology, chemistry, earth and planetary sciences,
requirements. physical science and physics. 24 Credit Hours.
d. Submission of three letters of recommendation
(from previous teachers or supervisors in child/youth Social Sciences is a teaching field designed for students
related experiences). wishing to pursue a broad field of study in the social sci-
e. Specific program requirements (contact the College ences. The program includes course work in anthropology,
EDUCATION
EDUCATION
Advisement Center). economics, geography, political science, history, sociology
and psychology. This minor must include at least 12 semester
There is a core set of General Education requirements nec- hours of study in each of two disciplines (such as geography,
essary for Elementary Educators. Contact the Advisement political science, anthropology and economics) and at least 6
Center or go to the website (http://ted.unm.edu) for a copy of hours in a third discipline. 24 Credit Hours.
the current advisement sheets.
Fine Arts is designed for students wishing to develop a
teaching field in theatre or dance.
Elementary Education Curriculum
Theatre endorsement consists of 24 hours of courses
General Education Requirements and Pre-Professional that cover all aspects of educational theatre, including
Study (69) acting, stage craft, directing, dramatic literature, creative
1. Communication Arts (12 hours) drama and children’s theatre.
ENGL 101, ENGL 102, LING 101, CJ 220 or 130
2. Mathematics (9 hours) Dance endorsement consists of 24 hours of courses,
MATH 111, 112, 215 eight of which are in modern dance technique and the
3. Social Science (6 hours) other 16 cover dance appreciation, improvisation, rhyth-
Select from SOC 101, PSY 105, POLS 110, 200, 220, mic fundamentals, movement analysis, curriculum devel-
240, ANTH 101 or 130, ECON 105, 106, or GEOG 102 opment and methods and materials for teaching dance.
4. Second Language (3 hours)
Select from any of the lower-division, non-English Specific course requirements are listed in the Department of
language offerings of the Departments of Linguistics, Theatre and Dance section of the catalog. See the advisor in
Spanish and Portuguese, and Foreign Languages and the Department of Theatre and Dance.
Literatures
5. History (12 hours) Bilingual Education/TESOL is designed for students who
HIST 101L or 102L, 161L, 162L, 260 or 463 are seeking an endorsement in Bilingual Education or
6. Science (12 hours) TESOL. 24 Credit Hours. (See Bilingual/English/Spanish
Recommended NTSC 261L, 262L, 263L. Will accept advisement in LLSS. TESOL Education. See advisement
any science course that meets the undergraduate core sheet in the department of LLSS.
curriculum (See The Undergraduate Program).
7. Fine Arts (6 hours) Dual Major in Elementary Education and Special
Select ARTE 214 or 414 and MUSE 298 Education is available. It requires 30 hours of Special
8. Pre-professional Study (9 hours) Education, 30 hours of Elementary Education, 24 hours in
EDPY 303, LLSS 443, MSET 365 a minor and 11 hours of supporting courses in educational
foundations. Students also complete 57 hours of general
Professional Study (36 hours) course work which includes core curriculum requirements.
EDUC 321L Teaching of Social Studies in Upon completion, the Dual License Program offers eligibil-
Elementary School 3 ity for Special Education Licensure (K-12) and Elementary
EDUC 330L Teaching of Reading 3 Licensure (K-8). Interested students should check with the
EDUC 331L Teaching of Reading in the Undergraduate Coordinator in Special Education for updated
Elementary School 3 information.
EUDC 333L Teaching Oral and Written Language
in the Elementary School 3
EDUC 353L Teaching of Science in the
Graduate Study
Elementary School 3 M.A. in Elementary Education with Alternative Route to K-8
EDUC 361L Teaching of Mathematics in the Licensure
Elementary School 3 36 Credit Hours
EDUC 400 Student Teaching in the Elementary School 9
EDPY 310 Learning in the Classroom 3 M.A. in Elementary Education for licensed teachers
LLSS 315 Education Linguistically and 32+ Credit Hours
Culturally Diverse Students 3
The M.A. in Elementary Education is for those who already The M.A. in Elementary Education is designed to be a journey
hold an elementary teaching license. in personal and professional growth. With purposeful work in
each of the major content strands: Social Justice, Diversity,
The M.A. in Elementary Education with alternative route to and Transformational Practices; Instructional Strategies;
K-8 licensure is for those who wish to obtain an elementary Curriculum; Research; Focused Electives; and culminating
teaching license and a master’s degree. in the Final Capstone Experience, students will improve their
teaching and their thinking about the teaching process, result-
ing in greater depth of meaning for their students.
M.A. in Elementary Education with
Alternative Route to K-8 Licensure Students working under Plan I (thesis) will satisfy the require-
ments as set forth in preceding parts of the College section of
This program is for an individual interested in obtaining a this catalog and other sections describing graduate study.
K-8 elementary teaching license and completing a Master’s
degree in Elementary Education. A student in this program 1. A minimum of 24 hours of course work. (Many Programs
is one who has a Bachelor’s, Master’s or Doctoral Degree of study require more than the minimum).
and who is interested in obtaining a K-8 Elementary teaching 2. A thesis (minimum 6 hours credit).
license. This is a two-part program leading to Licensure and 3. EDPY 511 or other approved research course (exclud-
a Master’s Degree in Elementary Education. Students com- ing EDUC 500).
plete licensure courses, advanced field experiences through 4. One curriculum course: MSET 507, EDUC 511, EDUC
student teaching, and then begin Master’s Degree courses. 542, EDUC 574 or LLSS 582.
5. At least 6 hours of 500-level courses.
Licensure Required Course Work 21 hours 6. A minimum of 7 hours in a minor content field.
EDUC 595 Advanced Field Experiences 6 7. Not more than 5 hours of workshop credit.
EDUC 330L Teaching of Reading 3 8. Oral examination.
EDUC 531 The Reading Program in the
Elementary School 3 Candidates working under Plan II will satisfy the requirements
EDUC*461 The Mathematics Program in the as set forth in earlier pages of this catalog, with the following
Elementary School 3 specifications:
EDUC*453 The Science Program in the
1. A minimum of 32 hours of course work. Many Programs
Elementary School 3
of study require more than the minimum.
EDUC*421 The Social Studies Program in the
2. EDUC 500-or one 3-hour problems course EDUC
Elementary School 3
591).
*can be taken for Graduate credit with appropriate approvals. 3. EDUC 500 or EDPY 511.
4. One curriculum course: MSET 507, EDUC 511, EDUC
M.A. Program (without thesis) 36 hours 542, EDUC 574 or LLSS 582.
24 graduate credit hours from the Alternative/Standard 5. LLSS 583.
Licensure requirements plus the following 12 core hours: 6. EDUC 590 or EDUC 579.
LLSS 583 Education Across Cultures in the Southwest 3 7. A minimum of 3-9 hours in a minor content Field.
EDUC 590 Seminar 3 8. At least 12 hours of 500-level courses.
-and- Curriculum Core (choose 1) 3 9. Not more than 8 hours of workshop credit.
ARTE 510 Curriculum Development in Art Education 10. Written comprehensive examination.
MSET 507 Developing Curriculum for Middle Schools
EDUC 511 Curriculum in the Elementary School NOTE: Changes in state requirements or state reform
EDUC 542 Principles of Curriculum Development initiatives in education may require periodic revisions
EDUC 574 Curriculum for Early Childhood of the curriculum and admissions process.
LLSS 582 Curriculum Development in
Multicultural Education
M.A. Elementary Education With Early With the approval of the faculty advisors, students select
a support content area in Mathematics, Science, or
Childhood Education Concentration Educational Technology and complete 12 credit hours of
graduate level courses.
Plan 1: 26 hours plus 6 credit hours of thesis plus Final Oral
Examination M.A. Elementary Education With
Plan 2: 32 credit hours including Porblems Course EDUC Mathematics, Science and Educational
591.
Technology (MSET) Concentration
Master of Arts in Elementary Education Core
Requirements: MSET offers a concentration for elementary teachers inter-
EDUC 500 or EdPsy 500 Research Applied to Education ested in the fields of mathematics, science and educational
ECME 574 Early Childhood Curriculum technology. Students will complete core content classes
ECME 579 Seminar in Early Childhood Education as determined by their advisor, as well as elective classes
LLSS 583 Education Across Cultures of the Southwest in MSET or in the Departments of Mathematics, Biology,
EDUC 591 Problems in Early Childhood Education Chemistry or Physics.
(Note: problems course must be taken with an ECME
faculty).
Secondary Education
Concentration Specific Course Requirements:
In addition to ECME 574, 579, and 591 above, at least
two courses must be chosen from:
Degrees Offered
ECME 576 Learning Through Play B.A. Ed. in Secondary Education
ECME/LLSS 514 Young Children Moving Into Literacy B.A. Ed. in Art Education
ECME 575 Early Childhood Language Development and B.S. Ed. in Secondary Education
Curriculum M.A. in Secondary Education
SPCD 550 Introduction to Early Childhood Special
Education Undergraduate Program Advisement
Remaining courses to be selected from the following: Undergraduate Advisor Contact:
EDUCATION
EDUCATION
ARTE 520 Art in Early Childhood College of Education Advisement Center
FS 501 Parent Education Hokona Hall, Room 136,
FS 502 Development in Early Childhood (505) 277-3190 Fax (505) 277-4166
FS 512 Working with Children and Families
FS 546 Family Systems Theory
FS 514 Fatherhood Admission Information
EDPY 510 Principles of Human Development
EDPY 520 Motivation Theory and Practice Steps in the admission process for a B.A. and B.S. degree
EDPY 524 Computers in the Classroom with secondary licensure in a content field can be found at
EDPY 572 Classroom Assessment our department website:
LLSS 544 Children’s Literature http://ted.unm.edu/secondary_undergrad.html
LLSS 556 First and Second Language Development
LLSS 558 Literacy Across Cultures
LLSS 582 Curriculum development in Multicultural
Undergraduate Study
Education The curriculum leading to the Bachelor’s Degree (B.A.Ed.
Or Other Courses Approved by ECME Advisor or B.S.Ed.) in Secondary Education is designed for students
NOTE: Changes in state requirements or state reform preparing to teach in middle schools, junior high schools or
initiatives in education may require periodic revisions senior high schools (grades 7-12). The program of studies
of the curriculum and admissions process. for the Secondary Education major and licensure preparation
has three components:
M.A. Elementary Education
Mathematics, Science and Educational Technology a. General Education Requirements
(MSET) Concentration (Plan I) b. Teaching Field Requirements
c. Professional Education Requirements
MSET Concentration (Plan I) 33 hours
MSET 3 Application Deadline: Fall semesters: March 1
MSET 512 Technology and the Learning Process Spring semesters: October 1
Curriculum (Choose 1) 3
MSET 511 Curriculum in the Elementary School Undergraduate Concentrations–Teaching
MSET 542 Principles of Curriculum Development
Fields and Degrees (for teaching grades
Instructional Strategies (Choose 1) 3
MSET 500 Advanced Instructional Strategies
7–12)
MSET 515 Teaching Environmental Education Communicative Arts Education
Diversity (Choose 1) 3 Earth Science Education
MSET 525 Multicultural Environmental Education French
LLSS 557 Language, Culture and Mathematics German
LLSS 583 Education Across Cultures in the Southwest Life Science Education
Mathematics Education
Research (Choose 1) 3
Physical Science Education with an emphasis in Chemistry
EDUC 500 Research Applications to Education
Physical Science Education with an emphasis in Physics
EDPY 500 Survey of Research Methods in Education
Social Studies Education
EDPY 502 Survey of Statistics in Education
Spanish
EDPY 511 Introductory Educational Statistics
LLSS 501 Practitioner Research Students must meet with a College of Education Academic
LLSS 502 Naturalistic Inquiry Advisor for initial consultation about their program, and their
Thesis 6 secondary faculty advisor through out their program. The
MSET 599 Master’s Thesis Secondary Education faculty advisor must approve enroll-
ment into the professional licensure courses that are offered
Elective Content Courses 12
in a fall/spring sequence.
1. Core Courses (32 hours): BIOL 201, BIOL 202, CHEM 311, 416, 462 or 463, 14 hours of dance technique (8 hours
121 and 123L, CHEM 122 and 124L, EPS 101/105L, must be in Modern, the other hours must be completed in
EPS 201L, PHYC 151L, PHYC 152L three of the following areas: Ballet, Ethnic, Folk, Jazz or
2. Support for Emphasis Area (20-26 hours, 12 hours at Tap).
the 300 level or above):
Select from BIOL 203L, BIOL 204L, BIOL 351L, 352L, Teaching Field in Fine Arts-Theatre (36 hours): Completion
BIOL 360L, BIOL 371L or BIOL 386L, BIOL 300, BIOL of this teaching field leads to an endorsement in Fine Arts-
310L, BIOL 324 or BIOL 407L Theatre. This program is administered by the Secondary
Education Program, but students should seek advisement
Concentration-Teaching Field in Mathematics Education early in the program from both the College of Education
(36 hours): This concentration teaching field requires math- and the Department of Theatre and Dance. Requirements
ematics courses that enable students to develop proficiencies may change. See the Theatre and Dance advisor for current
in calculus, algebra, geometry, probability and statistics, com- information.
puting, application of mathematics and history of mathemat-
ics. Course requirements include the following: Current course requirements include the following (at least 12
credit hours at the 300 level or above);
1. Required Courses (30 hours): CS 151L, MATH 162, THEA 120, 121, 122, 192, 194, 196, 223, 224, 403, 418
163, 264, 305, 306, 314, 338, STAT 345 and 419.
2. MATH Elective Options (6 hours): Select from 300,
308, 309, 317, 318, 319, 350
Visual Art Licensure: The College of Education offers
Concentration-Teaching Field in Physical Science with course work towards a Visual Art Licensure K-12. Those
Chemistry Emphasis (52-58 hours): This concentration- interested should see the section on Art Education in this
teaching field requires 30 hours in chemistry and eight hours Catalog and contact a program advisor.
EACH in biology, earth and planetary sciences, physics and
mathematics. Bilingual Education (27 hours): Students may elect
to pursue a New Mexico K-12 endorsement in Bilingual
1. Core Courses (32 hours): BIOL 201, BIOL 202, CHEM Education with a Spanish/English or Navajo/English area
121, CHEM 123L, CHEM 122, CHEM 124L, EPS of focus. However, in order to meet federal and state
101/105L, EPS 201L, PHYC 151L, PHYC 152L requirements for the 7-12 school curriculum, secondary
EDUCATION
EDUCATION
2. Support for Emphasis area (20-26 hours, 12 hours at students interested in a bilingual education endorsement
300 level or above: must have a first concentration-teaching field in one of the
Select from CHEM 253L, CHEM 301/303L, CHEM academic content areas such as Communicative Arts, Social
302/304L, CHEM 315 or CHEM 311/312, CHEM 421, Studies, Mathematics, Life Science, or Earth Science, or
CHEM 431 French, German, or Spanish listed above in the Secondary
Concentration-Teaching Fields section. They may then com-
Concentration-Teaching Field in Physical Science with plete requirements for the bilingual education endorsement
Physics Emphasis (52 hours): This concentration-teaching as an additional teaching credential. Students must see a
field requires 30 hours in chemistry and eight hours EACH Bilingual Education Program advisor in the Department of
in biology, earth and planetary sciences, physics and math- Language, Literacy and Sociocultural Studies (LLSS) for
ematics. current information about Bilingual Education Endorsement
requirements and approval of entry into Bilingual Education
1. Core Courses (32 hours): BIOL 201, BIOL 202, concentration courses.
CHEM 121, CHEM 123L, CHEM 122, CHEM 124L,
EPS 101/105L, EPS 201L, PHYC 160/160L, PHYC Teaching English to Speakers of Other Languages (36
262/262L hours): Students may elect to pursue a K-12 endorse-
2. Support for Emphasis Area (20 hours): ment in Teaching English to Speakers of Other Languages
Select from PHYC 301, PHYC 302, PHYC 303, PHYC 304, (TESOL). However, in order to meet federal and state
PHYC 307, PHYC 308, PHYC 327, PHYC 330, PHYC requirements for the 7-12 school curriculum, secondary
405, PHYC 406, PHYC 452, PHYC 491, PHYC 492 students must have a first concentration-teaching field in one
of the academic content areas such as Communicative Arts,
Social Studies, Mathematics, Life Science, Earth Science, or
Other Content Areas/Endorsement French, German, or Spanish listed above in the Secondary
Concentration-Teaching Fields section. They may then com-
Programs of Studies Available for plete requirements for the TESOL endorsement as an addi-
tional teaching credential. See a TESOL Program advisor in
Secondary Education Majors the Department of LLSS for current information about the
TESOL Endorsement requirements and approval of entry in
Interested students may elect to pursue programs of stud-
TESOL concentration courses.
ies in other COE or university programs that will lead to
a K-12 license or endorsement in addition to one of the
Concentration-Teaching Fields offered through the Secondary Professional Education Requirements (27
Education program. For more information about licenses or hours)
endorsements in other programs or colleges within the uni-
versity, contact the following appropriate programs: The following professional education sequence is required of
all undergraduate students pursuing a secondary education
Teaching Field in Fine Arts–Dance (36 hours): Completion major and eligibility for an initial teaching license for grades
of this teaching field leads to an endorsement in Fine Arts- 7-12. The two-semester sequence includes consecutive fall
Dance. This program is administered by the Secondary and spring semesters of the same academic year (i.e., teach-
Education Program, but students should to seek advisement ing experiences and related courses). In order to qualify
early in the program from both the College of Education for the professional education sequence, students should
andthe Department of Theatre and Dance. Requirements complete all general education and concentration-teaching
may change. See the Theatre and Dance advisor for current field requirements. However, if space is available and other
information. requirements have been met, students may be allowed with
faculty approval to proceed into the professional education
Current course requirements include the following (at least 12 sequence if lacking no more than six hours total of all other
credit hours at the 300 level or above): requirements. Students must achieve a 2.5 GPA in their
DANC 105, 212, 250, 311, 416, 462 or 463, 14 hours of general education courses, a 2.5 GPA in their concentration-
dance technique (8 hours must be in Modern, the other teaching field courses, and a 3.0 overall GPA in their profes-
hours must be completed in three of the following areas: sional education courses to advance to student teaching.
Ballet, Ethnic, Folk, Jazz or Tap) DANC 105, 212, 250,
Prospective students must apply for admission and be Application packets are available in the Department of
formally admitted by the program faculty. Candidates are Teacher Education.
required to develop and follow a planned program of studies
made up of courses selected with the approval of a faculty
advisor. Courses taken without an advisor’s prior approval
may not be accepted toward completion of the M.A. degree.
EDUCATION
EDUCATION
in the Content Field 3 Application Deadlines
2. SPCD 507 Collaboration for Inclusive Education 3 Summer/Fall Semester: March 1
The following courses are offered Fall only: Spring Semester: October 30
3. EDUC 362 Teaching Experience I 3
Degree Requirements: The doctoral program requires 72
4. EDUC 493 T: Issues in Secondary hours of coursework (not including the dissertation) com-
Education 3 prised of 48 hours in the major doctoral core and 24 hours
5. One of the following methods courses: 3 in a focused support area that will draw from academic
MSET *429 Teaching of Secondary Mathematics areas outside of the College. Details for other requirements
MSET 431 Teaching of the Sciences can be found in the College of Education’s description of
LLSS 432 Teaching of Social Studies Doctoral Programs. A midpoint evaluation is comleted at 24
LLSS 436 Teaching of English credit hours.
LLSS *480 Second Language Pedagogy
*can be taken for Graduate credit with appropriate approvals For more information contact:
Department of Teacher Education
The following course should be taken during Spring Hokona Hall-Zuni, Room 121
only. (505) 277-4533
6. EDUC 595 Advanced Field Experience 3 ted@unm.edu
http://ted.unm.edu
All students pursuing a Master’s degree program with licen-
sure must complete a core of graduate courses, including Educational Specialist Certificate
classes in: a) educational research; b) curricular studies in
a general or specialty area; c) pedagogical practices in a An Educational Specialist Certificate in Curriculum and
general or specialty area; d) educational diversity; and e) Instruction is offered for practitioners interested in studies
synthesis seminar. Students may also complete up to 6 hours beyond the master’s level, but not in a doctoral program. The
or more in related coursework. More information is available certificate is intended to deepen knowledge and experiences
on applicable courses from Secondary Education Faculty in one area of interest to strengthen a practitioner’s contribu-
Advisors and the programs of study. Students must consult tions to schools, communities, and educational agencies. The
with a secondary education faculty advisor and complete an certificate requires 30 hours beyond the master’s degree.
approved program of studies early in their program. Courses taken in this certificate program may not be trans-
ferred to the doctoral degree.
M.A. Elementary Education With For more information contact:
Mathematics, Science and Educational Department of Teacher Education
Hokona Hall-Zuni, Room 121
Technology (MSET) Concentration (505) 277-4533
MSET offers a concentration for secondary teachers inter- ted@unm.edu
ested in the fields of mathematics, science and educational http://ted.unm.edu
technology. Students will complete core content classes
as determined by their advisor, as well as elective classes Department of Teacher Education
in MSET or in the Departments of Mathematics, Biology,
Chemistry or Physics.
Courses
Courses in the Teacher Education Program for Elementary
Education, Secondary Education, and Multicultural Teacher
Graduate Degrees and Post-Master’s and Childhood Education use two course subject codes:
Certificates EDUC (Eduction) and MSET (Mathematics, Science and
Educational Technology).
Ph.D.
Ed.D.
Ed. Spec.
501. High School Curriculum. (3) 592. [CMTE 592.] Workshop. (1-4 to a maximum of
Inquiry into high school curriculum with a focus on organiza- 5) ∆
tion, models, goals setting, planning and evaluation.
593./493. Topics. (1-3, no limit) ∆
502. [CMTE 500.] Advanced Instructional Strategies. Undergraduate and or graduate credit for students in Teacher
(3) Education working with faculty in specific topics identified by
Exploration of accomplished teaching through study, practice the course title.
and inquiry. Subject matter pedagogy and the diversity of
pathways for learning, assessment and special needs in 593./493. Topics in Education. (1-3, no limit) ∆
instruction are addressed.
595. [CMTE 595.] Advanced Field Experiences. (3-6 to
511. [CMTE 511.] Curriculum in the Elementary School. a maximum of 12) ∆
(3-12 to a maximum of 12) ∆ (Also offered as MSET 595.) Planned and supervised
A study in the design, structure and implementation of cur- advanced professional laboratory or field experiences in
riculum in elementary classrooms. Other topics include agency or institutional settings.
historical perspectives of curriculum, influential factors on
defining curriculum and theoretical connections. 596. [CMTE 596.] Internship. (3-6 to a maximum of
12) ∆
512. [CMTE 512.] Arranging Learning Environments. (Also offered as MSET 596.)
(3)
Course assists experienced elementary teachers to build and 597. [CMTE 597.] Directed Readings in Secondary and
design a conceptual framework about the teaching and learn- Adult Teacher Education. (3-6 to a maximum of 6) ∆
ing process as it relates to the arranged classroom environ-
ment in which students and teachers operate. 598. {CMTE 598.] Directed Reading in Elementary
Education. (3-6 to a maximum of 6) ∆
513. [CMTE 513.] The Process of Teaching and
Learning. (3) 599. [CMTE 599.] Master’s Thesis. (1-6, no limit) ∆
Engages experienced teachers in the study and analysis of (Also offered as MSET 599.) Offered on a CR/NC basis
their own teaching and learning events through reflection and only.
inquiry. Case studies, journals and narratives of teachers are
EDUCATION
EDUCATION
690. [CMTE 690.] Dissertation Seminar. (3)
used as tools for developing understandings.
696. [CMTE 696.] Internship. (3-6 to a maximum of
516. [CMTE 516.] Integrating Curriculum in the
12) ∆
Classroom. (3)
(Also offered as MSET 696.)
Inquiry and practice in integrating curriculum across dis-
ciplines of knowledge, children’s diverse understandings, 698. [CMTE 698.] Directed Readings in Elementary/
habits of mind and community needs and projects. Explores Secondary Teacher Education. (3-6 to a maximum of
organization, models, goals setting, planning and evaluation. 12) ∆
531. The Reading Program in the Elementary School. 699. [CMTE 699.] Dissertation. (3-12, no limit) ∆
(El Programa de Lectura en la Escuela Primaria.) (1-3 to (Also offered as MSET 699.) Offered on a CR/NC basis
a maximum of 3) ∆ only.
Prerequisite: 331L.
515. Teaching Environmental Education. (3) 591./391. Problems. (1-3 to a maximum of 12) ∆
An exploration of specific teaching and learning methodolo-
gies for facilitating environmental literacy within a variety of 593./493. Topics. (1-3, no limit) ∆
education settings. Undergraduate and or graduate credit for students in Teacher
Education working with faculty in specific topics identified by
525. Multicultural Environmental Education. (3) the course title.
This course studies various cultural perspectives as they
apply to the natural and human environment and to explore 595. Advanced Field Experiences. (3-6 to a maximum
their specific influences on environmental education peda- of 12) ∆
gogy. (Also offered as EDUC 595.) Planned and supervised
advanced professional laboratory or field experiences in
530. Seminar in Science Teaching. (3) agency or institutional settings.
This course addresses current and historical issues in sci-
ence teaching and learning. Course topics may vary and 596. Internship. (3-6 to a maximum of 12) ∆
are grounded in relevant research, current practice, learning (Also offered as EDUC 596.)
theories, supervision, standards in teaching and cognition.
599. Master’s Thesis. (1-6, no limit) ∆
553. Seminar in Teaching Elementary Science. (3-12 to (Also offered as EDUC 599.) Offered on a CR/NC basis
a maximum of 12) ∆ only.
Course is designed to explore current and historical issues
in elementary science teaching and learning. Course topics 643. Curriculum Theory Seminar. (3)
may vary and are grounded in relevant research, current (Also offered as LLSS 643.) Doctoral level seminar examining
practice, learning theories, supervision, standards in teach- curriculum theory.
ing and cognition. Restriction: permission of instructor.
561. Seminar in Teaching Mathematics. (3-12 to a maxi- 696. Internship. (3-6 to a maximum of 12) ∆
mum of 12) ∆ (Also offered as EDUC 696.)
Students will read and discuss current research on teaching
and learning mathematics in the K–12 mathematics curriculum. 699. Dissertation. (3-12, no limit) ∆
They will engage in activities that reflect the curricular content (Also offered as EDUC 699.) Offered on a CR/NC basis
and instruction described in national and state standards. . only.
SCHOOL OF ENGINEERING
Arup Maji, Interim Dean Accreditation
School of Engineering
Farris Engineering Center, Room 107 The baccalaureate programs in chemical, civil, computer,
MSC01 1140 construction, electrical, mechanical and nuclear engineering
1 University of New Mexico are accredited by the Engineering Accreditation Commission
Albuquerque, NM 87131-0001 of the Accreditation Board for Engineering and Technology
(505) 277-5521 (ABET), 111 Market Place, Suite 1050, Baltimore, MD, 21202-
4012, (410) 347-7700. The baccalaureate program in com-
puter science is accredited by the Computing Accreditation
Introduction Board of ABET, 111 Market Place, Suite 1050, Baltimore,
MD, 21202-4012, (410) 347-7700. The baccalaureate pro-
Engineers and computer scientists are creators, problem gram in construction management is accredited by the
solvers and builders. They direct their imagination, ingenuity, American Council for Construction Education. The School
resourcefulness and intelligence to the economical use of our of Engineering is a member of the American Society for
natural resources. Few professions offer individuals greater Engineering Education.
challenge, stimulation and satisfaction of creative accom-
plishment. In these days, when breathtaking technological
advances are commonplace and the impacts of technology
are widely recognized, engineers and computer scientists
Undergraduate Programs
require ever greater breadth and depth of mathematical and
scientific knowledge, combined with a sympathetic appre- Undergraduate Degrees Offered
ciation of social, economic, ecological and human values.
Engineers and computer scientists are not only the couplers Bachelor of Science Degrees. The School of Engineering
of science and mathematics into human needs; they also are offers the degree of Bachelor of Science in Chemical
managers of people, resources and machines in effecting the Engineering, Civil Engineering, Computer Engineering,
satisfaction of these needs. Computer Science, Electrical Engineering, Mechanical
Engineering, Nuclear Engineering, Construction Engineering
The School of Engineering (SOE) seeks to educate per- and Construction Management. These curricula are designed
sons as engineers and computer scientists who are readily as four-year programs for students who enter the program
employable, contribute significantly in their jobs, have a with all of the prerequisite skills and who carry the full course
strong public responsibility, and continue to learn. SOE also loads each semester. Students should anticipate more than
provides graduate-level programs for those who need to eight regular semesters to complete the requirements for
strengthen or extend their knowledge and abilities. their degrees if they need preparatory courses to strengthen
their skills or if they do not carry the prescribed courfse load
The curricula of the School of Engineering are designed to every semester. Students who are employed while enrolled
give students suitable education, attitudes and motivation in course work are typically advised not to carry a full course
for their entry into successful careers as practicing engi- load each semester.
neers, computer scientists, administrators, researchers or
ENGINEERING
ENGINEERING
educators. The undergraduate programs are solidly founded 3 + 2 B.S./M.B.A. Program. The School of Engineering
on mathematics and the natural sciences, with additional recognizes that many engineers become managers of engi-
emphasis placed upon human values and relations. Many neering programs and projects and thus require training
graduates continue their formal education at the post- in business methods beyond their engineering training. In
graduate level and work toward master’s or doctoral degrees. cooperation with the Anderson School of Management (ASM)
Students must realize, however, that education does not at the University of New Mexico, the School of Engineering
stop with college graduation. True professional engineers offers a “3 + 2” program of studies leading to the BS and MBA
and computer scientists never stop learning; they continually degrees in five years. This program involves selecting core
broaden their intellectual horizons. and technical electives that are compatible with both degree
programs and applying to the MBA program at the end of the
Students in the School of Engineering have opportunities for junior year of engineering studies. Consult your departmental
scholarly study, laboratory exercise and research participa- advisor in engineering and the advisors for the MBA program
tion. They may interact with nationally recognized engineers in ASM for details of this program.
and computer scientists. The University of New Mexico
strongly believes that teachers must be competent profes- Degree in Combination with Other Colleges. If a student
sionals in their own right; faculty members are encouraged wishes to secure a degree in another college together with
to participate actively in professional practice and research. a School of Engineering degree, he or she is urged to seek
This experience keeps the faculty involved with new develop- advice early in the college program from the academic advi-
ments, increases their understanding of subjects taught and sors of the colleges concerned. With care in selection of the
gives students the benefit of their findings and personal expe- program of studies, it is possible for students to secure a
riences. Faculty and students work side by side in research second degree in one additional year.
and instructional laboratories.
Military Studies. Students enrolled in Air Force, Naval or
Research organizations housed in and/or closely affiliated Army ROTC may need an extra semester to complete the
with the School of Engineering include: Center for High requirements for both a degree and a commission. Students
Technology Materials, Center for Micro-Engineered Materials, should consult an advisor or the department chair in planning
High Performance Computing Education and Research their programs.
Center, Institute for Space and Nuclear Power Studies,
Alliance for Transportation Research, Waste Management
Education and Research Consortium, Advanced Materials
Laboratory, Center for Biomedical Engineering, Intelligent
Systems Engineering Center, and Manufacturing Training
and Technology Center.
degree programs. In other cases, some choice is left to 3. When there is unsatisfactory progress towards a School
the student. Specific Core requirements and allowable of Engineering degree.
courses are given in the general University of New 4. Upon admission to the University of New Mexico and
Mexico graduation requirements. SOE as a transfer student with a poor academic record
at other schools.
Additional Information 5. When a student is placed on UNM academic proba-
tion.
Advisement
Academic advising is mandatory each semester for all stu-
Dismissal from School of
dents in the School of Engineering. Students may not register Engineering
for classes until after being advised. Students in their first year
of pre-major status are advised in the Engineering Student A student on School of Engineering Probation during any
Services (ESS) Office. More advanced pre-major students semester or summer session may, at the end of that term, be
and students admitted to departmental programs are advised dismissed from the SOE if the condition for the probation has
by designated advisors in the departments. Each student not been removed. A student who has been dismissed from
admitted to the School in a department major status is respon- SOE is not permitted to register for any course offered by the
sible for meeting with the assigned academic advisor in his or School of Engineering.
her major field every semester prior to registration. Students
A student on SOE Probation may be dismissed for any of the
intending to major in engineering or computer science who
following reasons:
have not yet been admitted to the School of Engineering are
encouraged to meet with an academic advisor in the ESS 1. Not making satisfactory progress towards an SOE
Office each semester in addition to an advisor in his or her degree.
current college (e.g., an advisor in the University College 2. Not meeting the conditions for being removed from
Advisement Center). probation at the end of the specified semester.
3. For students who have been admitted to an SOE
degree program, accumulating 30 or more attempted
Student Diversity credits of D+, D, D-, F, WF, or NC other than those
subject to removal by academic renewal or use of the
The School of Engineering recognizes that ethnic minorities
repeat policy.
and women have been under-represented in the engineer-
4. For pre-major students, accumulating 12 or more
ing and computer science professions and that this is a
attempted credits of D+, D, D-, F, WF, or NC other than
particularly important issue in New Mexico. Therefore, the
those subject to removal by academic renewal or use of
School provides a variety of services through the Engineering
the repeat policy.
Student Services Office. Study groups, tutoring, workshops,
5. Suspension from UNM.
summer programs and scholarships are offered through
6. For pre-major students, accumulating 50 or more
these offices. Four student groups are also sponsored:
attempted credits that count toward a major in the
Hispanic Engineering and Science Organization (HESO),
School of Engineering without being admitted to a SOE
American Indian Science and Engineering Society (AISES),
department.
National Society of Black Engineers (NSBE) and Society of
7. Failing to successfully complete a course required
Women Engineers (SWE). The primary goal of these pro-
for the curriculum in three attempts. (See Graduation
ENGINEERING
ENGINEERING
grams and services is to increase the retention and gradua-
Requirements.)
tion rates of minority students and women in engineering and
computer science. In rare circumstances, a student who has been dismissed
from SOE may be readmitted. Students wishing to return
to the SOE must meet with a departmental or pre-major
Licensure advisor in SOE to complete an admission plan. This plan will
All students pursuing engineering degrees are encouraged articulate the steps required in order for the student to regain
to take the Fundamentals of Engineering Examination during admission to an SOE program. This plan will include a set
their senior year as a first step toward becoming Registered of specific courses (typically between two and four courses)
Professional Engineers. Students in some degree programs that are applicable to the degree. These courses must be
are required to take this examination prior to graduation. completed within a certain time frame (typically one or two
semesters) with specific required grades in each course
(typically B or better). Students who do not successfully
Probation, Suspension and Dismissal complete the admission plan will not be readmitted to SOE
and will not be allowed to take classes offered by the School
Students who are not making progress towards degree of Engineering.
requirements due to poor grades are subject to the UNM poli-
cies on probation and suspension described in the Student
Services Information section of the catalog. In addition, the Testing (CLEP, AP and ACT)
School of Engineering has policies on probation and dis-
The School of Engineering grants credits for courses in its
missal from the School that are described below.
degree programs for performance on nationally administered
examinations only when specific course equivalence has
School of Engineering Probation been established by the University department associated
with the subject matter of the course. (See CLEP Subject
A student enrolled in the School of Engineering (SOE) will be Examination and CEEB Advanced Placement Program.)
placed on School of Engineering Probation under any of Students may not have been previously enrolled or have
the following conditions: earned a W/WP/WF grade in the course at the University of
1. For pre-major students, when the cumulative grade New Mexico.
point average based on work taken at the University of
New Mexico and accepted toward a particular School A student who scores high enough on the English portion
of Engineering degree falls below 2.50 or below 2.00 in of the Enhanced ACT exam or on the verbal portion of the
the most recent semester. SAT exam, as determined by the English Department and
2. For students already admitted to an SOE degree pro- published in the Schedule of Classes, is not required to take
gram, when the cumulative grade point average based English 101 or 102. The student may graduate with fewer
on work taken at UNM and accepted toward a particular credit hours than normal, so long as the total degree hours
SOE degree falls below 2.00 or below 1.50 in the most do not fall below 128, or may make up the difference by taking
recent semester. another course.
ENGINEERING
ENGINEERING
neering. Advisement is required for graduate students each ECE 574L Microelectronics Processing I 3
semester. ECE 579 Adv Microelectronics Process 3
NOTE: Individual department requirements may dif- ECE 529 Process Integration and Test 3
fer. See the appropriate departmental requirements. Elective (for Plan II) 3
Students must also meet all University-wide require- CHNE/CS/
ments. ECE/ME Project (or 6 hrs. Thesis, Plan I) 3
Total Credit Hours 33
One Year M.S. Program In addition to the above courses, regardless of concentration, a
3-month Internship at an industrial manufacturing site is
The departments in the School of Engineering offer programs
required, at no credit. It is also expected that if the student
leading to the Master of Science degree that can be com-
elects to pursue a Project (Plan II), that it will be done in col-
pleted in one calendar year. For further details, refer to the
laboration with an industry partner.
sections of this catalog describing the graduate program in
each department. The School of Engineering and the Anderson Schools
of Management offer a dual degree program leading to
the degrees of Master of Engineering in Manufacturing
Master of Engineering Engineering (M.E.M.E.) and the Master of Business
The Master of Engineering degree is offered by the School of Administration (M.B.A.). For details, see the graduate section
Engineering for professional development in specific areas of of the catalog.
developing technology and specific areas of immediate need
to society. The degree is presently offered in Manufacturing
Engineering (M.E.M.E.) and in Hazardous Waste Engineering M.E. in Hazardous Waste Engineering
(M.E.H.W.E.). Admission requirements to the programs are The Master of Engineering in Hazardous Waste Engineering
the same as for the Master of Science degree. offers comprehensive education in hazardous and radioac-
tive waste engineering, primarily for professionals who
are already, or who expect to be, working in this area. It
M.E. in Manufacturing Engineering is a practice-based professional degree offered primarily
The Master of Engineering in Manufacturing Engineering through the Chemical and Nuclear Engineering and the Civil
has concentrations in computer integrated manufacturing Engineering Departments. Students interested in research-
(CIM), mechanical and equipment manufacturing (MEM) and based master’s degrees related to hazardous waste engi-
semiconductor and electronics manufacturing (SEM). For the neering should apply and enroll in an M.S. program in an
CIM and MEM concentrations, at least three electives must appropriate department.
be selected from a set of CIM or MEM concentration courses
respectively, defined by the Manufacturing Engineering Admission to the Master of Engineering in Hazardous Waste
Program. The semiconductor and electronics manufacturing Engineering requires a B.S. degree in Chemical, Civil or
concentration has a special core that covers semiconductor Nuclear engineering or a degree in a related field with certain
additional course requirements. Completion of the degree tives, at least one of which is listed outside the home
requires 36 credit hours of courses, with at least 12 at the department.
500-level or above and at least 18 taken within the School • At least one faculty member from the Associated
of Engineering. Courses are required in three areas: core, Faculty list must be on a student’s Master’s or Ph.D.
breadth and specialization. The Core requirement is CE committee, and any thesis must contain a significant
539 Radioactive Waste Management. Breadth requirements computational component.
are 8–12 hours of courses outside the specialization area, • CSE students from the Computer Science Department
including at least one course in legal topics related to waste will be required to complete at least two CSE electives
management. Specialization requirements are 18 to 22 hours in an application area, or, for Master’s students electing
in a specialized area, including a 3-hour independent study the thesis option, the one CSE elective must be in an
project or practicum, selected in consultation with the student’s application area and the thesis must have a significant
committee on studies. The student must also pass a Master’s applied computing component.
Examination in hazardous waste engineering after completion
of 24 hours of course work. To complete the post-degree CSE program students must:
• Complete the two course sequence CS/MATH 471
(Introduction to Scientific Computing) and CS 442/
Doctor of Philosophy ECE 432 (Introduction to Parallel Processing).
The degree of Doctor of Philosophy is offered under regula- • In addition to the two course sequence, complete 9 hours
tions set forth in earlier pages of this catalog. The general from the approved list of CSE electives.
policies and procedures relating to graduate studies in the • Complete an advanced computation project (minimum
School of Engineering can be obtained from the departmental of 3 credit hours), under the direction of one of the
graduate advisors. A prospective candidate for this degree associated faculty, and present it at an open forum.
must have an acceptable bachelor’s or master’s degree,
Admission to the CSE program is based on academic record
or equivalent, in some field of engineering, the physical
and letters of recommendation. GRE scores may also be
sciences or mathematics. For more specific departmental
considered for students in a degree program. Prerequisites
requirements for the degree, prospective candidates should
for admittance into the CSE program in addition to a bach-
consult the specific statements for the different departments
elor’s degree are:
in their sections of this catalog and should also communicate
with the graduate advisor of the department. The applicant • For the certificate with degree, admission to a par-
must also present satisfactory evidence of adequate prelimi- ticipating department. For post-degree CSE students,
nary training and ability in the field of major interest. a graduate degree in a mathematical, scientific or
engineering discipline and official enrollment at the
The minimum amount of course work required for the Doctor University of New Mexico. (Non-degree status is
of Philosophy degree is 24 hours beyond the master’s degree acceptable. However, for the certificate to be posted on
or 48 hours beyond the bachelor’s degree. This requirement the transcript, a student must be admitted to a partici-
is exclusive of dissertation or master’s thesis. These are pating department.)
minimum requirements; ordinarily, more than the 48 hours will • One year of general college physics or chemistry.
be necessary. The program of each student is an individual • One year of differential/integral calculus, a course in
matter planned by the committee on studies. multivariable calculus, a course in differential equations
and a course in linear algebra.
• A course in computer programming (either FORTRAN,
Nanoscience & Microsystems (NSMS) C or C++408) or equivalent experience. It is required
that a second course on the level of CS 251L be
M.S. & Ph.D. Degree Program completed or equivalent experience demonstrated as
The School of Engineering participates in the interdisciplin- prerequisite to CS 442/ECE 432.
ary NSMS program; for more information, see the Graduate
Interdisciplinary Studies section of this catalog. Students may petition the Program Committee to substitute
a course (of an equivalent number of credit hours) for any of
the courses of the approved curriculum.
Computational Science and Detailed information about the CSE program, including cur-
Engineering Certificate rent lists of approved electives and associated faculty, may
be obtained over the Internet at http://www.hpcerc.unm edu,
The Computational Science and Engineering (CSE) cer- or by writing to: Computational Science and Engineering
tificate program is an interdisciplinary graduate program Program, The University of New Mexico, HPCERC, Galles
open to students in the following participating departments: Building, 1601 Central NE, Albuquerque, NM 87131.
Biology, Chemical and Nuclear Engineering, Chemistry,
Civil Engineering, Computer Science, Earth and Planetary
Sciences, Electrical and Computer Engineering, Mathematics, Certificate in Systems Engineering
Mechanical Engineering, Physics and Astronomy and
Psychology. It is also open to students who already have a for School of Engineering M.S. and
graduate degree in a mathematical, scientific or engineering
discipline. Its purpose is to prepare students to effectively use
Ph.D. Programs
high-performance computing within their disciplines. The Certificate in Systems Engineering (CSE) is a graduate
program open to students seeking the M.S. or Ph.D. degrees
A Master’s or Ph.D. degree with a certificate in computational in the School of Engineering. The participating depart-
science and engineering is a degree in one of the participat- ments are: Electrical and Computer Engineering, Mechanical
ing departments. To complete the CSE program with degree Engineering, and Nuclear Engineering. The certificate is a
students must: credential in addition to the M.S. or Ph.D. degree. To com-
• Complete all degree requirements of their home depart- plete the CSE program, students must:
ment. • Be admitted to one of the graduate programs within the
• Complete the two course sequence CS/MATH 471 School of Engineering.
(Introduction to Scientific Computing) and CS 442/ECE • Complete all degree requirements of their home depart-
432 (Introduction to Parallel Processing). ment.
• Master’s Students: In addition to the two course • Complete the four core courses listed below. The four
sequence, complete 6 hours from the approved list of core courses are taken as electives within the existing
CSE electives or 3 hours from the approved list of CSE degree programs, so no additional course work is neces-
electives and a thesis. sarily required for the systems engineering certificate.
• Ph.D. Students: In addition to the two course sequence, • Master’s students: complete a thesis (Plan I) or project
complete 9 hours from the approved list of CSE elec- (Plan II) in the area of systems engineering. These proj-
ects may be supervised by a UNM faculty member, or ous cross-listed and team-taught courses. In the School
may be a collaboration with an adjunct faculty member of Engineering the departments of Chemical and Nuclear
from local industry or government laboratories. Engineering, Computer Science, Electrical and Computer
• Normal UNM rules regarding the chair of thesis commit- Engineering, and Mechanical Engineering participate with
tees apply. some of their faculty in the NSMS teaching and research
• Ph.D. students: complete a dissertation in the area of team. Therefore, students who choose the NSMS degree
systems engineering. The dissertation project may be a program can continue to be advised by and to conduct
collaboration with an adjunct faculty member from local research with faculty in those departments. For more details,
industry or government laboratories. see the full description in the Graduate Interdisciplinary
• Normal UNM rules regarding the chair of dissertation Studies section of the catalog.
committees apply.
ENGINEERING
ENGINEERING
A program of graduate studies is offered by the School of
Engineering leading to the Master of Science in Chemical Taro Ueki, Ph.D., University of Michigan
Engineering, Civil Engineering, Computer Science,
Computer Engineering, Construction Management, Electrical Assistant Professors
Engineering, Optical Science and Engineering, Mechanical Heather Canavan, Ph.D., George Washington University
Engineering and Nuclear Engineering. Eva Y. Chi, Ph.D., University of Colorado - Boulder
Elizabeth L. Dirk, Ph.D., Rice University
Jeremy S. Edwards, Ph.D., University of California,
Master of Engineering Degrees San Diego
Adam Hecht, Ph.D., Yale University
The School of Engineering offers programs leading to Master Dimiter Petsev, Ph.D., University of Sofia
of Engineering degrees in Manufacturing Engineering and in Professor Emeriti
Hazardous Waste Engineering. The School of Engineering Harold M. Anderson, Ph.D., Wayne State University
and the Anderson Schools of Management offer a dual degree David Kauffman, Ph.D., University of Colorado*
program leading to the degrees of Master of Engineering in Richard W. Mead, Ph.D., University of Arizona*
Manufacturing Engineering (M.E.M.E.) and the Master of Norman F. Roderick, Ph.D., University of Michigan
Business Administration (M.B.A.) For details, see the gradu-
ate section of the catalog. Lecturer III
Robert D. Busch, Ph.D., University of New Mexico*
Eric Carnes, Ph.D., University of New Mexico
Doctor of Philosophy Degrees
The University of New Mexico
The School of Engineering offers programs leading to Doctor National Laboratory Professors
of Philosophy degrees in Engineering (with concentrations in John G. Curro, Ph.D., California Institute of Technology
chemical, nuclear, civil, electrical, computer and mechanical Ronald E. Loehman, Ph.D., Purdue University
engineering), in Computer Science, and in Optical Science Peter Randall Schunk, Ph.D., University of Minnesota
and Engineering (with concentration in optical engineering).
Research Professors
Edward Arthur, Ph.D., University of Virginia
M.S. and Ph.D. in Nanoscience and Dmitri M. Ivnitski, Ph.D., Moscow State University
Microsystems (NSMS) Scott S. Sibbett, Ph.D., Oregon Health & Science University
David Whitten, Ph.D., Johns Hopkins University
The M.S. and Ph.D. degree programs in NSMS prepares
individuals for careers in the emerging fields of nanotech- Research Associate Professor
nology and microsystems. The program includes three Kateryna Artyushkova, Ph.D., Kent State University
Concentrations: Nano-Bio Interfaces, Complex Functional Boris Kiefer, Ph.D., University of Michigan
Materials, and Information Nanotechnology. It is a collabora-
tive effort among several departments in the College of Arts Research Assistant Professors
and Sciences and the School of Engineering, with numer- Sivakumar Challa, Ph.D., University of Pittsburgh
Darren Dunphy, Ph.D., University of Arizona
Hien Pham, Ph.D., University of New Mexico students who are interested in entering either the baccalaure-
Jean-Michel Tournier, Ph.D., University of New Mexico ate program in chemical or in nuclear engineering to apply to
Carolin Lau, Ph.D., University of Rostock, Germany the department as soon as they are eligible, to ensure that
they receive the proper advisement.
Postdoctoral Fellows
Robert Applegate, Ph.D., Colorado School of Mines The criteria for admission to the Baccalaureate Programs in
Jhoan Toro, Ph.D., Instituto Venezolano de Investagaciones Chemical Engineering and Nuclear Engineering are specified
Cientificas, Caracas, Venequeza in detail in the respective advisement brochures, which may
be obtained from the department. There are 18 semester
Affiliated Faculty hours of Freshman year technical subjects required by the
Christopher A Apblett, Ph.D., Rensselaer Polytechnic School of Engineering for admission, and a minimum grade
Institute point average of 2.50 in those courses is required for admis-
Timothy J. Boyle, Ph.D., University of Kansas sion to undergraduate study in either Chemical or Nuclear
Andrew Bradbury, Ph.D., Trinity College, University of Engineering. A total of 26 semester hours applicable to a
Cambridge, UK degree is required for admission with a grade point average
Forrest B. Brown, Ph.D., University of Michigan of at least 2.20. All applicants must have completed English
Lee F. Brown, Ph.D., University of Delaware 101 or its equivalent before admission. All courses required
Susan M. Brozik, Ph.D., Washington State University in a Baccalaureate degree program in the CHNE department
Evan A. Evans, Ph.D., University of California at San Diego must have grades of C- or better for satisfying both admission
Hongyou Fan, Ph.D., University of New Mexico and graduation requirements.
Laura J. Frink, Ph.D., University of Illinois
Nancy Jackson, Ph.D., University of Texas
R. Barry King, M.S., University of Houston Policy on D or D+ Grades
William Kroenke, Ph.D., Case Institute of Technology, Ohio
Igor R. Kuznetsov, Ph.D., University of Illinois at Urbana- Students admitted or readmitted to the Chemical or Nuclear
Champaign Engineering degree programs may not apply a course toward
Richard C. Martineau, Ph.D., Universtiy of Idaho the B.S. degree in Chemical or Nuclear Engineering if the
Thomas M. Mayer, Ph.D., Pennsylvania State University highest grade earned in the course is a D+ or less, regardless
Patrick J. McDaniel, Ph.D., Purdue University of where that grade was earned.
Craig Medforth, Ph.D., University of Liverpool, UK
Warren “Pete” F. Miller Jr., Ph.D., Northwestern University
Jim E. Morel, Ph.D., University of New Mexico Chemical Engineering
J. Heidi Ruffner, Ph.D., University of Arizona Undergraduate Advisor
Andrew P. Shreve, Ph.D., Cornell University Abhaya K. Datye
David Stein, Ph.D., University of New Mexico
Glenn A. Taylor, Ph.D., University of North Carolina
Chung-Yi Tsai, Ph.D., Worcester Polytechnic Institute Introduction
Frank van Swol, Ph.D., University of Amsterdam
James S. Warsa, Ph.D., University of New Mexico The principles and approaches that make up chemical
engineering are rooted in the world of atoms, molecules and
* Registered Professional Engineer in New Mexico.
molecular transformations, and chemical engineers have
been leaders in extending our ability to manipulate materials
Overview on the atomic scale. Chemical engineers are on the forefront
of rapidly developing areas that include biotechnology and
The Department of Chemical and Nuclear Engineering biomedicine, semiconductor manufacturing and data storage
(CHNE) offers two undergraduate degree programs, one devices, and advanced materials with precisely-controlled
in chemical engineering and one in nuclear engineering. nanostructures. Chemical engineering is a rapidly evolving
General department policy on admissions and grading are discipline that offers the excitement of developing cutting-
listed below, followed by detailed descriptions of the two edge products and the satisfaction of making important con-
degree programs. tributions to technology that improves our lives. Chemical
engineering has a rich history of contributions to the nation’s
technology base for production of chemicals and materials for
Mission Statement consumer products and basic commodities. Chemical engi-
The B.S. programs in the Department of Chemical and neers have long played key roles in a diverse set of industries
Nuclear Engineering will provide an outstanding education that include petroleum, food, pharmaceuticals, artificial fibers,
that prepares students to be productive and responsible petrochemicals, plastics and ceramics, to name a few. In
members of society, with the skills and knowledge to be suc- these areas, chemical engineers design and develop the
cessful in their professional careers or post-graduate studies. processes for large-scale manufacturing that result in afford-
This will be accomplished by engaging students in a variety able products that are essential to our way of life. Chemical
of academic, research and service activities, and fostering a engineers also work in the areas of environmental protec-
learning environment that is supportive for a body of students tion and remediation, process safety and hazardous waste
that is diverse in terms of age, gender, ethnicity, and prior management.
educational background.
The diverse applications of chemical engineering, as well
as the ability of chemical engineers to be on the leading
Admission to edge of new fields, derive from the breadth of the chemical
Baccalaureate Programs engineer’s education. The chemical engineering curriculum
at the University of New Mexico offers broad training in the
To earn a baccalaureate degree in chemical or nuclear fundamentals of mathematics, physics, chemistry and the
engineering, a student must apply to and be admitted to engineering sciences. These are integrated with the chemical
the respective baccalaureate program in the Department of engineering “core” which includes: thermodynamics, heat,
Chemical and Nuclear Engineering. For students who have momentum and mass transport, chemical reaction engineer-
entered the University of New Mexico as freshmen, applica- ing, design, and process control.
tion to the department’s programs is typically made in the
sophomore year. In most cases, such students will have Students choose electives which are grouped into concentra-
been admitted to the School of Engineering as pre-majors tions to provide expertise in specific areas. A concentration
(see “Admission to the School of Engineering” in the School consists of three advanced chemistry courses and three
of Engineering section of this catalog). Transfer students technical electives. Concentrations include chemical process
may apply to the department’s baccalaureate programs as engineering, bioengineering, materials processing, semicon-
soon as they have met the program admission requirements ductor manufacturing, and environmental engineering.
discussed below. The department strongly encourages all
ENGINEERING
ENGINEERING
The Bachelor of Science Program in Chemical Engineering Technical Elective 8 3
is accredited by the Engineering Accreditation Commission of Core Fine Arts Elective 3 3
ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202- Core Second Language Electve 3 3
4012 - telephone (410) 347.7700. 17
Hours required for graduation: 1329 Footnotes:
1 Only courses with grades of C- or better may be applied
First Year–First Semester Hrs. Cr.
toward the bachelor of science degree in chemical engi-
CHNE 101 Introduction to Chemical Engineering
neering.
and Nuclear Engineering 1 2 Students must file an application for the B.S. degree prior
MATH 162 Calculus I 4
to the completion of 95 semester hours of applicable
CHEM 121 General Chemistry 3
courses.
CHEM 123L General Chemistry Lab 1 3 Students should consult with advisors to obtain a list of
ENGL 101 Composition I: Exposition 3 acceptable core humanities, social/behavioral science,
Core Humanities Elective 3 3 fine arts and second language electives. These courses
15 may be taken whenever convenient. Grade must be C-
Second Semester or better.
MATH 163 Calculus II 4 4 ECON 105 and ENGL 219 may be taken in either the
CHEM 122 General Chemistry II 3 sophomore or junior year.
124L General Chemistry II Lab 1 5 PHYC 262 or BIOL 201, depending on the student’s area
CS 151L Computer Programming Fundamentals for of concentration.
Non-Majors/Lab 3 6 A minimum of 9 credit hours of advanced chemistry,
ENGL 102 Composition II: Analysis and selected from among CHEM 302, 311, 312, 421, 431,
Argument 3 or BIOC 423, depending upon the student’s area of con-
PHYC 160 General Physics 3 centration. For illustrative purposes, the Spring semester
17 Sophomore Year curriculum is shown assuming CHEM
Second Year–First Semester 302 as the advanced chemistry concentration. Other
CHNE 251 Chemical Process Calculations I 3 advanced chemistry courses may be substituted. One
MATH 264 Calculus III 4 semester of Physical Chemistry is required for all con-
CHEM 301 Organic Chemistry 3 centrations. Up to four hours of other natural science
CHEM 303L Organic Chemistry/Laboratory 1 courses may be substituted for advanced chemistry.
PHYC 161 General Physics 3 Such advanced natural science courses must build on
ECON 105 Introductory Macroeconomics 4 3 basic science prerequisites and may include physics,
17 life sciences, and material science. The courses chosen
must represent a logical sequence of courses for the
concentration and must be approved by the academic
advisor.
ing fields are expected to provide many job opportunities in Chemical Engineering Laboratory
the next decade. New materials are currently being developed
whose properties depend strongly on their microstructure, The chemical engineering laboratory is equipped with pilot
nanostructure and processing history. Materials included in plant equipment for the study of heat and mass and momen-
this category are advanced ceramics, polymers, composites, tum transfer including the unit operations: liquid-liquid extrac-
photonics, superconductors, semiconductors, and recording tion, multitube heat exchangers, evaporation, distillation and
media. This concentration provides flexibility for students absorption. Experiments also exist for the engineering sci-
interested in inorganic or organic materials technology. ences: thermodynamics, chemical kinetics, fluid mechanics
and process control. Automated engineering workstations for
Basic Science Elective data acquisition and control are an integral part of the labora-
PHYC 262 General Physics or tory. For juniors and seniors, opportunities exist for research
BIOL 201 Cell Biology 3 projects in the following areas: catalysis, semiconductor
Advanced Chemistry and Science Electives manufacturing, fuel cells, biosensors, aerosol synthesis
CHEM 311 Physical Chemistry I 3 of materials, chemical vapor deposition and plasma etch-
CHEM 312 Physical Chemistry II 3 ing. Students undertaking individual research projects gain
CHEM 431 Adv Inorganic Chem or exposure to state of the art analytical equipment such as
CHNE 475 Polymer Science and Eng 3 ellipsometry, scanning and transmission electron microscopy,
Technical Electives Auger spectroscopy, x-ray photoelectron spectroscopy, IR
Technical Elective 3 and UV spectroscopy, and x-ray scattering.
Technical Elective (Engr) 3
Computer Facilities
Semiconductor Manufacturing
Computers provide the basic computational tool for today’s
Concentration modern engineer. The department maintains a computer pod
There is an increasing demand for chemical engineers equipped with state-of-the-art computers. Additional com-
in high technology oriented semiconductor manufacturing puters are available in the many University of New Mexico
companies like Intel, Motorola, IBM, etc. This concentration computer pods maintained by the University of New Mexico’s
is designed to prepare the student in the fundamental unit Computer and Information Resources and Technology divi-
operations used in semiconductor manufacturing (oxidation, sion. Freshman engineering students are introduced to the
diffusion, lithography, plasma etch, CVD, ion implant and many computer facilities and to programming. Numerical
metalization) and statistical methods used extensively in the analysis is an important part of each year’s instruction in
industry to optimize the performance of these unit operations. chemical engineering, and by the senior year students make
The continuing revolution occurring in computer technology extensive use of sophisticated process simulation codes, and
virtually insures there will be a strong future demand for learn to write digital process control programs. Students inter-
engineers with the background needed for semiconductor ested in working in the semiconductor industry or advanced
manufacturing. The goal of this concentration is to introduce materials can gain extensive experience with software tools
students to the specific chemical engineering tools used in for statistical design of experiments. In addition to these tech-
micro-chip fabrication. nical software packages, students also gain experience with
mathematical packages such as spreadsheets and symbolic
Basic Science Elective manipulation software.
PHYC 262 General Physics 3
ENGINEERING
ENGINEERING
Advanced Chemistry and Science Electives
CHEM 311 Physical Chemistry I 3 Honors Program
CHEM 312 Physical Chemistry II 3
Eligible freshmen and upperclassmen in the Department of
CHEM 431 Adv Inorganic Chem 3
Chemical and Nuclear Engineering are urged to enroll in the
Technical Electives
Honors Program. Chemical and nuclear engineering students
ECE 371 Materials and Devices 4
may graduate with General Honors (honors in general studies),
Technical Elective 3
with Departmental Honors or both. Information is available
from departmental advisors and the University Honors Center.
Environmental Engineering Concentration
The chemical engineer with a concentration in waste manage- Cooperative Education
ment will be prepared to enter a field of growing importance.
This field deals with treatment of waste to reduce its volume, Chemical engineering students may participate in the coop-
to recover recyclable resources and to prepare appropriately erative education program or in summer industrial intern-
for long-term disposal. Interesting applications exist in atmo- ship programs. Excellent opportunities exist throughout the
spheric discharge control and clean-up, bio-treatable water southwest for undergraduate chemical engineering students.
decontamination, soil remediation, and nuclear byproduct For further information, refer to Section III: Cooperative
handling. Increasingly, chemical engineers will be required Education Program in this catalog, or contact the Director of
to develop new processes to minimize byproduct and waste Career Services.
generation, and achieve higher energy efficiencies.
ENGINEERING
ENGINEERING
Second Semester
CHNE 413L Nuclear Engineering Laboratory 3
Cooperative Education
CHNE 452 Senior Seminar 1 Nuclear engineering students may participate in the coopera-
CHNE 470 Nucl Matls & Fuel Cycle 3 tive education program. Excellent opportunities exist through-
CHNE 498L Nuclear Engineering Design 4 out the country for undergraduate students. For further
Nuclear Engineering Tech Elective5 3 information, refer to Section III: Cooperative Education
Core Fine Arts Elective 1 3 Program in this catalog, or contact the Director of Career
17 Services.
Footnotes:
1 Students should consult an advisor to obtain a list of
acceptable courses to fulfill the Core Curriculum. These
Graduate Program
courses may be taken whenever convenient. Graduate Advisors
2 Technical electives are chosen from approved upper- Sang Han, Chemical Engineering
division courses in engineering, mathematics and sci- Gary Cooper, Nuclear Engineering
ence. The department requires that these courses be Application Deadlines
part of an approved concentration. The chairperson may Fall semester: July 15
allow up to 6 hours of technical electives for students Spring semester: November 10
taking required ROTC courses in aerospace or naval Summer session: April 29
science.
3 Students must file an application for the B.S. degree prior NOTE: Deadlines for international applicants are given
to the completion of 95 semester hours of applicable elsewhere in this catalog.
courses.
4 Students are encouraged to take the Fundamentals of
Engineering (FE) Examination during their senior year. Degrees Offered
This is the first formal step toward professional registra-
tion. M.S. in Chemical Engineering
5 The NE Technical Elective is chosen from a list of
approved upper-division nuclear engineering courses M.S. in Nuclear Engineering
with the approval of the student’s advisor. Concentrations: Medical Physics, Radiation Protection
6 To count towards graduation credit hours, each course
Engineering
must be completed with a grade of C- better. Courses
used to fulfill the University of New Mexico Core Ph.D. in Engineering
Curriculum require a grade of C or better.
Concentrations: Chemical Engineering and Nuclear
Engineering.
The Department of Chemical and Nuclear Engineering offers and a maximum of 6 can be applied to the Ph.D. Additional
programs in chemical engineering and nuclear engineering course work is chosen in consultation with the research advi-
leading to the Master of Science and the Doctor of Philosophy sor or Graduate Advisor.
degrees. A grade point average of 3.0 in the last two years of
undergraduate study, and/or in previous engineering gradu- General requirements for the Ph.D. degree are set by the
ate study, is normally required for admission. In addition, the School of Engineering and the Office of Graduate Studies,
GRE is required of all Chemical and Nuclear Engineering and are stated on other pages of this catalog. Required core
applicants. courses are mentioned above. Students who wish to be
admitted to a doctoral program in chemical engineering must
The master of science degree is offered under both Plan I pass a program qualifying examination. The qualifying exami-
and Plan II. Under Plan I (thesis), 30 hours are required with nation consists primarily of an oral examination based on a
24 hours of course work and 6 hours of thesis. Of the short research proposal developed by the student. Written
24 hours of course work, 9 hours are required at the 500 level exams in core subject aeas may also be required depending
with a maximum of 3 credit hours in problems courses. Plan on performance in the core courses. The qualifying exam
II requires 33 hours of course work including a maximum of should be completed as soon as possible after entering the
6 hours of credit for problems courses and a minimum of program and completing the core courses. Advancement
12 hours in 500 level courses. to candidacy for the Ph.D. degree in Chemical Engineering
requires the student to demonstrate potential for independent
A program that allows the Plan II to be completed in one cal- study and research. A comprehensive examination based
endar year is also offered. This program should be requested on the student’s written research proposal for their disserta-
at the time of application and should begin in the summer or tion research is used to determine if the student should be
fall semester. The program will typically include a course load advanced to candidacy status.
of 14 hours in the fall semester (two core courses, two elec-
tives and graduate seminar), 13 hours in the spring semester The Department has a variety of established research pro-
(two core courses, two electives and graduate seminar) and grams in chemical, biological and materials engineering.
6 hours in the summer semester (elective courses and/or These include nano- and biomaterials synthesis, ceramics,
individual problems). bioanalytical micro- and nanosystems, tissue engineering,
catalysis, fuel cells, optoelectronic materials, and interfacial
All candidates for the M.S. degree must satisfactorily pass a and transport phenomena. In many cases, research is
final examination which emphasizes the fundamental princi- done in conjunction with industry and national laboratories.
ples and applications in either chemical or nuclear engineer- Research is being conducted in a variety of areas, including
ing. This examination is normally the thesis defense for Plan etching and thin films deposition for microelectronics, fuel
I students, and is normally based on a short term project for cell technology, sol-gel synthesis, CVD thin films, ceramic
Plan II students, including those in the one year program. The composites, surface science, catalysis, coal utilization, solar
examination is conducted by a committee of at least three energy, radioactive waste management, ceramics, inorganic
faculty members. This committee is formed in consultation membranes, advanced thermal insulation, separation pro-
with the student’s research advisor or project advisor and is cesses and biomedical research.
approved by the Department Chairperson.
The principal characterization facilities in the chemical engi-
Specific requirements pertaining to the chemical engineering neering research laboratories provide equipment for: particle
and nuclear engineering programs are described below. size analysis based on sedimentation as well as light scatter-
ing, surface area and density measurement of powders, sur-
face analysis via x-ray photoelectron spectroscopy, scanning
Nanoscience & Microsystems (NSMS) and transmission electron microscopy, confocal microscopy
M.S. & Ph.D. Degree Program with hyperspectral imaging, fluorescence and UV-Vis spec-
troscopy, in-situ IR spectroscopy, thermogravimetric analysis
This department participates in the interdisciplinary NSMS pro- and differential thermal analysis with mass spectrometry, fluid
gram; for more information, see the Graduate Interdisciplinary rheology and surface tension measurements and a small
Studies section of this catalog. angle x-ray scattering facility based on a rotating anode gen-
erator and pinhole and Bonse-Hart optics. Additional facili-
ties are available in the Center for Biomedical engineering
Master of Engineering in (CBME), Center for Emerging Energy Technologies (CEET),
Manufacturing Engineering Center for Microengineered Materials (CMEM) and the
Center for High Technology Materials (CHTM). These include
The department is also a participating home department aerosol and catalytic reactors, fuel cell test stations, tissue
in the Mechanical Engineering program in Manufacturing culture and microbiology laboratories, MOCVD and MBE
Engineering. Details on that program are provided in the crystal growth facilities, sol-gel synthesis and optoelectronic
Mechanical Engineering Department section of the catalog. materials fabrication and testing.
who are unable to attend departmental seminars must radiation transport, reactor theory, single and two-phase
make special arrangements with the seminar instructor flow in microgravity, space nuclear power, thermal-hydrau-
to satisfy the seminar requirements. lics, fusion energy, accelerator physics and engineering,
3. Students must complete CHNE 502, Research Methods occupational and environmental radiation protection, plasma
Seminar, preferably in their first semester in the pro- physics, nuclear activation diagnostics, high energy density
gram. This course is a prerequisite to taking the oral physics, reactor and shielding design, nuclear fuel irradiation
portion of the Ph.D. Qualifying Exam. behavior, theoretical and numerical methods in neutral and
4. Students admitted to the chemical engineering doc- stochastic transport theory, charged particle transport, model-
toral program are required to complete the chemical reference adaptive control of nuclear power plants, heat
engineering core courses listed below. Otherwise no pipes for space application, computational methods for heat
specific courses are required for doctoral students. transfer and fluid flows, single phase laminar and combined
Courses are selected by the student in consultation with flows, two-phase flows and probabilistic risk assessment.
the research advisor and Committee on Studies.
In addition to the traditional master’s program, the depart-
Core Courses ment also offers a masters-level concentration in Radiation
The following core courses are required of all chemical engi- Protection Engineering (RPE). This concentration is intended
neering Ph.D. students. to train people to work in the area of occupational and
environmental health physics and leads to a terminal, profes-
CHNE 521 Advanced Transport Phenomena sional master’s degree. The admissions requirements for this
CHNE 525 Methods of Analysis in CHNE concentration differ from those of the traditional program. The
CHNE 542 Advanced Chemical Engineering prerequisites are: a Bachelor’s degree in engineering from an
Thermodynamics ABET-accredited program OR a Bachelor’s degree including
CHNE 561 Kinetics of Chemical Processes a minimum of one year of general college chemistry with
laboratory, one year of general college physics with labora-
Equivalent graduate-level courses taken at another institution tory, one year of differential and integral calculus, a semester
may be used to satisfy this requirement, but this must be of differential equations, and 32 total semester hours of math-
decided on a case-by-case basis by the Graduate Advisor or ematics (calculus level or above) and science.
Graduate Committee in the CHNE department.
Students concentrating in the RPE program are required to
Qualiftying Examination take six core courses in health physics. These are CHNE
The Qualifying Examination must be passed before applying 466*–Nuclear Environmental Safety Analysis, CHNE 524-
for Candidacy or proceeding to the Comprehensive Exam. Interaction of Radiation with Matter, CHNE 528–External
Radiation Dosimetry, MPHY/CHNE 522–Radiation Biology
Comprehensive Exam/Admission to Candidacy
for Engineers and Scientists, CHNE 529–Internal Radiation
Students are admitted to candidacy for the doctoral degree
Dosimetry and CHNE 523L–Environmental Radiation
by the University following approval of their application for
Measurements Laboratory.
candidacy by the program faculty and Dean of Graduate
Studies and successfully passing a Doctoral Comprehensive Another 12 credit hours of electives are required to complete
Examination. the RPE course work. These electives are chosen from
areas of interest such as waste management, nuclear power
Defense of Dissertation
or calculational methods. In addition to the 30 credit hours
All candidates must pass a Final examination (Defense of
of courses, students must take 6 credit hours of CHNE 591
ENGINEERING
ENGINEERING
Dissertation). The Dissertation Committee conducts the
Practicum. The practicum involves a semester long project in
defense of the dissertation.
the area of health physics usually under the supervision of a
certified health physicist. (The RPE concentration is a Plan II
Nuclear Engineering program and does not have a thesis option.) After complet-
ing the course work and practicum, the student is awarded
The Department of Chemical and Nuclear Engineering a master’s degree in Nuclear Engineering with a radiation
offers a M.S. Nuclear Engineering degree and a Ph.D. in protection engineering (health physics) option. Graduates of
Engineering with a concentration in Nuclear Engineering. the RPE concentration do not qualify for automatic admission
The master’s degree is a “traditional” nuclear engineering to the Ph.D. program. They must fulfill all prerequisite require-
program. Graduates in engineering or science from any ments for the Ph.D. program before they will be admitted.
recognized college or university may apply for admission to
graduate study in nuclear engineering. Students planning to In addition to the traditional master’s program and the con-
do graduate work in nuclear engineering should concentrate centration in Radiation Protection Engineering, the depart-
on physics, mathematics and nuclear engineering in their ment also offers a Commission on Accreditation of Medical
undergraduate course work in addition to acquiring com- Physics Education Program (CAMPEP) accredited masters-
petence in one of the branches of engineering or science. level concentration in Medical Physics. This concentration
Undergraduate course work in the following is recommended: is intended to train people to work in the areas of medical
atomic and nuclear physics, advanced applied mathematics, imaging, nuclear medicine, and radiation therapy. The pre-
computer programming, thermodynamics and heat transfer, requisites, in addition to a technical bachelor’s degree, are:
fluid mechanics, principles of circuits, materials science, One year of general college physics with laboratory (purely
nuclear measurements, reactor physics and instrumentation. descriptive courses are insufficient; calculus based courses
Students in this program are required to take CHNE 466– are desired). One year of general college chemistry with
Nuclear Environmental Safety Analysis, CHNE 525–Methods laboratory. One year of differential and integral calculus, a
of Analysis in Chemical and Nuclear Engineering and CHNE semester of differential equations, 32 total semester hours
501–Chemical and Nuclear Engineering Seminar. A maxi- of mathematics (calculus level or above) and science, and
mum of 3 credit hours of Graduate Seminar can be applied a survey course in general biology, human biology or mam-
toward the 30 hours degree requirement. Those students malian physiology.
who do not have a background in nuclear reactor theory will
There are 40 graduate credit hours required for the Masters
also be required to take CHNE 410–Nuclear Reactor Theory.
in Nuclear Engineering in the Medical Physics concentra-
Additional course work is chosen with the approval of the
tion. there are no electives in this curriculum. (The Medical
Graduate Advisor according to student interest in fusion, fis-
Physics concentration is a Plan II program and does not have
sion, waste management or accelerator engineering areas.
a thesis option).
Students with undergraduate degree fields other than nuclear
engineering may be required to take certain undergraduate The required courses are: HSCI 480: Human Cross Sectional
background courses determined by the graduate advisor. Anatomy, CHNE 516/MPHY 516 Medical Imaging I X-ray
Physics, MPHY 517L Medical Imaging I Laboratory X-ray
The nuclear engineering research graduate programs at the
Physics, CHNE 519/MPHY 518 Medical Imaging II MR,
University of New Mexico include nuclear criticality safety,
311. Introduction to Transport Phenomena. (4) 371. Introduction to Materials Engineering. (3)
The mechanisms and the related mathematical analysis of This course develops an understanding of materials from a
momentum and heat transport in both the molecular and molecular viewpoint. The structure, properties, and process-
turbulent regimes. Similarities and differences between trans- ing of metals, ceramics, polymers, and nanostructured mate-
port types and the prediction of transport properties. rials are treated in an integrated fashion. Applications include
Prerequisite: (231 or 253). Corequisite: 317. {Fall} nanotechnology, and biology. {Spring}
ENGINEERING
ENGINEERING
Prerequisite: 253 and 302. {Fall} tion, surface analysis, heteroepitaxy, nanocrystal synthesis,
and fluidic separation. 2 hours seminar. {Fall, Spring}
319L. Chemical Engineering Laboratory II. (1)
Laboratory experiments in fluids and heat transfer. Students 408./508. Nuclear Engineering Seminar. (2 to a maximum
will apply concepts of error analysis and use computational of 20) ∆
fluid dynamics software for interpretation of experimental Discussion of topics such as space nuclear power and
data. propulsion, reactor design thermal-hydraulics, nuclear fuel
Prerequisite: 311. {Spring} cycles and materials, energy conversion, computation and
simulation, space radiation effects and shielding, criticality
321. Mass Transfer. (3) safety, and instrumentation and control. {Fall, Spring, offered
Continuation of 311. The mechanisms and the related on demand}.
mathematical analysis of mass transport in both molecular
and turbulent regimes. Similarities and differences among *410. Nuclear Reactor Theory I. (3)
mass, momentum and heat transport. Predication of mass Neutron transport equation, differential scattering cross sec-
transport properties. Design of separation systems based on tion, diffusion approximation, one group diffusion theory
mass transfer. including green’s function and eigenfunction expansion,
Prerequisite: 253 and 311. {Spring} Breit-Wigner formula, slowing down theory, reactor kinetics,
multigroup methods, topics selected from numerical methods
**323L. Radiation Detection and Measurement. (3) for reactor analysis.
Radiation interaction with matter and detection techniques Prerequisite: 314 and MATH 316. {Fall}
for nuclear radiations. Experiments will be performed using
gas, scintillation and semiconductor counters and include *413L. Nuclear Engineering Laboratory. (3)
the design of experiments and identification of unknown Laboratory investigations of the theory and practice of
radionuclides. nuclear chain-reacting systems including open-ended experi-
Prerequisite: 230. {Fall} ments and experimental design, covering reactor kinetics,
importance functions and criticality.
*330. Nuclear Engineering Science. (2) Prerequisite: 313L and 410. One lecture, 6 hours lab.
Nuclear reactions, cross sections and reaction rates, quan- {Spring}
tum effects, atomic structure, nuclear properties, nuclear
stability and decay modes. 418L. Chemical Engineering Laboratory III. (1)
Prerequisite: 230 and 231 and MATH 316 and PHYC 262. Laboratory experiments in mass transfer and unit opera-
{Spring} tions. Students will plan experiments to study the operation
of process equipment such as heat exchanger, distillation
361. Biomolecular Engineering. (3) columns, etc. Fundamental experiments on mass transfer
This course introduces concepts and principles of biomolecu- are also included.
lar engineering as they reflect the chemical engineering dis- Prerequisite: 312 and 321. {Fall}
cipline. It builds on issues in biological systems to introduce
contemporary technology avenues in biochemical, biomateri-
als, metabolic and tissue engineering.
419L. Chemical Engineering Laboratory IV. (2) 464./564. Thermal-Hydraulics of Nuclear Systems. (3)
Laboratory experiments in kinetics and process control. Nuclear system heat transfer and fluid flow; convection in
Students will also do an in-depth project in their chosen single and two phase flow; liquid metal heat transfer, pres
chemical engineering concentration. sure loss calculations; fuel element design and heat transfer;
Prerequisite: 461. Pre- or corequisite: 454. {Spring} thermal-hydraulics design of nuclear systems.
Prerequisite: 311 and 313L and 317. {Fall}
432. Introduction to Medical Physics. (3)
(Also offered as MPHY 432.) Basic atomic physics, radiation *466. Nuclear Environmental Safety Analysis. (3)
interactions, image formation, scatter and resolution, x-ray Radiation environment, transport, shielding, dose calculations,
equipment and digital properties, digital imaging, computed safety, monitoring, guidelines and regulations; radioactive
tomography, magnetic resonance imaging, ultrasound imag- waste handling and disposal.
ing, radiation oncology principles, brachytherapy, nuclear Prerequisite: MATH 316. {Fall}
medicine physics, radiation protection, regulations, and
radiation biology. 468./568. Introduction to Space Nuclear Power. (3)
Restriction: Permission of instructor. Introduction to design and mass optimization of Space Power
Systems, passive and active energy conversion systems and
436./536. Biomedical Technology. (3) design of RTG’s, radiation shield, heat pipe theory, design
Fundamental concepts of the transport processes in the and applications, advanced radiators, TE-EM pumps and
human body. Applications of the basic transport principles orbital lifetime calculations and safety.
to the biomedical systems, e.g., artificial organs and the Prerequisite: 231 and 311. {Spring}
measurement of the rheological properties of blood. Use of
biomaterials. 470. Nuclear Fuel Cycle and Materials. (3)
Materials for use in nuclear reactors, metallurgy and irradia-
437./537. Biochemical Engineering Principles. (3) tion behavior, fundamentals of the nuclear fuel cycle including
An introduction to the engineering principles involved in the the uranium, thorium, and advanced fuel cycles. {Spring}
production of biological molecules. Integration of molecular
biological principles with engineering fundamentals. Includes: *475. Polymer Science and Engineering. (3) Curro
bioprocess design, operation, analysis and optimization. (Also offered as NSMS 575.) Introduces wide range of
{Spring upon demand} contemporary polymer science topics, emphasizing physical
chemistry, polymer physics and engineering properties of
438./538. Biosensors Fundamentals and Applications. polymer systems. Exposure to unique behavior of polymers
(3) Lopez, Whitten, Atanassov in engineering applications and preparation for further stud-
(Also offered as NSMS 538.) Introduction to biosensors as ies in polymers.
analytical devices and biosensor technology as an emerging
field of industrial development. Survey of biochemical fun- *476. Nuclear Chemical Engineering. (3)
damentals and immobilization of the biological components, Fuel cycles in nuclear reactors; production of reactor fuels;
methods for biosensors fabrication, microfluidic devices and processing of spent fuels by precipitation, solvent extraction,
sensor arrays. {Spring upon demand.} etc.; and separation of isotopes. {Offered upon demand}
project on a major open-ended process design or research simulation, space radiation effects and shielding, criticality
problem. safety, and instrumentation and control. {Fall, Spring, offered
Prerequisite: 493L. {Spring} on demand}.
495–496. Chemical and Nuclear Engineering Honors 511. Nuclear Reactor Theory II. (3)
Problems I and II. (1-6, 1-6 to a maximum of 6) ∆ The theory of nuclear chain-reacting systems with empha-
Senior thesis for students seeking departmental honors. sis on computer methods used in current applications.
{Summer, Fall, Spring} Multigroup diffusion theory, transport theory and Monte Carlo
methods and applications to nuclear system design.
*497L. Introduction to Nuclear Engineering Design. (3) Prerequisite: 410 and 525. {Spring}
Problem solving techniques, nuclear systems, design, inter-
actions of parameters and the importance of trade-offs and 512. Characterization Methods for Nanostructures. (3)
optimization in design. Neutronics, computer models and (Also offered as NSMS 512.) Nanostructure characterization
impact of cross sections and materials on fissile systems. methods. Examine principles underlying techniques and limi-
Prerequisite: 317 or 330 or 410. Two lectures, 2 hours lab. tations, and how to interpret data from each method: electron
{Fall} beam, scanning probe, x-ray, neutron scattering, optical and
near field optical. Lab demonstrations and projects provide
498L. Nuclear Engineering Design. (4) experience.
Students will work in teams on a capstone design project
requiring the application of nuclear engineering principles and 513L. Nuclear Engineering Laboratory II. (1 to a maxi-
the integration of material from other disciplines, with empha- mum of 4) ∆
sis on creativity, decision-making and interactive design. Laboratory investigations of the theory and practice of nuclear
Prerequisite: 464 and 497L. Three lectures, 3 hours lab. chain-reacting systems. Experiments on the UNM AGN-201M
{Spring} reactor and the ACRR at SNL. Course credit based on the
extent of related course work in student’s undergraduate pro-
499. Selected Topics. (1-3, no limit) ∆ gram One lecture, 6 hours lab. {Spring upon demand}
A course which permits various faculty members to present
detailed examinations of developing sciences and technolo- 515. Special Topics. (1-3, no limit) ∆
gies in a classroom setting. {Offered upon demand} {Offered upon demand}
501. Chemical and Nuclear Engineering Seminar. (1, 516. Medical Imaging I-X-ray Physics. (3)
no limit) ∆ (Also offered as MPHY 516) Course provides review of x-ray
Colloquia, special lectures and individual study in areas of interactions, x-ray production, film-screen and film process-
current research. A maximum of 3 credits can be applied ing, mammography, fluoroscopy, image quality, digital radi-
toward degree. {Fall, Spring} ography, physics of computed tomography, PACS and digital
systems, and diagnostic radiation shielding.
502. Chemical and Nuclear Engineering Research Corequisite: 517L. Restriction: permission of instructor.
Methods Seminar. (1) {Fall}
Students will work on developing research proposals for their
masters or doctoral degree. The course will involve oral pre- 517L. Medical Imaging Lab I-X-ray Physics. (1)
sentations of proposals and journal article critiques. {Fall} (Also offered as MPHY 517L) Perform QC on a diagnostic
x-ray system, a fluoroscopy system, CR system, DR sys-
ENGINEERING
ENGINEERING
503./403. Heterogeneous Catalysis Seminar. (2 to a tem, CT scanner, mammography system. Evaluate radiation
maximum of 20) ∆ shielding in a diagnostic x-ray room. Perform a digital monitor
Discussion of current research in heterogeneous catalysis evaluation and evaluate a film processor.
and materials characterization. Students learn to read the lit- Corequisite: 516. Restriction: permission of instructor.
erature critically and to present reviews of ongoing research.
518. Synthesis of Nanostructures. (3)
504./404. Nanomaterials Seminar. (2 to a maximum of (Also offered as ECE, NSMS 518.) Underlying physical and
20) ∆ chemical principles (optics, organic and inorganic chemistry,
Investigate, evaluate, and discuss current frontier topics in colloid chemistry, surface and materials science) for nano-
sol-gel synthesis of nanostructured materials through a series structure formation using ‘top-down’ lithography (patterned
of presentations. optical exposure of photosensitive materials) and ‘bottom-up’
self-assembly. Labs will synthesize samples.
505./405. High Performance Engines. (3) Prerequisite: 510. {Spring}
(Also offered as ME 505.) Students will capitalize on 1) appli-
cations of engineering fundamentals to engine operation and 519. Medical Imaging II - MR, Ultrasound and Nuclear
design; 2) implementation of computing and information tech- Medicine Physics. (3)
nology for modeling, simulation, visualization, and design; (Also offered as MPHY 518.) MR basic physics, MR imaging
and 3) cases studies of “famous” racing engines. equipment, and ultrasound imaging physics. Nuclear medi-
Prerequisite: Engineering Thermodynamics equivalent to cine imaging physics including: radioactive decay, isotope
CHNE 301/ME 301. production, detector systems, Na I gamma camera imaging
systems, PET/SPECT cameras systems, regulations and
506./406. Bioengineering Seminar. (2 to a maximum patient dose calculations.
of 20) ∆ Corequisite: 519L. Restriction: permission of instructor.
Emerging bioengineering concepts and applications with
emphasis on materials and device technologies. 519L. Medical Imaging Laboratory II - MR, Ultrasound
and Nuclear Imaging Physics. (1)
507./407. Surface and Material Engineering. (2 to a (Also offered as MPHY 519L) Perform MRI ACR QC tests
maximum of 20) ∆ and Ultrasound ACR QA tests. Perform QC tests on dose
Modern concepts of surface science and materials engineer- calibrator, gamma camera, PET camera, SPECT camera.
ing are discussed within the context of surface functionaliza- Perform a leak test on a sealed radioactive material source.
tion, surface analysis, heteroepitaxy, nanocrystal synthesis, Visit a PET cyclotron.
and fluidic separation. 2 hours seminar. {Fall, Spring} Corequisite: 518. Restriction: permission of instructor.
508./408. Nuclear Engineering Seminar. (2 to a maximum
of 20) ∆
Discussion of topics such as space nuclear power and
propulsion, reactor design thermal-hydraulics, nuclear fuel
cycles and materials, energy conversion, computation and
520. Radiation Interactions and Transport. (3) 529. Internal Radiation Dosimetry. (3)
Theoretical and numerical methods for neutral and charged Internal contamination, radiation quantities, ICRP dose meth-
particle interactions and transport in matter. Linear transport odologies, lung models, bioassay, whole body counting,
theory, spherical harmonics expansions, PN methods, Gauss uranium and plutonium toxicology and metabolism, alpha
quadra, discrete ordinates SN methods, discretization tech- dosimetry and ventilation control/air sampling.
niques, Fokker-Planck theory. Development of calculational Prerequisite: 524. {Fall}
methods including computer codes. Applications to nuclear
systems. 530. Surface and Interfacial Phenomena. (3) Van Swol
Prerequisite: 317 and 410 and 525. {Spring, upon demand} (Also offered as NSMS 530.) Introduces various intermolecu-
lar interactions in solutions and in colloidal systems; colloidal
521. Advanced Transport Phenomena I. (3) systems; surfaces; interparticle interactions; polymer-coated
Equations of change applied to momentum, energy and mass surfaces; polymers in solution, viscosity in thin liquid films;
transfer. Analogies between these phenomena and their limi- surfactant self-assembly; and surfactants in surfaces.
tations. Transport dependent on two independent variables,
unsteady state problems {Spring} 531. Nanoscale Quantum Structure Growth and Device
Applications. (3)
522L. Fundamentals of Nanofluidics. (3) Petsev, Lopez, (Also offered as NSMS 531). Introduction to vapor-phase
Han transport and surface phenomena that govern crystal growth,
(Also offered as NSMS 522L.) This course exposes students nanostructure patterning, and device performance.
to comprehensive yet essential elements in understanding {Fall upon demand.}
nanofluidics for the purpose of effective separation of bio-
molecules: dynamics of complex fluids, colloidal chemistry, 533. Vapor and Aerosol Phase Materials Processing.
biochemistry, biomimetic surface functionalization, electro- (3)
somosis/electrophoresis, electrodynamics, optics, and spec- (Also offered as NSMS 533.) Materials synthesis and
troscopy. processing by physical vapor deposition, chemical vapor
deposition, and aerosol routes are explored. Underlying
523L. Environmental Measurements Laboratory. (1 to a physicochemical fundamentals are discussed, and examples
maximum of 4) ∆ from the recent literature are used to exemplify the methods.
In-depth consideration of radiation detection systems and {Offered upon demand}
nuclear measurement techniques. Experiments using semi-
conductor devices, MCA/MSCs, sampling techniques, dosim- 534. Plasma Physics I. (3)
eters, tracer techniques and radiochemistry. Emphasis on (Also offered as ASTR, PHYC, ECE 534.) Plasma param-
selection of sampling techniques and instrumentation for eters, adiabatic invariants, orbit theory, plasma oscillations,
measuring low-levels of radiation in air, soil and water. hydromagnetic waves, plasma transport, stability, kinetic
Course credit determined for each student based on the theory, non-linear effects, applications. {Fall}
extent of related laboratory work in his or her undergraduate
program. Two lectures, 3 hours lab. {Fall} 536./436. Biomedical Technology. (3)
Fundamental concepts of the transport processes in the
524. Interaction of Radiation with Matter. (3) human body. Applications of the basic transport principles
Nuclear models and energy levels, cross sections, decay to the biomedical systems, e.g., artificial organs and the
processes, range/energy relationships for alphas, betas, measurement of the rheological properties of blood. Use of
gammas, neutrons and fission products. Ionization, scattering biomaterials.
and radiative energy exchange processes. Effect of radiation
on typical materials used in the nuclear industry. Both theory 537./437. Biochemical Engineering Principles. (3)
and application will be presented. An introduction to the engineering principles involved in the
Prerequisite: MATH 316. {Fall} production of biological molecules. Integration of molecular
biological principles with engineering fundamentals. Includes:
525. Methods of Analysis in Chemical and Nuclear bioprocess design, operation, analysis and optimization.
Engineering. (3) {Spring upon demand}
Mathematical methods used in chemical and nuclear engi-
neering; partial differential equations of series solutions 538./438. Biosensors Fundamentals and Applications.
transport processes, integral transforms. Applications in heat (3)
transfer, fluid mechanics and neutron diffusion. Separation of (Also offered as NSMS 538.) Introduction to biosensors as
variables eigen function expansion {Fall} analytical devices and biosensor technology as an emerging
field of industrial development. Survey of biochemical fun-
526. Advanced Analysis in Chemical and Nuclear damentals and immobilization of the biological components,
Engineering. (3) methods for biosensors fabrication, microfluidic devices and
Extension of 525 to more advanced methods including sensor arrays. {Spring upon demand.}
Green’s functions, Sturm-Liouville theory, special functions,
complex variables, integral transforms. 539./439. Radioactive Waste Management (3)
Prerequisite: 525. {Spring upon demand} (Also offered as CE 539.) Introduction to the nuclear fuel
cycle emphasizing sources, characteristics and management
527. Radiation Biology for Engineers and Scientists. of radioactive wastes. Types of radiation, radioactive decay
(3) calculations, shielding requirements. Radwaste management
(Also offered as MPHY 527) Covering fundamentals of the technologies and disposal options. {Fall}
biological effects of ionizing radiation on living systems,
especially man; basic biological mechanisms which bring 540. Radiation Oncology Physics. (3)
about somatic and genetic effects; and the effect of ionizing (Also offered as MPHY 540) The course will cover the
radiation on cell cultures. operation of linear accelerators, measurement of absorbed
Restriction: permission of instructor. dose and quality of x-ray beams, dose distribution and scat-
ter analysis, and clinical dose calculations for electron and
528. External Radiation Dosimetry. (3) photon beams. Techniques such as IMRT, total body irradia-
Ionizing radiation, Kerma, Fluence, Dose, and Exposure, tion, and SRS will be discussed. Brachytherapy treatment
Attenuation and Buildup, Charged Particle Equilibrium, planning including HDR, LDR and intravascular treatments
Bragg-Gray Cavity Theory and other Cavities, Fundamentals will be covered.
of Dosimetry, Ionizations Chambers, Integrating Dosimetry, Corequisite: 541L. Restriction: permission of instructor.
and Pulse Mode Detectors, and Neutron Interactions and
Dosimetry. Both theory and applications will be presented. 541L. Radiation Oncology Physics Laboratory (3)
Pre- or corequisite: 524. {Spring} (Also offered as MPHY 541L) Complete a number of clinical
treatment plans, participate in the annual calibration of a
linear accelerator, acquire basic photon and electron dose
data for a computerized treatment planning system, perform 568./468. Introduction to Space Nuclear Power. (3)
several brachytherapy treatment plans including HDR and Introduction to design and mass optimization of Space Power
LDR plans, and perform an IMRT QA validation. Systems, passive and active energy conversion systems, and
Corequisite: 540. Restriction: permission of instructor. design of RTG’s, radiation shield, heat pipe theory, design
and applications, advanced radiators, TE-EM pumps and
542. Advanced Chemical Engineering Thermodynamics. orbital lifetime calculations and safety.
(3) Prerequisite: 231 and MATH 316. {Spring}
Advanced thermodynamics with reference to its application in
chemical engineering. {Fall} 575. Selected Topics in Material Science. (1-3, no
limit) ∆
546. Charged Particle Beams and High Power May be counted an unlimited number of times toward degree,
Microwaves. [Charged Particle Beams.] (3 to a maximum with departmental approval, since content varies. Credit is
of 9) ∆ determined based on the content of the course. {Offered
(Also offered as ECE 558.) Overview of physics of particle upon demand}
beams and applications at high-current and high-energy.
Topics include review of collective physics, beam emittance, 576. Selected Topics in Aerosol Science. (3 to a maxi-
space-charge forces, transport at high power levels, and mum of 6 hours) ∆
application to high power microwave generation. Analysis of the motion of both charged and neutral aerosol
Prerequisite: ECE 557 or CHNE 545. particles; molecular and convective diffusion, particle size
and classification, coagulation, precipitation and particle cap-
549./449. Seminar in Hazardous Waste Management. (1, ture, current aerosol research and instrumentation. {Offered
no limit) ∆ upon demand}
Invited lectures on a variety of topics in hazardous waste,
environmental engineering and science and related topics. 577./477. Electrochemical Engineering. (3)
Students prepare short written assignments. May be counted Introduction of the principles of elecrochemistry and their appli-
twice toward a degree. cations in materials characterization, corrosion, electro-plating
and etching. The course builds on electrochemical kinetics and
550. Social and Ethical Issues in Nanotechnology. 1-3) discusses the design of sensors, batteries and fuel cells.
[3] Prerequisite: 302, 461. {Spring upon demand}
(Also offered as ECE, NSMS 550.) In this course, students
will examine issues arising from this emerging technology, 580. Advanced Plasma Physics. (3)
including those of privacy, health and safety, the environment, (Also offered as PHYC, ECE 580.) Plasma kinetics equa-
public perception and human enhancement. tions, Vlasov theories of plasma waves and microinsta-
bilities, Landau damping, nonlinear evolution of instabilities,
551–552. Problems. (1-3, 1-3 each semester) ∆ turbulence, applications, transport in fluid plasmas: Fokker-
Advanced study, design or research either on an individual Planck, Krook collision model.
or small group basis with an instructor. Recent topics have Prerequisite: 534 or PHYC 534. {alternate years}
included convective diffusion, reactor safety, inertial confine-
ment fusion and nuclear waste management. 582. Inertial Confinement Fusion. (3)
Theory and technology of inertial confinement fusion, includ-
553L. Experimental Techniques in Plasma Science. (3) ing target physics: laser and particle beam physics and
(Also offered as ECE 553L.) Theory and practice of plasma technology; reactor engineering.
ENGINEERING
ENGINEERING
generation and diagnostics, coordinated lectures and experi- Pre- or corequisite: 534. {Offered upon demand}
ments, emphasis on simple methods of plasma production
and selection of appropriate diagnostic techniques, applica- 586./486. Statistical Design of Experiments for
tions to plasma processing and fusion. Semiconductor Manufacturing. (3)
Prerequisite: ECE 534. Statistical tools for collection, analysis, and interpretation
of data. Design and control of processes for semiconductor
555. Gaseous Electronics. (3) manufacturing. Analysis of variance; randomization, replica-
(Also offered as ECE 555.) The theory of gas discharges and tion, blocking; full-factorial, response-surface, nested, split-
its application to pulsed power technology. Boltzmann equa- lot, Taguchi designs; utilization of RS/1 software.
tion, distribution functions, breakdown mechanisms, transport
coefficients, self-sustained discharges, collisions, gasses at 591. Practicum. (6)
E/N, electron density generation and decay processes. {Fall} Also offered as MPHY 591. Professional practice experience
in radiation protection and environmental measurements
560. Nuclear Reactor Kinetics and Control. (3) in non-traditional settings under the guidance of health
Theory of the kinetic behavior of a nuclear reactor system physicists and radiation protection engineers. Internship
with emphasis on control and dynamic behavior. arrangement with a local facility employing health physicists
Prerequisite: 410 and 525. {offered upon demand} or related personnel such as a national laboratory, analytical
facility, or hospital.
561. Kinetics of Chemical Processes. (3) {Summer, Fall, Spring}
Rate equations for simple and complex chemical processes,
both homogeneous and heterogeneous. Experimental meth- 599. Master’s Thesis. (1-6, no limit) ∆
ods and interpretation of kinetic data for use in chemical reac- See Graduate Programs section for total credit requirements.
tor design and analysis. Applications to complex industrial Offered on a CR/NC basis only.
problems. {Spring}
610. Advanced Nuclear Reactor Theory. (3)
563. Advanced Radiation Shielding. (3) Advanced numerical methods in neutral and charged particle
Introduction to Monte Carlo techniques, sampling, and transport, including discontinuous finite element methods,
statistics of radiation process, charged particle interactions, structured and unstructured grids, adjoint techniques and
three dimensional radiation transport, design of shielding, Monte Carlo methods.
shield materials, shield heating, and shield optimization. Prerequisite: 511. {Fall 2005 and alternate years}
Comparisons will be made between the experimental per-
formance and computer predicted performance of student 699. Dissertation. (3-12, no limit) ∆
designs. See Graduate Programs section for total credit requirements.
Prerequisite: 525. {Fall, Spring upon demand} Offered on a CR/NC basis only.
CIVIL ENGINEERING engineering does have a unique and unified role. In particular,
civil engineering is concerned with the engineering (planning,
design, construction and operation) of systems of constructed
Arup K. Maji, Chairperson facilities related to humankind’s basic needs and desires.
Civil Engineering Typical civil engineering facilities include transportation sys-
Centennial Engineering Center 3020 tems, water conservation and distribution systems, pollution
MSC01 1070 control and waste disposal projects and various structural
1 University of New Mexico systems such as buildings, bridges and dams. These facili-
Albuquerque, NM 87131-0001 ties are often large or extensive and must be engineered
(505) 277-2722 as operational systems involving the complex interaction
http://www.unm.edu/~civil of many components with each other as well as with the
physical and societal environment. The scope, complexity
Professors and interdisciplinary nature of civil engineering continue to
James D. Brogan, Ph.D., University of Tennessee** increase rapidly with technological innovations. The spiraling
Walter H. Gerstle, Ph.D., Cornell University* demands of population growth on the air-land-water environ-
Jerome W. Hall, Ph.D., University of Washington* ment pose numerous future challenges for the profession.
Arup K. Maji, Ph.D., Northwestern University*
Tang-Tat Percy Ng, Ph.D., Rensselaer Polytechnic Institute* The department prepares students to meet these challenges
Timothy J. Ross, Ph.D., Stanford University* through innovative application of science and engineering
Jerald L. Rounds, University of Dundee** principles, creative research to discover new knowledge
John C. Stormont, Ph.D., University of Arizona* and imaginative design to satisfy society’s needs. The
Bruce M. Thomson, Ph.D., Rice University* department’s required courses in construction, environmen-
tal, geotechnical, materials, structural, transportation and
Associate Professors water resources engineering ensure breadth in the under-
Julia E. Coonrod, Ph.D., University of Texas* graduate program. Students seeking in-depth proficiency
Kerry J. Howe, Ph.D., University of Illinois at Urbana- will usually pursue graduate studies in specific fields of civil
Champaign** engineering.
James R. Matthews, Ph.D., University of Missouri Rolla**
Mahmoud Reda Taha, Ph.D., The University of Calgary**
Construction Engineering
Assistant Professors
Susan M. Bogus, Ph.D., University of Colorado** and Management
Giovanni C. Miqliaccio, Ph. D., University of Texas** Students who are interested in careers in the construction
Andrew J. Schuler, Ph. D. University of California at industry can follow one of the construction oriented programs.
Berkeley* The program in construction engineering is a traditional
Mark C. Stone, Ph.D., Washington State University engineering curriculum with courses pertaining to the tech-
Rafiqul Tarefder, Ph.D., University of Oklahoma** nical aspects of construction and leading to a Bachelor of
Science degree in Construction Engineering. The program
Professors Emeriti
in construction management includes approximately equal
John B. Carney, Jr., Ph.D., University of Arizona
emphasis in engineering science, business and manage-
Marion M. Cottrell, M.S., The University of New Mexico
ment and construction operations and leads to a Bachelor of
Richard J. Heggen, Ph.D., Oregon State University
Science degree in Construction Management.
Cornie L. Hulsbos, Ph.D., Iowa State University
Roy L. Johnson, Jr., Ph.D., University of Wisconsin
J. E. Martinez, M.S., Iowa State University Program Objectives
Gerald W. May, Ph.D., University of Colorado
Glenn A. Sears, Engr., Stanford University The following are the Educational Objectives of the Civil
Stephen P. Shelton, Ph.D., University of Tennessee* Engineering program:
1. Develop an understanding of engineering principles,
* Registered Professional Engineer in New Mexico.
based on analytical and problem-solving skills.
** Registered Professional Engineer in a state or territory
2. Prepare students for successful professional practice in
other than New Mexico
engineering and construction.
3. Foster an appreciation for social issues and prepare
Introduction students to be responsible citizens.
4. Build a foundation for lifelong learning, whether in
The Department of Civil Engineering at the University of New graduate school or in practice.
Mexico provides a high quality learning environment for its
undergraduate and graduate students, and promotes lifelong Engineering Program Outcomes
learning for practicing professionals. The Department’s focus
The outcomes for Civil and Construction Engineering pro-
is on quality instruction in engineering and construction man-
gram are that our students will demonstrate:
agement, innovative research, and community engagement.
a. an ability to apply knowledge of mathematics, sci-
Requirements for bachelor’s degrees in Civil Engineering, ence, and engineering.
Construction Engineering and Construction Management b. an ability to design and conduct experiments, as
include the requirements of the University of New Mexico well as to analyze and interpret data.
Core Curriculum. In some cases, the choice of courses is c. an ability to design a system, component, or process
left to the student. See specific core requirements and allow- to meet desired needs within realistic
able courses. constraints such as economic, environmental,
social, political, ethical, health and safety,
manufacturability, and sustainability
Civil Engineering d. an ability to function on multidisciplinary teams
e. an ability to identify, formulate, and solve engineer-
Civil engineering is an extremely broad professional field. ing problems
Areas of interest include such diverse subjects as the design f. an understanding of professional and ethical respon-
of buildings, roads and bridges; theory of traffic flow, micro- sibility
biology, earth physics; the stresses and strains induced in g. an ability to communicate effectively
structures; the safety of transportation systems; the problems h. the broad education necessary to understand the
of air and water pollution; and the effects of earthquakes on impact of engineering solutions in a global,
structures. Civil engineering problems involve the physical, economic, environmental, and societal context
mathematical, life, earth, social and engineering sciences i. a recognition of the need for, and an ability to
and may involve many other technical areas. However, civil engage in life-long learning
ENGINEERING
ENGINEERING
ECON 105 Introductory Macroeconomics 1 3 MATH 163 Calculus II 4
ENGL 219 Technical and Professional Writing 1 3 CS 151L Computer Programming Fundamentals
15 for Non-Majors/Lab 3
PHYC 160 General Physics1 3
Third Year–First Semester EPS 101 Introduction to Geology1 3
CE 302 Mechanics of Materials 3 –or–
CE 305 Infrastructure Materials Science 4 CHEM 122 General Chemistry1 3
CE 331 Fluid Mechanics/Lab 4 CHEM 124l General Chemistry Lab1 1
CE 354 Probability and Statistics for Civil Engineers 3 16/17
CE 382 Transportation Engineering 3 Second Year–First Semester
17 MATH 264 Calculus III 4
Second Semester PHYC 161 General Physics 3
CE 202 Engineering Statics 3
CE 308 Structural Analysis 3
ECON 105 Introductory Macroeconomics1 3
CE 310 Structural Design I 4
Core Humanities Elective 3
CE 335 Introduction to Water And
16
Wastewater Treatment 3
CE 350 Engineering Economy 3 Second Semester
CE 360 Soil Mechanics/Lab 4 MATH 316 Applied Ordinary Differential Equations 3
17 MGMT 202 Principles of Financial Accounting 3
ME 306 Dynamics 3
Fourth Year 2 –First Semester
ENGL 219 Technical and Professional Writing1 3
CE 442 Hydraulic Engineering and Hydrology 3 Core Fine Arts Elective 3
CE 372 Construction Contracting 3 15
Technical Elective D3 3
Third Year–First Semester
Engr Sci elective ECE 203 or ME 301 3
CE 302 Mechanics of Materials 3
Core Humanities elective1 3
CE 305 Infrastructure Materials Science 4
15
CE 283 Transportation System Measurements 3
Second Semester CE 350 Engineering Economy 3
CE 409 Engineering Ethics 1 CE 376 Cost Estimating 3
CE 499L Design of Civil Engineering Systems 3 16
Technical Elective D3 3 Second Semester
Technical Elective4 3 CE 308 Structural Analysis 3
1
Core Social/Behavioral Science elective 3 CE 310 Structural Design I 4
Core Second Language elective 1 3 CE 360L Soil Mechanics/Lab 4
16 CE 370 Construction Methods and Equipment 3
CE 377 Construction Scheduling 3
17
ENGINEERING
ENGINEERING
Students seeking exceptions to these policies are required to 4. A minimum 9 hours of 500-level courses.
obtain written permission from the department chairperson. 5. A maximum 12 hours taken in non-degree status.
6. Two hours 691 (Seminar).
7. General University of New Mexico limits, including
Cooperative Education Program transfer credit, course work from a single professor and
time of completion.
The Department of Civil Engineering offers a cooperative
8. No credit is allowed for experiential learning.
education program that alternates classroom study with a
planned program of related work experience. Additional infor- Plan II 1
mation may be obtained from the University of New Mexico’s 1. Thirty-three credit hour total, excluding 691 (Seminar).
Career Services Office. 2. Zero or 3 hours of 588 (Master’s Project).
3. A maximum 6 hours of Problems.
4. A minimum 12 hours of 500-level courses.
Civil Engineering Laboratories 5. A maximum 12 hours taken in non-degree status.
The civil engineering laboratories are designed to be an inte- 6. Two hours of 691 (Seminar).
gral part of the educational process as well as an introduction 7. General University of New Mexico limits, including
to modern industrial laboratory practice in materials quality transfer credit, course work from a single professor and
control, design and research. Well-equipped instructional time of completion.
laboratories are provided for engineering measurements, civil 8. Zero hours of 588 constitutes a course-work only
engineering materials, geotechnical engineering, fluid mechan- degree.
ics and environmental engineering. Modern experimental 9. No credit is allowed for experiential learning.
equipment and techniques are utilized in all laboratories. 1 Plan II also provides for a course work only degree.
ENGINEERING
ENGINEERING
Prerequisite: 302. Three lectures. body of water.
Prerequisite: 335. Restriction: senior standing.
370. Construction Methods and Equipment. (3)
Comprehensive study of the ownership and operating costs, 437L./537L. Aqueous Environmental Chemistry and
production rates and operating characteristics of the major Analysis. (3)
construction equipment types. Summary of important concepts applicable to ecology, water
Prerequisite: 350. Restriction: junior or senior standing. and wastewater treatment. Topics include acid-base equilib-
ria, alkalinity, hardness, nutrient cycles and forms, metals and
371. Structures for Construction. (3) organic compounds in water. Emphasis will be on analytical
Principles of mechanics, equilibrium conditions, properties procedures commonly used.
of structural materials, structural properties of areas, load- Prerequisite: 335. Two lectures, 3 hours lab.
shear-bending moment diagrams, flexural stresses, shearing
stresses, deflection, and analysis of simple trusses, beams, 440./540. Design of Hydraulic Systems. (3)
columns, and funicular structures. Applications of the principles of fluid mechanics to the design
Prerequisite: 171 and MATH 180 and PHYC 151. and analysis of pipe systems. Topics include pipe network
analysis, design and selection of hydraulic machinery and
**372. Construction Contracting. (3) analysis of transient and compressible flow.
Management principles as applied to the conduct and control Prerequisite: 331.
of a construction contracting business; estimating methods,
bidding, construction contracts, bonds, insurance, project 441./541. Hydrogeology. (3)
planning and scheduling, cost accounting, labor law, labor (Also offered as EPS 462). Hydrologic and geologic factors
relations and safety. controlling groundwater flow, including flow to wells. The
Restriction: junior or senior standing. hydrologic cycle; interactions between surface and subsur-
face hydrologic systems; regional flow systems. Groundwater
376. Cost Estimating. (3) geochemistry and contaminant transport.
Using modern, professional estimating techniques and Prerequisite: MATH 163 and CHEM 121 and PHYS 160.
resources, students complete cost estimates on buildings Restriction: senior standing.
based on the Construction Specifications Institute format-
ted budgets and quantity take-offs for materials, labor, and *442. Hydraulic Engineering and Hydrology. (3)
equipment. Design of water distribution systems and open channels; selec-
Prerequisite: 171. tion of pumps and turbines; hydraulics of wells; basic engineer-
ing hydrology including precipitation, infiltration, runoff, flood
377. Construction Scheduling. (3) routing, statistical measures and water resources planning.
Planning and scheduling of construction activites including Prerequisite: 331 and MATH 162.
network diagramming and calculations with the Critical Path
Method (CPM), resource allocation, schedule updating, and
computer applications.
Prerequisite: 171.
*455. Engineering Project Management. (3) 482./582. Highway and Traffic Engineering. (3)
(Also offered as ME 455) Estimating, proposing, planning, Principles of the geometric design and operation of streets
scheduling, quality and cost control and reporting of an engi- and highways, including planning aspects, traffic design and
neering project. Case studies of typical engineering projects. control and highway safety. Application of these principles to
Small projects carried out by student teams. actual situations.
Restriction: junior or senior standing. Prerequisite: 382. Restriction: junior or senior standing.
511./411. Reinforced Concrete Design. (3) 539. Radioactive Waste Management. (3)
Structural mechanics of concrete beams, slabs, columns, (Also offered as CHNE 439./539.) Introduction to the nuclear
walls and footings; checking and proportioning of members fuel cycle emphasizing sources, characteristics and manage-
and connections in accordance with specifications for limit ment of radioactive wastes. Types of radiation, radioactive
state concrete design. decay calculations, shielding requirements. Radwaste man-
agement technologies and disposal options.
518. Theory of Structural Stability. (3)
General concept of stability of elastic and inelastic systems: 540./440. Design of Hydraulic Systems. (3)
columns, beam-columns, frames, plates and torsional stability. Applications of the principles of fluid mechanics to the design
Equilibrium, energy and dynamic methods, nonlinear systems, and analysis of pipe systems. Topics include pipe network
nonconservative problems, discretized mathematical models. analysis, design and selection of hydraulic machinery and
analysis of transient and compressible flow.
520. Introduction to Structural Dynamics. (3)
Basic theory of structural vibrations; structural response/ 541./441. Hydrogeology. (3)
design to dynamic loads; approximate frequency methods (Also offered as EPS 562.) Hydrologic and geologic factors
for design; response spectra for design; viscous and tuned controlling groundwater flow, including flow to wells. The
mass damping; lumped mass systems using matrix methods; hydrologic cycle; interactions between surface and subsur-
periodic and transient response using normal mode method; face hydrologic systems; regional flow systems. Groundwater
continuous mass systems. geochemistry and contaminant transport.
524./424. Structural Design in Metals. (3) 543. Ground Water Mathematics and Modeling. (3)
Design of steel systems in accordance with LRFD design Derivation of equations for fluid flow and contaminant transport
specifications. in saturated and unsaturated media. Application of analytical
solutions of these equations. Introduction to principles of finite
530. Legal Issues and Environmental Technology. (3) difference, finite element and stochastic methods of numerical
This course discusses the legal and regulatory aspects modeling.
associated with principal technologies in current use in
environmental engineering. The regulatory programs to be 544. Water Resources Engineering. (3)
addressed include those established under NEPA, CAA, Analysis of river basin development. Legal and economic
CWA, SDWA, RCRA and CERCLA. factors in water use and reuse. American experience in
political organization for river basin control. Fundamentals of
531. Physical-Chemical Water and Wastewater mathematical models for optimizing river basin development.
Treatment. (3)
Theory and design of common physical-chemical treatment 545. Open Channel Hydraulics. (3)
processes including sedimentation, coagulation, flocculation, Open channel hydraulics; specific energy and specific force;
water softening, oxidation, disinfection, sludge handling and steady and unsteady flow; gradually varied flow; rapidly var-
ENGINEERING
ENGINEERING
disposal, filtration and centrifugation. ied flow; computation of water surface profiles.
532. Advanced Physical-Chemical Water and 547. GIS in Water Resources Engineering. (3)
Wastewater. (3) Principles and operation of geographic information systems
Principles and design practices of unit operations applicable using Arc GIS, work with surface and subsurface digital rep-
for special problems. Processes covered will include absorp- resentations of the environment considering hydrologic and
tion, ion exchange, reverse osmosis, wet air oxidation, transportation processes. Course project is required.
ammonia stripping among others. Emphasis will be on reuse Restriction: graduate standing.
of treated effluent and production of high quality water for
special applications including drinking water and industrial 548. Fuzzy Logic and Applications. (3)
water supply. (Also offered as ECE 548) Theory of fuzzy sets; foundations
of fuzzy logic. Fuzzy logic is shown to contain evidence, pos-
534. Environmental Engineering Chemistry. (3) sibility and probability logics; course emphasizes engineering
A comprehensive survey including acid-base and precipitation applications; control, pattern recognition, damage assess-
equilibria, complexation of metals, transformation occurring in ment, decisions; hardware/software demonstrations.
the environment adsorption, ion exchange. The approach will
be quantitative and aimed at developing the students ability to 549. Vadose Zone Hydrology. (3)
predict consequences of environmental manipulation, treat- Principles and applications of water, energy and solute trans-
ment processes and phenomena observed in the field. port in the near-surface environment. Topics covered include
moisture characteristic curves, unsaturated hydraulic conduc-
536./436. Biological Wastewater Treatment. (3) tivity, Richards equation and numerical solutions. Processes
Principles and design of wastewater treatment systems which studied include infiltration, redistribution, evapotranspiration
are dependent on biological organisms. Processes covered and recharge.
include suspended culture and fixed culture systems, nutri- Restriction: graduate standing.
ent removal, hybrid systems, land application and on-site
treatment systems. Emphasis will be placed on fundamental 551. Problems. (1-3 to a maximum of 6) ∆
interaction between the organisms, wastes and receiving Advanced reading, analysis, design or research.
body of water.
554./354. Probability and Statistics for Civil Engineers. (3)
537L./437L. Aqueous Environmental Chemistry and Introduction to probabilistic and statistical techniques, includ-
Analysis. (3) ing descriptive measures, distributions, hypotheses testing,
Summary of important concepts applicable to ecology, regression and analysis of variance, and their application
water and wastewater treatment. Topics include acid-base to specific examples in the planning, design, construction,
equilibria, alkalinity, hardness, nutrient cycles and forms, operation and maintenance of civil engineering facilities.
metals and organic compounds in water. Emphasis will be
on analytical procedures commonly used. Two lectures,
3 hours lab.
560. Advanced Soil Mechanics. (3) and procedures, safe environments, employer and worker/
Stress space and stress paths; in situ tests; shear strength employee responsibilities, drug and alcohol abuse, crisis
and behavior of sands and clays; selection of strength param- management and other safety related topics.
eters for analysis and design.
576. Project Delivery Systems. (3)
561L. Advanced Soil Mechanics Laboratory. (3) Defining characteristics of various project delivery sys-
Advanced soil testing procedures, laboratory study of the tems, processes to solicit and procure those services.
mechanical and physical properties of soil, stress path testing Responsibilities, risks and rewards for owners, designers,
and cyclic testing. One lecture, 6 hours lab. and contractors under various PDS.
COMPUTER SCIENCE end their studies with the bachelor’s degree can continue to
acquire new skills and advance in an always-evolving profes-
sional workplace. Our core courses also strive to cultivate
Stephanie Forrest, Chairperson the sophistication and insights needed for further study at
Computer Science Department the graduate level. We accomplish these goals by placing
Farris Engineering Center 157 our computer science program in the context of the core
MSC01 1130 curriculum requirements of the University of New Mexico, by
1 University of New Mexico requiring a minor degree outside of computer science and by
Albuquerque, NM 87131-0001 insisting on a strong overall grade point average.
(505) 277-3112
The following objectives are to be met by students obtaining a
Professors degree in Computer Science. Students, upon graduation will:
Stephanie Forrest, Ph.D., University of Michigan 1. Have sufficient analytical skills and knowledge to make
Deepak Kapur, Ph.D., Massachusetts Institute of Technology appropriate system and language choices for computer-
George F. Luger, Ph.D., University of Pennsylvania based problem solving.
Cristopher D. Moore, Ph.D., Cornell University 2. Possess algorithm development skills for effective prob-
lem solving and programming.
Associate Professors 3. Understand the software development process.
David H. Ackley, Ph.D., Carnegie Mellon University 4. Besides the core computing skills, have significant
Terran D. Lane, Ph.D., Purdue University background in application areas such as databases,
Lance R. Williams, Ph.D., University of Massachusetts graphics and artificial intelligence.
Jared C. Saia, Ph.D., University of Washington 5. Communicate effectively in both oral and written
Darko J. Stefanovic, Ph.D., University of Massachusetts modes.
6. Understand and respect the professional standards
Assistant Professors of ethics expected of a computer scientist as well as
Dorian Arnold, Ph.D., University of Wisconsin (Madison) appreciate the social impact of computing.
Patrick G. Bridges, Ph.D., University of Arizona 7. Appreciate the intellectual environment offered by the
Jedidiah Crandall, Ph.D., University of California (Davis) University of New Mexico and adopt the goal of life-long
Thomas Hayes, Ph.D., University of Chicago learning in an ever-evolving world.
Wenbo He, Ph.D., University of Illinois (Urbana-Champaign)
Joseph Kniss, Ph.D., University of Utah Analytical skills are at the heart of becoming an effective
Shuang Luan, Ph.D., University of Notre Dame computer scientist. These skills are stressed even from the
Melanie Moses, Ph.D., University of New Mexico beginning courses in programming and discrete mathemat-
ics. The ability to develop a computational solution for a prob-
Professors Emeriti lem coming from a complex world of goals and processes
Edward S. Angel, Ph.D., University of Southern California also requires understanding of and experience with algorithm
Stoughton Bell II, Ph.D., University of California (Berkeley) design, a wide variety of architecture and network designs
John M. Brayer, Ph.D., Purdue University and a select number of current computing languages–ranging
Charles P. Crowley, Ph.D., University of Washington from the more direct hardware based to the very highest
Edgar J. Gilbert, Ph.D., University of California (Berkeley) level. These analytic, design and programming skills are
Paul A. Helman, Ph.D., University of Michigan tested in senior-level applications courses, including work in
ENGINEERING
ENGINEERING
Harold K. Knudsen, Ph.D., University of California (Berkeley) databases, graphics, complex systems, computer vision and
Bernard M. E. Moret, Ph.D., University of Tennessee artificial intelligence. Supporting all of our education in com-
Henry D. Shapiro, Ph.D., University of Illinois puting is a philosophy that stresses analysis, communication,
Brian T. Smith, Ph.D., University of Toronto ethics and social responsibility.
Patricia A. Stans, Ph.D., New Mexico State University
Robert L. Veroff, Ph.D., Northwestern University
Admission Requirements
Introduction Students wishing to enroll in the bachelor’s program in
computer science must apply for admission or transfer to
The program of this department is intended to provide the Computer Science Department, School of Engineering.
students with a well rounded general education and a The admission process is initiated through the Office of
broad set of skills and knowledge in the basic areas of Admissions for students wishing to transfer to the University
computer programming and computer science. The program of New Mexico from other institutions. Grades earned in
is accredited by the Computing Accreditation Commission of equivalent courses at other institutions will be used in deter-
ABET, 111 Market Place, Suite 1050, Baltimore, MD 21202- mining eligibility for admission to the department. Students
4012, telephone (410) 347-7700. The core requirements in transferring to the Computer Science program from another
mathematics, computer science and electrical engineering college at the University of New Mexico should initiate the
cover the basic principles and methodologies of discrete paperwork at the office of the Computer Science Department.
mathematics, problem analysis and algorithmic development, Students transferring to the Computer Science program from
assembly language, high level programming languages, lan- another department within the School of Engineering should
guage design and implementation, operating systems, data initiate the paperwork in their present department office.
structures, analysis of algorithms, computer architecture and Students denied entrance to the department due to lack of
software engineering. sufficient credits or specific courses may enroll in computer
science classes and reapply at a later time when they meet
the entrance requirements. The criteria for admission to the
Program Objectives for the department are:
Computer Science Degree 1. Completion of the following courses with a grade of
B- or better: Math 162, and one of CS 151L or 152L.
The primary goal of the degree program in Computer Science 2. Fulfill requirements for admission to the School of
is to provide students the foundations for future work and Engineering.
careers in computation-based problem solving. These foun-
dations support both a successful career path in computing
as well as provide appropriate qualifications for further Advanced Placement
degree work in computation related disciplines. Our degree and Transfer Credit
emphasizes development of analytical skills, acquisition of
knowledge and understanding of systems, languages and The department subscribes to the general policy of the
tools required for effective computation-based problem solv- School of Engineering with regard to advanced placement
ing. Our core courses offer a broad base so that students who credit earned by examination.
Students with university level course work from other insti- d. At least 18 credits must be taken in the Computer
tutions will have their academic records evaluated by an Science Department at the University of New
undergraduate advisor from the department on an individual Mexico.
basis. The student should be aware that the department has 4. Completion of the mathematics sequence:
the final say about which transfer credits can be applied MATH 162 (with grade of B- or better) and
toward the graduation requirements listed below. Because 163 (Calculus I and II)
computer science programs vary greatly, students transfer- MATH 314 or 321 (Linear Algebra)
ring from other institutions should not assume that computer STAT 345 (Elements of Mathematical Statistics and
science courses they have taken elsewhere can be applied Probability Theory)
toward the 51 hour computer science course work gradua- 5. Nine hours of communications skills: ENGL 101, ENGL
tion requirement. Courses not accepted toward the 51 hours 102 and one of ENGL 219 (Technical and Professional
may be applied toward the 130 semester hour graduation Writing), ENGL 220 (Expository Writing) or C&J 130
requirement as general electives at the discretion of an (Public Speaking).
undergraduate advisor. Part of this requirement may be satisfied by passing
an authorized proficiency examination. English 101
and 102 will be waived if the student obtains: 1) an
Graduation Requirements ACT score of 25 or higher (prior to October 1989);
2) an ACT score of 29 or higher (after October
To receive the degree of Bachelor of Science in Computer 1989); 3) an SAT score of 580 or higher (prior to
Science, a student must satisfy all general University of April 1995); or 4) an SAT score of 650 or higher
New Mexico regulations concerning baccalaureate programs (after April 1995). See the Schedule of Classes for
and must complete all work defined by the following groups. additional ways to gain exemption from ENGL 101
Only courses with a grade of C- or better may be used to and 102. When a student is exempted from ENGL
satisfy any of the requirements defined herein. The following 101 and 102, the student’s total credit requirement
courses cannot be used to satisfy any of the requirements is reduced to 128, the minimum allowed by the
listed below: Reserve Officers Training Corp (ROTC), rec- University for a bachelor’s degree. Students may
reational physical education (PE-NP). Introductory Studies have to take additional hours to bring their total to
courses (e.g., IS-E 100) and mathematics courses prior at least 128.
to calculus. If in doubt about the applicability of a course, 6. Satisfaction of University Core Curriculum require-
contact an undergraduate advisor in the Computer Science ments with a grade of C or better in humanities, social
Department. sciences, fine arts, and second language(s), and addi-
1. Completion of 130 semester hours. tional non-technical courses to total a minimum of 30
2. Completion of at least 42 hours in courses numbered credit hours. See the description of the Core Curriculum
300 or above. in this catalog.
3. Completion of 51 hours in computer science consisting 7. Four (3 or more credit) science courses taken by sci-
of the following courses, which total 42 hours, com- ence and engineering majors, two of which must come
pleted with a grade of C or better: from one of the following sequences, including the labo-
One of CS 151L or CS 152L (with grades of B- or bet- ratories. The remaining hours can be more advanced
ter) courses in the discipline chosen for the sequence or
CS 241L Data Organization they can be additional introductory laboratory science
CS 251L Intermediate Programming hours.
CS 261 Mathematical Foundations of Computer ASTR 270–270L, 271–271L
Science BIOL 201, 202, 203L, 204L
ECE 238L Computer Logic Design CHEM 121, 123L, 122, 124L
CS 293 Social and Ethical Issues in Computing EPS 101–105L and 201L or Env Sc 101–102L and
CS 341L Introduction to Computer Architecture and EPS 201L;
Organization PHYC 160, 160L–161, 161L
CS 351L Design of Large Programs Physics is recommended.
CS 361L Data Structures and Algorithms I 8. Course work sufficient to satisfy requirements of a
CS 362 Data Structures and Algorithms II minor. Minors approved by the College of Arts and
CS 357L Declarative Programming Sciences are generally acceptable for Computer
CS 375 Numerical Computation Science majors. The University of New Mexico Catalog
CS 460 Software Engineering should be consulted for the requirements for completing
CS 481 Computer Operating Systems a minor in various fields of study. An interdisciplinary
minor of not less than 24 hours can be developed to suit
The remaining 9 hours are technical electives of the stu- the goals of individual students; such a minor must be
dent’s choosing to be taken from among the Computer approved by the Undergraduate Curriculum Committee
Science Department offerings. (Certain courses in the of the department.
Department of Electrical and Computer Engineering are
also acceptable as technical electives.) All courses used The following courses taken from the Department
as technical electives are subject to the approval of an of Electrical and Computer Engineering satisfy this
undergraduate advisor and must be completed with a requirement:
grade of B or better. Minor in Computer Engineering: ECE 203, ECE 206L,
CS 259L may be substituted for CS 152L and CS 251L ECE 213, ECE 321, ECE 322, ECE 338 and ECE 438.
but only 5 hours credit is awarded. The computer science Minor in Electrical Engineering: ECE 203, ECE 206L,
hour requirement is reduced to 50, but the overall gradu- ECE 213, ECE 314, ECE 321 and two of ECE 322, ECE
ation requirement remains at 130. 340, ECE 360, ECE 371, or ECE 445.
The following additional rules apply. No course included in the mathematics requirement for
a. Department offerings below the 300 level cannot be CS majors (STAT 345, MATH 314, 321 or 375) may be
used as technical electives. The following courses applied toward the mathematics minor.
also cannot be used as technical electives: CS Mathematics minors may not use Department of
394, 401, 492, and 494. Mathematics courses for Teachers and Education
b. At most 3 hours of CS 499 may be used toward Students in constructing the minor. MATH 317 and
satisfaction of this requirement. MATH 327 cannot be used in constructing the minor.
c. At least 15 credits at or above the 300 level used
Statistics minors must substitute 6 hours of advance
to satisfy this requirement must be taken from full-
statistics for STAT 145 (not accepted by the depart-
time University of New Mexico Computer Science
ment) and STAT 345 (already required of all computer
Department faculty.
science majors).
Students minoring in business cannot minor in humanities, social and behavioral sciences, the fine arts and
Management Information Systems (MIS). In particular, foreign languages. For first degree students general electives
the following courses cannot be used in constructing includes courses used to satisfy University of New Mexico
the minor: MGMT 290 (STAT 245), 329, 330, 331, 336, Core Curriculum requirements. It is recommended that a
337 and 437, 439, 449, 450, 459, 460, 461, or any student not attempt more than 12 hours of technical material
course related to CS or computer applications. in one semester.
Courses taken to satisfy the requirements for a minor First Year–First Semester Credits
may also be used to satisfy the requirements of catego- ENGL 101 Composition I: Exposition 3
ries 1, 2, 5, 6 and 7. CS 152L Computer Programming Fundamentals
for Computer Science Majors 3
All courses taken to satisfy the graduation requirements MATH 162 Calculus I 4
are subject to final approval by an undergraduate advi- Laboratory Science I 4
sor. At most, 24 semester hours taken for CR/NC may be Core Requirement 3
applied toward the baccalaureate degree. Courses taken for 17
CR/NC may only be used to satisfy graduation requirement 1
First Year–Second Semester
(completion of 130 semester hours).
ENGL 102 Composition II: Analysis and Argument 3
Students may not take elementary courses in a department CS 261 Mathematical Foundations of
after progressing past a certain point in the course offerings Computer Science
of that department. An example is: taking CS 150L after hav- CS 251L Intermediate Programming 3
ing taken CS 251L. Courses taken out of sequence in this MATH 163 Calculus II 4
manner may not even be used as general elective credits to Core Requirement 3
satisfy the requirement of 130 hours. Students may not retake Laboratory Science II 4
elementary computer science courses in order to raise their 17
grade point average in computer science to 2.30. Second Year–First Semester
CS 241L Data Organization
No one course may be used to satisfy more than one
CS 293 Social and Ethical Issues in Computing 1
requirement of categories 3, 4 and 8. Due to the cross list-
ECE 238L Computer Logic Design 4
ing of various courses within the University and the different
MATH 314 Linear Algebra with Applications 3
requirements for the minor from department to department,
Laboratory Science III 3
this has a number of implications. For example, mathematics
Minor/Core/Electives 3
minors cannot count the required sequence in mathematics
17
toward the minor in mathematics, and computer engineering
minors cannot use ECE 438 as a technical elective in fulfilling Second Year–Second Semester
requirement 3. CS 351 Design of Large Programs 4
English Communications Elective 3
Laboratory Science IV 3
Minor in Computer Science Minor/Core/Electives 6
A minor in computer science is available for students in other 16
departments. The requirements for a minor are completion of Third Year–First Semester
15 hours of CS courses from those required for the major, a CS 375 Introduction to Numerical Computing 3
ENGINEERING
ENGINEERING
minimum of 6 of these 15 credit hours must be at 300 level CS 361L Data Structures and Algorithms I 3
or above. STAT 345 Elements of Mathematical Statistics and
A grade of C or better is required for all CS courses counted Probability Theory 3
toward minor. Minor/Core/Electives 9
18
Third Year–Second Semester
Honors Program CS 357L Declarative Programming 3
Eligible freshmen and upperclassmen in the Computer CS 362 Data Structures and Algorithms II 3
Science Department are urged to enroll in the Honors CS 4xx Elective 3
Program. Students may graduate with University Honors, Minor/Core/Electives 6
Departmental Honors or both. Information is available from 15
departmental advisors and the University Honors Center. Fourth Year–First Semester
CS 341L Introduction to Computer
Architecture and Organization 3
Advising CS 4xx Elective 3
Students are required to see an undergraduate advisor CS 4xx Elective 3
within the department each semester prior to registering for Minor/Core/Electives 6
classes. Students not subject to the University of New Mexico 15
Core Curriculum requirements should check with an advisor Fourth Year–Second Semester
about the admissibility of classes used to satisfy graduation CS 460 Software Engineering 3
requirement 6 (which still applies), as some courses offered CS 481 Computer Operating Systems 3
by other departments do not meet the spirit of this breadth Minor/Core/Electives 9
requirement. 15
student is allowed to work toward the doctorate. The student’s 251L. Intermediate Programming. (3)
advisor and the graduate advisor or department chairperson An introduction to the methods underlying modern program
then appoint a doctoral committee which will determine the development. Specific topics will include object-oriented
student’s remaining program of study and conduct the can- design and the development of graphical user interfaces.
didacy examination. The candidacy examination verifies that Programming assignments will emphasize the use of objects
the student possesses the specialized knowledge required implemented in standard libraries.
for his/her area of research and ensures that the proposed Prerequisite: 151L or 152L. Three lectures, 1 hr. recitation.
dissertation topic is adequate in scope, originality and signifi-
cance. The student is admitted to candidacy for the doctorate 259L. Data Structures with JAVA. (5)
upon completion of the comprehensive and candidacy exami- An accelerated course covering the material of 151L and
nation, with the approval of the doctoral committee and the 251L in one semester. Topics include elementary data struc-
Dean of Graduate Studies. Finally, the committee evaluates tures and their implementation, recursive procedures, data
the student’s doctoral dissertation and conducts the final oral abstraction and encapsulation, and program organization
examination on the student’s area of specialization. and verification. Programs will be written in JAVA . Credit not
allowed for both 259L and 151L/251L.
A brochure describing the program and requirements can be
obtained from the department. 261. Mathematical Foundations of Computer Science. (3)
NOTE: CS 401, Theoretical Foundations of Computer Introduction to the formal mathematical concepts of computer
Science, is primarily for graduate students who are science for the beginning student. Topics include elementary
deficient in mathematical proof techniques. This logic, induction, algorithmic processes, graph theory and
course does not carry graduate credit. models of computation.
Computer Science (CS) 293. Social and Ethical Issues in Computing. (1)
Overview of philosophical ethics, privacy and databases,
A grade of C- or better is required in all prerequisite courses. intellectual property, computer security, computer crime,
Students with equivalent knowledge may have the prerequi- safety and reliability, professional responsibility and codes,
site waived by consent of instructor on an individual basis. electronic communities and the Internet, and social impact of
computers. Students make oral presentations and produce
131L. Introduction to Unix® and the World Wide Web. written reports.
(2)
An introduction to Unix®-based computing resources. Topics 341L. Introduction to Computer Architecture and
include: elements of a computer system, elementary Unix® Organization. (3)
commands and file system structure, e-mail, a visual editor, Survey of various levels of computer architecture and design:
browsing the World Wide Web and construction of simple microprogramming and processor architecture, advanced
Web pages using HTML. assembly language programming, operating system concepts
and input/output via the operating system.
132L. Introduction to Unix® and the World Wide Web. Prerequisite: 241L and ECE 238L.
(1)
Continuation of CS 131L. 351L. Design of Large Programs. (4)
Prerequisite: 131L. A projects course with emphasis on object-oriented analysis,
design and programming. Also discussed are programming
150L. Computing for Business Students. (3) language issues, programming tools and other computer
ENGINEERING
ENGINEERING
Students will use personal computers in campus laborato- science concepts as needed to do the projects (e.g., discrete-
ries to learn use of a word processor, a spreadsheet and a event simulation, parsing).
database management program. The course will also cover Prerequisite: 251L or 259L.
access to the World Wide Web and other topics of current
importance to business students. Course cannot apply to 357L. Declarative Programming. (3)
major or minor in Computer Science. Course focuses on one of the declarative programming
Prerequisite: MATH 120 or MATH 121 or MATH 123 or MATH paradigms: functional, logic, or constraint programming.
150 or MATH 162 or MATH 163 or MATH 180 or MATH 181. Specialized techniques are introduced with a view towards
general principles. Selected advanced topics in programming
151L. Computer Programming Fundamentals for Non- language design and implementation are covered.
Majors. (3) Prerequisite: 251L.
An introduction to the art of computing. Not intended for
Computer Science majors or minors. The objective of the 361L. Data Structures and Algorithms. (3)
course is an understanding of the relationship between com- An introduction to data structures and algorithms and the
puting and problem solving. mathematics needed to analyze their time and space com-
plexity. Topics include asymptotic notation, recurrence rela-
152L. Computer Programming Fundamentals. (3) tions and their solution, sorting, hash tables, basic priority
Introduction to the art of computing. The course objectives queues, search trees (including at least one balanced struc-
are understanding relationships between computation, prob- ture) and basic graph representation and search. Students
lem solving, and programming using high-level languages. complete a term project that includes an experimental
assessment of competing data structures.
184. Unix® Administration and Tools. (3) Prerequisite: 261 and 241L.
An introduction to Unix® services, tools, organization and
362. Data Structures and Algorithms II. (3)
administration. System management: files, processes, user
A continuation of 361L with an emphasis on design of algo-
accounts, configuration, file system organization, networking
rithms. Topics include: amortized analysis and self-adjusting
and security. Programming tools: sh, sed, awk, perl and C.
data structures for trees and priority queues; union-find; mini-
Network services: NFS, NIS, DNS, sendmail, ftp.
mum spanning tree, shortest path and other graph algorithms;
241L. Data Organization. (3) elementary computational geometry; greedy and divide-and-
Data representation, storage and manipulation. Covers the conquer paradigms.
memory organization of data storage and its relation to com- Prerequisite: 361L.
putation and efficiency. Topics include: linked vs. contiguous
365. Introduction to Scientific Modeling. (3)
implementations, memory management, the use of indices
Symbolic computation applied to scientific problem solving,
and pointers, and an introduction to issues raised by the
modeling, simulation and analysis.
memory hierarchy. Programming assignments in C provide
Prerequisite: 151L or 152L.
practice with programming styles that yield efficient code and
computational experiments investigate the effect of storage
design choices on the running time of programs.
Prerequisite: 151L or 152L or 259L.
*375. Introduction to Numerical Computing. (3) learning, Bayesian analysis, time series analysis, reinforce-
(Also offered as MATH 375.) An introductory course cover- ment learning, performance evaluation and empirical method-
ing such topics as solution of linear and nonlinear equa- ology; design tradeoffs.
tions; interpolation and approximation of functions, including Prerequisite: 362 and STAT 345 and (MATH 314 or MATH
splines; techniques for approximate differentiation and inte- 321).
gration; solution of differential equations; familiarization with
existing software. *438. The Science of Intelligent Systems. (3)
Prerequisite: 151L. Concepts of intelligence from psychology and computer sci-
ence. Areas considered include production systems, expert
390. Topics in Computer Science for Non-Majors– systems, computer assisted instruction, models for semantics
Undergraduate. (1-3, no limit) ∆ and human cognitive processes from pattern recognition to
This course is intended to provide students in other dis- output systems. Includes a project.
ciplines with an opportunity to study aspects of modern
computer science, tailored to their own field of study. *441. Modern Computer Architecture. (3)
Restriction: permission of instructor. A study of the design concepts of major importance in
modern computers. Topics will include microprogramming,
394. Computer Generated Imagery and Animation. (3) language-directed computers, parallel processors and pipe-
(Also offered as ARTS 394 and MA 394.) Introduction to line computers. Emphasis will be placed on the relationship of
story boarding, modeling, rendering, animation and dynam- architecture to programming issues.
ics. Class uses high-level commercial animation software. Prerequisite: 341L.
Course emphasizes both the development of technical
skills and the aesthetic aspects of computer imagery. Not *442. Introduction to Parallel Processing. (3)
allowed for graduate credit for computer science majors, (Also offered as ECE 432.) Machine taxonomy and introduc-
nor as a technical elective for undergraduate computer sci- tion to parallel programming. Performance issues, speed-up
ence majors. and efficiency. Interconnection networks and embeddings.
Parallel programming issues and models: control parallel,
401. Theoretical Foundations of Computer Science. (3) data parallel and data flow. Programming assignments on
Mathematical reasoning for computer science. Topics include massively parallel machines. Recommended: 481 or ECE
propositional and first-order logic, group theory, introduction 437.
to formal languages and formal models of computation. Prerequisite: (341L or ECE 337) and (351L or ECE 331).
Restriction: undergraduate. Offered on a CR/NC basis
only. *452. Simulation. (3)
(Also offered as MGMT 532.) Study of a variety of simulation
412. Introduction to Computer Graphics: Scanline methods as an aid to managerial decisions involving both
Algorithms. (3) micro- and macro-systems. Problems and projects require
(Also offered as ECE 412.) This course is an introduction to active computer programming of simulations.
the technical aspects of raster algorithms in computer graph-
ics. Students will learn the foundational concepts of 2-D and 454./554. Compiler Construction. (3)
3-D graphics as they relate to real-time and offline techniques. Syntax analysis and semantic processing for a block-struc-
Students will develop a video game as a final project to dem- tured language. Lexical analysis, symbol tables, run-time
onstrate the algorithms learned in class. management. Students will write a compiler.
Prerequisite: 361L or ECE 331. {Fall}
**460. Software Engineering. (3)
413. Introduction to Ray and Vector Graphics. (3) Software engineering principles will be discussed and applied
(Also offered as ECE 413.) to a large team developed project. Other topics relevant to the
Topics include ray-geometry intersections, viewing, lenses, production of software will also be covered, including ethics,
local/global illumination, procedural textures/models, spline legalities, risks, copyrights and management issues.
curves and surfaces, and statistical integration for realistic
image synthesis. Students will write a raytracing renderer from 464./564. Introduction to Database Management. (3)
scratch, exploring high performance implementations and Introduction to database management systems. Emphasis is
realistic rendering. on the relational data model. Topics covered include query
Prerequisite: 361L or ECE 331. languages, relational design theory, file structures and query
optimization. Students will implement a database application
422./522. Digital Image Processing. (3) using a nonprocedural query language interfaced with a host
Introduction to fundamentals of digital image processing. programming language.
Specific topics include grey level histograms, geometric/grey
*471. Introduction to Scientific Computing. (3)
level transformations, linear systems theory, Fourier trans-
(Also offered as MATH 471.) Introduction to scientific comput-
forms, frequency domain filtering, wavelet transforms, image
ing fundamentals, exposure to high performance program-
compression, edge detection, color vision, and binary image
ming language and scientific computing tools, case studies of
morphology.
scientific problem solving techniques.
Prerequisite: MATH 314 or MATH 321.
473./573. Physics and Computation. (3) Moore
**423. Introduction to Complex Adaptive Systems. (3)
(Also offered as NSMS 573) A survey of complex systems
Introduces topics in complex adaptive systems, including:
at the interface between physics and computer science,
definitions of complexity, fractals, dynamical systems and
including phase transition, power laws, social networks,
chaos, cellular automata, artificial life, game theory, neural
NP-completeness, and Monte Carlo methods.
networks, genetic algorithms and network models. Regular
programming projects are required. **481. Computer Operating Systems. (3)
Prerequisite: 251 and MATH 163. (Also offered as ECE *437.) Fundamental principles of mod-
ern operating systems design, with emphasis on concurrency
427./527. Principles of Artificially Intelligent Machines. (3)
and resource management. Topics include processes, inter-
Survey of artificial intelligence exclusive of pattern recogni-
process communication, semaphores, monitors, message
tion. Heuristic search techniques, game playing, mechanical
passing, input/output device, deadlocks memory manage-
theorem proving, additional topics selected by the instructor.
ment, files system design.
Prerequisite: 351L.
Prerequisite: 341L or (ECE 330 and ECE 337).
429./529. Introduction to Machine Learning. (3)
**485. Introduction to Computer Networks. (3)
Introduction to principles and practice of systems that
(Also offered as ECE 440.) Theoretical and practical study
improve performance through experience. Topics include
of computer networks, including network structures and
statistical learning framework, supervised and unsupervised
architectures. Principles of digital communications systems.
Network topologies, protocols and services. TCP/IP protocol 512. Advanced Image Synthesis. (3)
suite. Point-to-point networks; broadcast networks; local area (Also offered as ECE 512.)
networks; routing, error and flow control techniques. Covers image synthesis techniques from perspective of high-
end scanline rendering, including physically-based rendering
491. Special Topics–Undergraduates. (1-6 to a maxi- algorithms. Topics: radiometry, stochastic ray tracing, variance
mum of 12) ∆ reduction, photon mapping, reflection models, participating
Undergraduate seminars in special topics in computer sci- media, advanced algorithms for light transport.
ence.
513. Real-Time Rendering and Graphics Hardware. (3)
**492. Introduction to Computers in Manufacturing. (3) (Also offered as ECE 513.)
Topics in computers and computing as related to manufac- Course covers advanced algorithms in real-time render-
turing. Topics covered will include networks and distributed ing and graphics hardware, bringing students up to speed
systems, software for real-time systems and database man- with cutting edge real-time graphics. Topics: advanced GPU
agement. Term project required. Course cannot apply to algorithms for graphics and non-graphics applications. Term
major, minor or master’s degree in Computer Science. project required.
**494. Advanced Topics in Computer Generated 515. Scientific and Information Visualization. (3)
Imaging. (3) (Also offered as ECE 515.)
(Also offered as MA 494 and ARTS 494/594.) A continua- Introduction to scientific and data visualization techniques.
tion of 394. Students are expected to research and make Topics: data manipulation, feature extraction, visual display,
presentations on advanced topics in CGI. Significant term peer critique of project design, data formats and sampling,
project required. Not allowed for graduate credit for computer geometric extraction, volume visualization, flow visualization,
science majors, nor as a technical elective for undergraduate abstract data visualization, user interaction techniques.
computer science majors.
520. Topics in Interdisciplinary Biological and
499. Individual Study–Undergraduate. (1-3 to a maxi- Biomedical Sciences. (3, unlimited) ∆
mum of 6) ∆ (Also offered as ANTH 620, BIOL 520, ECE 620, STAT 520)
Guided study, under the supervision of a faculty member, Varying interdisciplinary topics taught by collaborative scien-
of selected topics not covered in regular courses. At most 3 tists from UNM, SFI, and LANL.
hours may be applied toward the CS hour requirement.
Note: All prerequisites for graduate level courses require 522./422. Digital Image Processing. (3)
a grade of B or better. Introduction to fundamentals of digital image processing.
Specific topics include grey level histograms, geometric/grey
500. Introduction to the Theory of Computation. (3) level transformations, linear systems theory, Fourier trans-
Covers basic topics in automata, computability and complex- forms, frequency domain filtering, wavelet transforms, image
ity theory, including: models of computation (finite automata, compression, edge detection, color vision, and binary image
Turing machines and RAMs); regular sets and expressions; morphology.
recursive, r.e., and non-r.e. sets and their basic closure prop- Prerequisite: MATH 314 or MATH 321.
erties; complexity classes; determinism vs. non-determinism
with and without resource bounds; reductions and complete- 523. Complex Adaptive Systems. (3)
ness; practice with NP- and P-completeness proofs; and the A graduate introduction to computational tools to measure,
complexity of optimization and approximation problems. simulate and analyze complexity in biological and social sys-
ENGINEERING
ENGINEERING
Prerequisite: 401. tems. Topics include cellular automata, dynamical systems,
genetic algorithms and other biologically inspired computa-
504. Algorithm Heuristics. (3) tional methods. Programming maturity is required.
Efficient problem solving techniques. Connection, search
and tour problems. Branch-and-bound and backtracking. 524. Collaborative Interdiciplinary Teaching. (3)
Dynamic programming. Developing heuristics. (Also offered as BIOL 524, ANTH 524, STAT 524, ECE
Prerequisite: 561. 524) Course designed to develop the methods content and
assessment of effective interdisciplinary biological courses;
506. Computational Geometry. (3) Students will develop and teach an undergraduate interdisci-
Development of algorithms and data structures for the plinary topics course. Topics vary.
manipulation of discrete geometric objects in two- and three- Restriction: permission of instructor.
dimensional space. Typical problems include intersection and
union of polyhedra, convex hulls, triangulation, point location, 527./427. Principles of Artificially Intelligent Machines.
neighborhood structures and path computations. (3)
Prerequisite: 561. Survey of artificial intelligence exclusive of pattern recogni-
tion. Heuristic search techniques, game playing, mechanical
509. Parallel Algorithms. (3) theorem proving, additional topics selected by the instructor.
(Also offered as ECE 509.) Design and analysis of parallel Prerequisite: 351L.
algorithms using the PRAM model, with emphasis on graph
algorithms, searching and sorting and linear algebra appli- 528. Advanced Topics in Artificial Intelligence. (3)
cations. Embedding into hypercubic and related networks. Continues the topics presented in 427/527, including writing
Introduction to parallel complexity theory. an expert system shell in LISP; designing and building an
Prerequisite: 561 or ECE 537. object-oriented interpreter; creating a hybrid environment
by attaching rules to objects. Representation issues to
510. Randomized Algorithms. (3) include: semantic nets, frames, objects, conceptual graphs
Introduction to probability theory, moments and deviation, and others. Assignments include writing a recursive descent
tail inequalities, probabilistic method, Markov Chains and semantic net parser.
Random Walks, dynamic graph algorithms, data stream algo- Prerequisite: 427 or 527.
rithms, and parallel and distributed algorithms.
Prerequisite: 500 and 530 and 561. 529./429. Introduction to Machine Learning. (3)
Introduction to principles and practice of systems that
511. Algorithms in the Real World. (3) improve performance through experience. Topics include
Study of algorithms which have been successful in real statistical learning framework, supervised and unsupervised
world. New algorithmic tools, ways to create approximation learning, Bayesian analysis, time series analysis, reinforce-
algorithms for NP-Hard problems, exploit the power of ran- ment learning, performance evaluation and empirical method-
domness, and create tractable abstract problems from messy ology; design tradeoffs.
real-world problems. Prerequisite: 362 or 530 or 561.
Prerequisite: 530 or 561.
530. Geometric and Probabilistic Methods in Computer 558. Software Foundations. (3)
Science. (3) Introduction to modern programming techniques and pro-
Introduction to applied mathematics for computer scientists. gramming language features and the theory used to describe
Specific topics include discrete and continuous random vari- and define programming languages, using types as the
ables (including transformation and sampling), information organizational principle.
theory, Huffman coding, Markov processes, linear systems
theory, Fourier transforms, principal component analysis, and 561. Algorithms/Data Structure. (3)
wavelet transforms. Study of data structures and algorithms and mathematics
Prerequisite: STAT 345. needed to analyze their time and space complexity. Topics
include: amortized analysis and self-adjusting data structures
531. Pattern Recognition. (3) for trees and priority queues, graphing algorithms, greedy
(Also offered as ECE 517.) Decision functions and dichotomi- and divide-and-conquer paradigms.
zation; prototype classification and clustering; statistical classi-
fication and Bayes theory; trainable deterministic and statistical 564./464. Introduction to Database Management. (3)
classifiers. Feature transformations and selection. Introduction Introduction to database management systems. Emphasis is
to sequential, hierarchical and syntactic methods. on the relational data model. Topics covered include query
Prerequisite: STAT 345 or ECE 340. languages, relational design theory, file structures and query
optimization. Students will implement a database application
532. Computer Vision. (3) using a nonprocedural query language interfaced with a host
(Also offered as ECE 516.) Theory and practice of feature programming language.
extraction, including edge, texture and shape measures. Prerequisite: 561.
Picture segmentation; relaxation. Data structures for picture
description. Matching and searching as models of asso- 565. Topics in Database Management. (3)
ciation and knowledge learning. Formal models of picture A continuation of 464/564 with emphasis on query optimiza-
languages. tion, leading-edge data models, transaction management
Prerequisite: STAT 345 or ECE 340, CS 361L or ECE 331. and distributed databases. Additional topics determined by
student interests.
534. Advanced Computer Graphics. (3) Prerequisite: 564.
Realism in computer graphics: hidden surface removal,
rendering, surface modeling, ray tracing, radiosity. Advanced 569. Computational Medicine. (3)
modeling techniques: surface patches, solid modeling, scan Goal of course is to promote analytical thinking through intro-
conversion. Scientific visualization. Architectures for com- duction of new application domains. Topics: theory of graph
puter graphics. algorithms, convex programming, applied optimization tech-
Prerequisite: 433. niques, application of radiological physics, basic radiography,
radiation therapy planning, medical imaging.
537. Automated Reasoning. (3)
Both theoretical foundations of and practical issues in auto- 571. Quantum Computation. (3) Caves, Deutsch,
mated reasoning will be covered. Students will read selected Geremia, Landahl, Moore
papers for class discussion and will be required to do a term (Also offered as NSMS, PHYC 571.) This course explores
project. the concepts and mathematical techniques underlying quan-
Prerequisite: 561. tum computation. Topics include quantum entanglement,
quantum cryptography, teleportation, models for quantum
547. Neural Networks. (3) computation, quantum algorithms, quantum error correction,
(Also offered as ECE 547.) A study of neuron models, basic and fault-tolerant quantum computation.
neural nets and parallel distributed processing.
Prerequisite: MATH 314 or 321. 573./473. Physics and Computation. (3) Moore
(Also offered as NSMS 573) A survey of complex systems
550. Programming Languages and Systems. (3) at the interface between physics and computer science,
Current trends in design and philosophy of languages and including phase transition, power laws, social networks,
systems. Data abstraction, data flow languages, alterna- NP-completeness, and Monte Carlo methods.
tive control structures, environments, correctness, software
tools. 575. Introductory Numerical Analysis: Numerical Linear
Prerequisite: 451. Algebra. (3)
(Also offered as MATH 504.) Direct and iterative methods of
551. Individual Study–Graduate. (1-3 to a maximum the solution of linear systems of equations and least squares
of 6) ∆ problems. Error analysis and numerical stability. The eigen-
Guided study, under the supervision of a faculty member, of value problem. Descent methods for function minimization,
selected topics not covered in regular courses. time permitting.
Restriction: permission of instructor. Prerequisite: MATH 464 or MATH 514. {Spring}
554./454. Compiler Construction. (3) 576. Introductory Numerical Analysis: Approximation
Syntax analysis and semantic processing for a block-struc- and Differential Equations. (3)
tured language. Lexical analysis, symbol tables, run-time (Also offered as MATH 505.) Solution of nonlinear problems
management. Students will write a compiler. and minimization. Numerical approximation of functions.
Prerequisite: 341L and 351L. Interpolation by polynomials, splines and trigonometric func-
tions. Numerical integration and solution of ordinary differen-
555. Advanced Topics in Compiler Construction. (3) tial equations. An introduction to finite difference and finite
Aspects needed to write production quality compilers. element methods, time permitting.
Optimization, error recovery, parse table compression, seman- Prerequisite: MATH 316 or MATH 401. {Fall}
tic processing of complex data structures, type checking, run-
time support, code generation, compiler-writing systems. 580. The Specification of Software Systems. (3)
Prerequisite: 454 or 554. A comparative study of the techniques used to specify soft-
ware systems. The course will emphasize formal techniques
557. Selected Topics in Numerical Analysis. (3, no and will cover the specification of sequential and concurrent
limit.) ∆ systems. Although no programming will be required, students
(Also offered as MATH 557.) Possible topics include approxi- will be required to write specifications for several small soft-
mation theory, two point boundary value problems, quadra- ware systems.
ture, integral equations and roots of nonlinear equations. Prerequisite: 460.
ENGINEERING
ENGINEERING
only.
opportunities. Electrical engineers use mathematics, phys- PHYC 160 General Physics 3
ics and other sciences, together with computers, electronic MATH 162 Calculus I 4
instrumentation and other tools to create a wide range of Core Elective 1 3
systems such as integrated circuits, telecommunication net- 17
works, wireless personal communication systems, diagnostic
medical equipment, robots, radar systems and electrical Second Semester
power distribution networks. Their involvement has changed MATH 163 Calculus II 4
the way we live and work. ECE 231 Intermediate Programming and
Engineering Problem Solving 3
The continuous need to improve and discover new systems CHEM 121 General Chemistry I 3
makes the electrical engineering profession more sought CHEM 123L General Chemistry I Lab 1
after than ever before. The Bachelor of Science in Electrical PHYC 161 General Physics 3
Engineering is the first degree offered at the University of PHYC 161L General Physics Lab 1
New Mexico and provides the student with the necessary ENGL 102 Composition II: Analysis
skills to compete in such a rapidly changing discipline. and Argument 3
18
ENGINEERING
ENGINEERING
2. Use the techniques, skills, and tools necessary for
engineering practice, including a) an ability to conduct Second Semester
experiments and analyze/interpret data; b) an ability to ECE 322L Electronics II 4
design a system or component to meet specified crite- ECE 340 Probabilistic Methods in
ria; and c) an ability to analyze economic aspects of a Electrical Engineering 3
project; ECE 360 Electromagnetic Fields and
3. Function as part of a team; Waves 3
4. Understand their professional and ethical responsibili- Core Elective 1 3
ties; Focus Elective 3
5. Communicate effectively in oral presentations and writ- 16
ten reports;
Fourth Year–First Semester 3
6. Recognize the need for, and an ability to engage in,
ME/CE 350 Engineering Economy 3
life-long learning; and
ECE 419 Senior Design I 3
7. Gain a satisfaction with the quality of education at the
ECE 445 Introduction to
University of New Mexico.
Control Systems 3
Core Elective 1 3
Focus Electives4
Scholarships
3
15
In addition to the scholarships available through the University
of New Mexico and the School of Engineering, the ECE Second Semester
department has scholarships available for highly qualified ECE 420 Senior Design II 3
students. ECE 441 Introduction to
Communication Systems 3
Tech Elective 2 3
Curriculum in Electrical Engineering Core Elective 1 3
Core Elective 1 3
The Bachelor of Science Program in Electrical Engineering 15
is accredited by the Engineering Accreditation Commission
of the Accreditation Board for Engineering and Technology Notes:
(ABET). 1 See Electrical Engineering Advisement Brochure for list
of approved UNM core electives.
Hours required for graduation: 132 2 Technical electives must be approved in writing by
First Year–First Semester Hrs. Cr the ECE department and 300, 400 and 500 level ECE
ENGL 101 Composition I: Exposition 3 courses. Technical electives may be a 300, 400 or 500
ECE 101 Introduction to Electrical and level course in Math (except MATH 345, 441, or 461),
Computer Engineering 1 Physics, Computer Science, or another in the engineer-
ECE 131 Programming Fundamentals 3 ing department.
3 Students are encouraged to take the Fundamentals of generally involves integrating hardware and software, e.g.,
Engineering Examination during their senior year. This is embedded systems, high-performance computing, wireless
in preparation for professional registration examination. networks and multimedia systems. Design projects in ECE
4 See Electrical Engineering Advisement Brochure for a 344L require knowledge of hardware, software and circuits/
list of approved focus electives. electronics.
ENGINEERING
ENGINEERING
Cooperative Education degrees must be earned and granted simultaneously. Hence,
one degree is not awarded even if its requirements are ful-
and Part-Time Study filled. Withdrawal from the program entails an application to
“restart” down a path that leads to the completion of degree
Electrical and Computer Engineering students may partici- the student desires. In some cases, this may mean additional
pate in a cooperative education program. In this program, stu- course requirements.
dents gain engineering experience with full-time employment
during part of the year and full-time study for the remainder
of the year. It is also possible to participate in programs in The 3/2 M.B.A. ECE Student
which the student has a mixture of part-time engineering
employment and part-time study. Because almost all courses For those Electrical and Computer Engineering students
required for both degree programs are offered in each of the pursuing the 3/2 MBA program, the double master’s program
fall and spring semesters, the department offers a firm base must be entered soon after becoming a graduate student.
for both cooperative education and part-time study. Both the (See http://mba.mgt.unm.edu/altprograms/32 for more
Electrical and Computer Engineering programs require a information on the 3/2 MBA program). In addition to fulfill-
minimum grade point average of 2.50 to participate in the ing the MBA requirements from the ASM after receiving
co-op program. See appropriate entry in this catalog in the the bachelor’s degree from the SOE, the 3/2 Electrical and
School of Engineering, Co-op section. Computer Engineering student must earn at least eighteen
hours in ECE courses including nine hours in an area of study
as described in the Plan II requirements of the Electrical and
Honors Program Computer Engineering Graduate Student Handbook. The
MBA requirements can be found at the ASM website: http://
Students with a B+ average (3.20 degree GPA) in the www.mgt.unm.edu.
Department of Electrical and Computer Engineering are
MGMT 501 (Statistics)– Taken as ECE 340 equivalent
encouraged to enroll in the Honors Program. ECE students
MGMT 502 (Accounting)– Taken in senior year
may graduate with General Honors (honors in general stud-
MGMT 504 (Micro-economics)– Taken ECON 300 in
ies) or with Departmental Honors or with both. Information
junior year
is available from University College advisors, departmental
MGMT 506 (Orgainzational Behavior)– Taken in senior
advisors and the University Honors Center.
year
MGMT 508 (Ethics)– Taken in senior year
Graduate Program MGMT 511 (Technical Communications)– Taken in senior
year
Director of Graduate Studies 18 hours
Professor W. Wennie Shu
Requirements to complete M.B.A: See the Graduate Interdisciplinary Studies section of the
a) 12 additional hours in core M.B.A. curriculum (MGT catalog for degree requirements. Other program information
520, 522, 526, 598) is available at http://www.optics.unm.edu.
b) 12 additional hours in elective M.B.A. courses
c) Maximum 6 hours (ECE) outside ASM
d) 48 M.B.A. curriculum hours total. Ph.D. in Engineering
M.S. in Electrical Engineering or M.S. in Computer Concentration in Computer Engineering
Engineering Student: This means 9 extra hours must
be taken to obtain the M.B.A. degree for a total of 42 Course Requirements:
semester hours. In addition to the general University doctoral degree require-
Requirements to complete M.S. in Electrical and ments listed in the Graduate Program section of the UNM
Computer Engineering (See ECE Graduate Handbook Catalog, students pursing a Ph.D. in Engineering with a
for Plan II details): concentration in Computer Engineering must meet the fol-
a) 18 hours in ECE courses (9 hours in area, maximum lowing criteria:
of 6 hours at 400 level) 1. Students must choose an area of emphasis and take
b) 15 hours of M.B.A. courses three courses (9 hours) from this area of emphasis.
c) 33 hours total in MSEE or MSCompE Plan Acceptable courses for each emphasis are determined
II program. by the student’s advisor and committee on study.
M.B.A. student: This means 12 extra hours must be 2. One course (3 hours) from another computer engineer-
taken to obtain the M.S. in Electrical Engineering or ing or electrical engineering emphasis.
M.S. in Computer Engineering degree for a total or 42 3. 14 courses (42 hours) of technical electives. Technical
semester hours. electives are any courses in engineering, math, or phys-
ics at the 400 level or above. Only those courses that
The Non-3/2 MBA ECE Student are designated for graduate credit in the UNM catalog
The Electrical and Computer Engineering graduate student may be used to satisfy this requirement.
who did not complete his/her B.S.E.E. or B.S.C.E. degree 4. Two credit hours of ECE 590, Graduate Seminar. ECE
requirements under the 3/2 M.B.A. program is also eligible 590 credits will not apply toward the required number of
to enter the double master’s program. In addition to fulfilling degree hours in the program.
the M.B.A. requirements from the ASM, the non-3/2 ECE 5. No more than 9 hours of problems courses (ECE 551 or
graduate student must earn at least eighteen hours in ECE 651) will count toward the Ph.D.
courses including nine hours in an area of study as described Computer Engineering Graduate Areas of Emphasis:
in the Plan II requirements of the ECE Graduate Student 1. Computer Architecture (ECE 537, 538, and 520)
Handbook. The M.B.A. requirements can be found at the 2. High-Performance Computing (ECE 537, 538, and
ASM website: http://www.mgt.unm.edu. 509)
3. Computer Networks and Systems (ECE 537, 536, and
Requirements to complete M.B.A.: 540)
a) 30 hours in core M.B.A. curriculum (MGT 501, 502, 4. Image Processing (ECE 577, 537, and 641)
504, 506, 508, 511, 520, 522, 526, 598, excluding 5. Computational Intelligence (ECE 533, 537, and 539)
waivers)
b) 12 additional hours in elective M.B.A. courses Computer Engineering Graduate Core Courses:
c) Maximum 6 hours (ECE) outside ASM ECE 500, ECE 509, ECE 517, ECE 520, ECE 533, ECE
d) 48 M.B.A. curriculum hours total. 536, ECE 537, ECE 538, ECE 539, ECE 540, ECE 547,
M.S. in Electrical and Computer Engineering or M.S. in ECE 549
Computer Engineering Student: This means 27 extra
hours must be taken to obtain the M.B.A. degree for a Equivalent graduate-level courses taken at another institution
total of 60 semester hours. (Waivers can be earned for may be used to satisfy this requirement, but this must be
ECE 340, ECON 300 and other courses taken during decided on a case-by-case basis by the Graduate Advisor or
undergraduate/graduate programs). Graduate Committee in the ECE department.
Requirements to complete M.S. in Electrical Qualifying Examination
Engineering or M.S. in Computer Engineering (See A student admitted into the Ph.D. program is expected to take
ECE Graduate Handbook for Plan II details): the Qualifying examination within three semesters (exclud-
a) 18 hours in ECE courses (9 hours in area, maximum ing summer sessions) and pass the Qualifying examination
of 6 hours at 400 level) within five semesters (excluding summer sessions) from his/
b) 15 hours of M.B.A. courses her admittance into the program, unless otherwise deter-
c) 33 hours total in graduate M.S. in Electrical mined by the academic advisor and the ECE graduate chair.
Engineering or M.S. in Computer Engineering Plan II
Comprehensive Examination
program.
Before a student may complete this requirement, he/she must
M.B.A.student: This means 12 extra hours must be
have passed the Qualifying examination. The Comprehensive
taken to obtain the M.S. in Electrical and Computer
examination must be administered and passed in the same
Engineering or M.S. in Computer Engineering degree for
semester the Candidacy form is submitted to and approved
a total or 60 semester hours.
by the Office of Graduate Studies.
Defense of Dissertation
M.S. in Optical Science and All candidates must pass a Final examination (Defense of
Engineering Dissertation). The Dissertation Committee conducts the
defense of the dissertation.
The Optics Program is jointly administered by the Department
of Physics and Astronomy and the Department of Electrical
and Computer Engineering. It features an internship option Ph.D. in Engineering
under which a student can apply qualified industrial/govern- Concentration in Electrical Engineering
ment laboratory research along with successfully completed
course work toward the degree. Course Requirements:
In addition to the general University doctoral degree require-
Current research areas: advanced materials, atom optics, ments listed in the Graduate Program section of the UNM
biomedical optics, fiber optics, laser physics, lithography, Catalog, students pursing a Ph.D. in Engineering with a
nanostructures, nonlinear optics, optical imaging, optical sen- concentration in Electrical Engineering must meet the fol-
sors, optoelectronics, photonic integrated circuits, quantum lowing criteria:
optics, spectroscopy, and ultra-fast phenomena.
1. Students must choose an area of emphasis and take Nanoscience & Microsystems (NSMS)
three courses (9 hours) from this area of emphasis.
2. One course (3 hours) from another Computer M.S. & Ph.D. Degree Program
Engineering or Electrical Engineering emphasis.
3. 14 courses (42 hours) of technical electives. Technical This department participates in the interdisciplinary NSMS pro-
electives are any courses in engineering, math, or phys- gram; for more information, see the Graduate Interdisciplinary
ics at the 400 level or above. Only those courses that Studies section of this catalog.
are designated for graduate credit in the UNM catalog
may be used to satisfy this requirement.
4. Two credit hours of ECE 590, Graduate Seminar. ECE Electrical and Computer
590 credits will not apply toward the required number of
degree hours in the program.
Engineering (ECE)
5. No more than 9 hours of problems courses (ECE 551 or 101. Introduction to Electrical and Computer
651) will count toward the Ph.D. Engineering. (1)
Insight into electrical engineering is gained through videos,
Electrical Engineering Graduate Areas of Emphasis:
“hands-on” experiments, use of computer software to learn
1. Control Systems (ECE 500, 541, and 546)
basic problem-solving skills and a team-oriented design
2. Signal Processing (ECE500, 541, and 539)
project.
3. Image Processing (ECE 500, 533, and 541)
4. Communications (ECE 500, 541, and 542) 131. Programming Fundamentals. (3)
5. Optoelectronics (ECE 561, 570, and 572) Fundamental programming concepts, including consideration
6. Applied Electromagnetics (ECE 561, 560, 534 or 569) of abstract machine models with emphasis on the memory
7. Microelectronics (ECE 520, 523, and 576) hierachy, basic programming constructs, functions, param-
eter passing, pointers and arrays, file I/O, bit-level operations
Electrical Engineering Graduate Core Courses:
and interfacing to external devices.
ECE 500, ECE 520, ECE 523, ECE 533, ECE 534, ECE 539,
ECE 546, ECE 541, ECE 542, ECE 560, ECE 561, ECE 565, 203. Circuit Analysis I. (3)
ECE 569, ECE 572, ECE 576 Basic elements and sources. Energy and power. Ohm’s law
and Kirchhoff’s laws. Resistive networks, node and loop
Equivalent graduate-level courses taken at another institution
analysis. Network theorems. First-order and second-order
may be used to satisfy this requirement, but this must be
circuits. Sinusoidal sources and complex representations:
decided on a case-by-case basis by the Graduate Advisor or
impedance, phasors, complex power. Three-phase circuits.
Graduate Committee in the ECE department.
Prerequisite: ECE 131 and MATH 163. Pre- or Corequisite:
Qualifying Examination MATH 316 and PHYC 161.
A student admitted into the Ph.D. program is expected to take
206L. Instrumentation. (2)
the Qualifying examination within three semesters (exclud-
Introduction to laboratory practices and the use of test equip-
ing summer sessions) and pass the Qualifying examination
ment. Measurements on basic electrical components, dc
within five semesters (excluding summer sessions) from his/
and ac circuits using ohmmeters, voltmeters, ammeters and
her admittance into the program, unless otherwise deter-
oscilloscopes. Circuit simulation.
mined by the academic advisor and the ECE graduate chair.
Prerequisite: 203 and ENGL 102.
ENGINEERING
ENGINEERING
Comprehensive Examination
213. Circuit Analysis II. (3)
Before a student may complete this requirement, he/she must
General transient analysis of electrical circuits. Laplace
have passed the Qualifying examination. The Comprehensive
transform with applications to circuit analysis. State-space
examination must be administered and passed in the same
equations. Fourier series analysis. The network function;
semester the Candidacy form is submitted to and approved
convolution; frequency response.
by the Office of Graduate Studies.
Prerequisite: 203 and MATH 316. Corequisite: MATH 314.
Defense of Dissertation
231. Intermediate Programming and Engineering
All candidates must pass a Final examination (Defense of
Problem Solving. (3)
Dissertation). The Dissertation Committee conducts the
Introducton to elementary data structures, program design
defense of the dissertation.
and computer-based solution of engineering problems.
Topics include use of pointers, stacks, queues, linked lists,
Ph.D. in Optical Science and trees, graphs, systems and device-level programming and
software design methodology.
Engineering Prerequisite: ECE 131.
The Optics Program is jointly administered by the Department 238L. Computer Logic Design. (4)
of Physics and Astronomy and the Department of Electrical Binary number systems. Boolean algebra. Combinational,
and Computer Engineering. Considerable interactions occur sequential and register transfer logic. VHDL. Arithmetic/
with the Center for High Technology Materials and the optical logic unit. Memories, computer organization. Input-output.
research groups at the Air Force Research Laboratory, Sandia Microprocessors.
National Laboratories, Los Alamos National Laboratory and Prerequisite: ECE 131.
other organizations in Albuquerque that offer extensive
opportunities for research work toward the degree. **314. Signals and Systems. (3)
Continuous and discrete time signals and systems; time and
Current research areas: ultra-fast optics and photonics, laser frequency domain analysis of LTI systems, Fourier series and
physics and engineering, optical imaging, quantum optics, transforms, discrete time Fourier series/transform sampling
optoelectronic devices, fiber lasers and amplifiers, optical theorem, block diagrams, modulation/demodulation, filters.
communication, optical materials, optical lithography, nonlin- Prerequisite: 213 and MATH 264.
ear optics, integrated optics, quantum computing, bio-optics,
non-photonics, and laser cooling. **321L. Electronics I. (4)
Introduction to diodes, bipolar and field-effect transistors.
See the Graduate Interdisciplinary Studies section of the Analysis and design of digital circuits, gates, flip-flops and
catalog for degree requirements. Other program information memory circuits. Circuits employing operational amplifiers.
is available at http://www.optics.unm.edu. Analog to digital and digital to analog converters.
Prerequisite: 213.
protocols and bus masters. CAD project to include written *464. Laser Physics I. (3)
and oral presentations. (Also offered as PHYC 464.) Resonator optics. Rate equa-
Prerequisite: 337 and 338 and 344L. tions; spontaneous and stimuated emission; gas, semicon-
ductor and solid state lasers, pulsed and mode-locked laser
*439. Introduction to Digital Signal Processing. (3) techniques.
Bilateral Z transforms, region of convergence, review of sam- Prerequisite: 360 or PHYC 406.
pling theorem, aliasing, the discrete Fourier transform and
properties, analysis/design of FIR/IIR filters, FFT algorithms 469./569. Antennas for Wireless Communication
spectral analysis using FFT. Systems. (3)
Prerequisite: 314. Aspects of antenna theory and design; radiation from dipoles,
loops, apertures, microstrip antennas and antenna arrays.
*440. Introduction to Computer Networks. (3) Prerequisite: 360.
(Also offered as CS 485.) Theoretical and practical study
of computer networks, including network structures and *471. Materials and Devices II. (3)
architectures. Principles of digital communications systems. An intermediate study of semiconductor materials, energy
Network topologies, protocols and services. TCP/IP protocol band structure, p-n junctions, ideal and non-ideal effects in
suite. Point-to-point networks; broadcast networks; local area field effect and bipolar transistors.
networks; routing, error and flow control techniques. Prerequisite: 360 and 371.
Prerequisite: 330 and 337. Corequisite: 340.
**473. Semiconductor Materials, Devices, and Circuits.
*441. Introduction to Communication Systems. (3) (3)
Amplitude/frequency modulation, pulse position/amplitude This course is primarily for non-EE majors (ChE, Physics,
modulation, probabilistic noise model, AWGN, Rice represen- Chemistry, etc.) who will work in the semiconductor industry.
tation, figure of merit, phase locked loops, digital modulation, It describes integrated circuit electronics from basic concepts,
introduction to multiple access systems. transistor operation, logic circuit electronic, layout and higher
Prerequisite: 314 and 340. level design. Credit is not allowed for undergraduate or
graduate Electrical or Computer Engineering majors.
*442. Introduction to Wireless Communications. (3) Restriction: senior standing.
The course is an introduction to cellular telephone systems and
wireless networks, drawing upon a diversity of electrical engi- 474L./574L. Microelectronics Processing. (3)
neering areas. Topics include cellular concepts, radio propaga- Fledderman, Hersee
tion, modulation methods and multiple access techniques. (Also offered as NSMS 574L.) Materials science of semicon-
Prerequisite: 314 and 360. ductors, microelectronics technologies, device/circuit fabrica-
tion, parasitics and packaging. Lab project features small
*443. Hardware Design with VHDL. (3) group design/fabrication/testing of MOS circuits.
The VHDL hardware description language is used for descrip-
tion of digital systems at several levels of complexity, from the *475. Introduction to Electro-Optics and Opto-
system level to the gate level. Descriptions provide a mecha- Electronics. (3)
nism for documentation, for simulation and for synthesis. Basic electro-optics and opto-electronics, with engineering
Prerequisite: 338. applications. Interaction of light with matter. Introduction to
optics of dielectrics, metals and crystals. Introductory descrip-
*446. Design of Feedback Control Systems. (3) tions of electro-optic, acousto-optic and magneto-optic effects
ENGINEERING
ENGINEERING
Modeling of continuous and sampled-data control systems. and related devices. Light sources, displays and detectors.
State-space representation. Sensitivity, stability and optimiza- Elementary theory and applications of lasers, optical wave-
tion of control systems. Design of compensators in the fre- guides and fibers.
quency and time domains. Phase-plane, describing function Prerequisite: 371.
design for non-linear systems, and laboratory design project.
Prerequisite: 345. 486./586. Design for Manufacturability. (3)
(Also offered as ME 486.) Introduction to methods of design
448./548. Fuzzy Logic with Applications. (3) for manufacturability. Emphasis is on teamwork and design-
Theory of fuzzy sets; foundations of fuzzy logic. Fuzzy logic is ing to your customer’s needs. This is achieved through statis-
shown to contain evidence, possibility and probability logics; tical methods and computer based systems.
course emphasizes engineering applications; control, pat- Restriction: senior standing.
tern recognition, damage assessment, decisions; hardware/
software demonstrations. *487. Semiconductor Factory Design and Operations.
(3)
456./556. Entrepreneurial Engineering. (3) A detailed overview of the operations of an integrated
(Also offered as ME 456.) Review and application of circuit fabrication facility using Sandia’s Microelectronics
necessary elements for successfully launching technical Development Laboratory as a prototype. Topics include build-
businesses; focuses upon technology, manufacturing, man- ing facilities, equipment, software tracking and personnel.
agement, marketing, legal and financial aspects. Students
work in groups developing elements of new businesses and 490. Internship. (3)
producing business plans. Professional practice under the guidance of a practicing engi-
Restriction: senior standing. neer. Assignments include design or analysis of systems or
hardware, or computer programming. A preliminary proposal
460./560. Introduction to Microwave Engineering. (3) and periodic reports are required. The engineer evaluates
This lecture/laboratory course provides essential funda- student’s work; a faculty monitor assigns grade.
mentals for rf, wireless and microwave engineering. Topics Restriction: ECE major and junior standing. (12 hours/week)
include: wave propagation in cables, waveguides and free (24 hours/week in summer session). Offered on a CR/NC
space; impedance matching, standing wave ratios, Z- and basis only.
S- parameters.
Prerequisite: 360. 491. Undergraduate Problems. (1-6 to a maximum of
6) ∆
*463. Advanced Optics I. (3) Registration for more than 3 hours requires permission of
(Also offered as PHYC 463.) Electromagnetic theory of geo- department chairperson.
metrical optics, Gaussian ray tracing and matrix methods,
finite ray tracing, aberrations, interference and diffraction. 493. Honors Seminar. (1-3)
Prerequisite: PHYC 302. A special seminar open only to honors students. Registration
requires permission of department chairperson.
494. Honors Individual Study. (1-6) ciation and knowledge learning. Formal models of picture
Open only to honors students. Registration requires permis- languages.
sion of the department chairperson and of the supervising
professor. 517. Pattern Recognition. (3)
(Also offered as CS 531) Decision functions and dichoto-
495./595. Special Topics. (1-4 to a maximum of 9, 1-4 to mization; prototype classification and clustering; statistical
a maximum of 15) ∆ classification and Bayes theory; trainable deterministic and
Restriction: ECE major and senior standing. statistical classifiers. Feature transformations and selection.
500. Theory of Linear Systems. (3) 518. Synthesis of Nanostructures. (3) Brinker, Brueck
State space representation of dynamical systems. Analysis (Also offered as CHNE, NSMS 518.) Underlying physical and
and design of linear models in control systems and signal pro- chemical principles (optics, organic and inorganic chemistry,
cessing. Continuous, discrete and sampled representations. colloid chemistry, surface and materials science) for nano-
This course is fundamental for students in the system areas. structure formation using ‘top-down’ lithography (patterned
optical exposure of photosensitive materials) and ‘bottom-up’
505. Multimedia Systems. (3) self-assembly. Labs will synthesize samples.
Course considers the fundamental knowledge of multimedia Prerequisite: 510. {Spring}
systems. Learn to design multimedia systems for different
engineering, science, training and entertainment applications. 519. Theory, Fabrication, and Characterization of Nano
Topics include audio, video, compression, quality of service, & Microelectromechanical Systems (NEMS/MEMS). (3)
synchronization, resource management, multimedia network- (Also offered as ME, NSMS 519). Lectures and laboratory
ing and multimedia applications. projects on physical theory, design, analysis, fabrication, and
characterization of micro and nanosystems. Special attention
506. Optimization Theory. (3) given to scaling effects involved with operation of devices at
Introduction to the topic of optimization by the computer. nano and microscale.
Linear and nonlinear programming. The simplex method,
Karmakar method, gradient, conjugate gradient and quasi- 520. VLSI Design. (3)
Newton methods, Fibonacci/Golden search, Quadratic and Advanced topics include: lC technologies, CAD tools, gate
Cubic fitting methods, Penalty and Barrier methods. arrays, standard cells and full custom designs. Design of
memories, PLA, I/0 and random logic circuit. Design for
509. Parallel Algorithms. (3) testability.
(Also offered as CS 509 ) Design and analysis of parallel
algorithms using the PRAM model, with emphasis on graph 523./421. Analog Electronics. (3)
algorithms, searching and sorting, and linear algebra appli- Design of advanced analog electronics circuits. BJT and
cations. Embedding into hypercubic and related networks. MOSFET operational amplifiers, current mirrors and output
Introduction to parallel complexity theory. stages. Frequency response and compensation. Noise. A/D
Prerequisite: 537. and D/A converters.
516. Computer Vision. (3) 529. Semiconductor Process Integration and Test. (3)
(Also offered as CS 532.) Theory and practice of feature Topics relevant to manufacturing a quality semiconduc-
extraction, including edge, texture and shape measures. tor product are introduced. These include reliability, test,
Picture segmentation; relaxation. Data structures for picture packaging, mechanical and thermal problems and handling
description. Matching and searching as models of asso- damage effects.
533. Digital Image Processing. (3) 546. Multivariable Control Theory. (3)
Fundamentals of 2D signals and systems. Introduction to Hermite, Smith and Smith-McMillan canonic forms for poly-
multidimensional signal processing. Applications in digital nomial and rational matrices. Coprime matrix-fraction repre-
image processing. Image formation, representation and dis- sentations for rational matrices. Bezout identity. Poles and
play. Linear and nonlinear operators in multiple dimensions. zeros for multivariable systems. Matrix-fraction approach to
Orthogonal transforms representation and display. Image feedback system design. Optimal linear-quadratic-Gaussian
analysis, enhancement, restoration and coding. Students will (LQG) control. Multivariable Nyquist stability criteria.
carry out image processing projects. Prerequisite: 500.
ENGINEERING
ENGINEERING
theory and complexity classes.
550. Social and Ethical Issues in Nanotechnology. (1-3)
538. Advanced Computer Architecture. (3) [3] Mills, Fledderman
Course provides an in-depth analysis of computer archi- (Also offered as CHNE, NSMS 550.) In this course, students
tecture techniques. Topics include high speed computing will examine issues arising from this emerging technology,
techniques, memory systems, pipelining, vector machines, including those of privacy, health and safety, the environment,
parallel processing, multiprocessor systems, high-level lan- public perception and human enhancement.
guage machines and data flow computers.
551. Problems. (1-6 to a maximum of 9) ∆
539. Digital Signal Processing. (3)
Hilbert spaces, orthogonal basis, generalized sampling theo- 553L. Experimental Techniques in Plasma Science. (3)
rem, multirate systems, filterbanks, quantization, structures (Also offered as CHNE 553L.) Theory and practice of plasma
for LTI systems, finite word-length effects, linear prediction, generation and diagnostics, coordinated lectures and experi-
min/max phase systems, multiresolution signal analysis. ments, emphasis on simple methods of plasma production
and selection of appropriate diagnostic techniques, applica-
540. Advanced Networking Topics. (3) tions to plasma processing and fusion.
Research, design and implementation of high-performance Prerequisite: 534.
computer networks and distributed systems. High speed
networking technologies, multimedia networks, enterprise 554. Advanced Optics II. (3)
network security and management, client/server database (Also offered as PHYC 554.) Diffractions theory, coher-
applications, mobile communications and state-of-the-art ence theory, coherent objects, and incoherent imaging, and
internetworking solutions. polarization.
541. Probability Theory and Stochastic Processes. (3) 555. Foundations of Engineering Electromagnetics. (3)
Axiomatic probability theory, projection theorem for Hilbert Mathematical foundations for engineering electromagnetics:
spaces, conditioned expectations, modes of stochastic con- linear analysis and method of moments, complex analysis
vergence, Markov chains, mean-square calculus, Wiener and Kramers-Kronig relations, Green’s functions, spectral
filtering, optimal signal estimation, prediction stationarity, representation method and electromagnetic sources.
ergodicity, transmission through linear and nonlinear sys-
tems, sampling. 556./456. Entrepreneurial Engineering. (3)
(Also offered as ME 556.) Review and application of
542. Digital Communication Theory. (3) necessary elements for successfully launching technical
Elements of information theory and source coding, digital businesses; focuses upon technology, manufacturing, man-
modulation techniques, signal space representation, optimal agement, marketing, legal and financial aspects. Students
receivers for coherent/non-coherent detection in AWGN work in groups developing elements of new businesses and
channels, error probability bounds, channel capacity, ele- producing business plans.
ments of block and convolutional coding, fading, equalization
signal design.
Prerequisite: 541.
557. Pulsed Power and Charged Particle Acceleration. 569./469. Antennas for Wireless Communications
(3) Systems. (3)
Principles of pulsed power circuits, components, systems Aspects of antenna theory and design; radiation from dipoles,
and their relationship to charged particle acceleration and loops, apertures, microstrip antennas and antenna arrays.
transport. Energy storage, voltage multiplication, pulse shap-
ing, insulation and breakdown and switching. Single particle 570. Optoelectronic Semiconductor Materials and
dynamics and accelerator configurations. Devices. (3)
Theory and operation of optoelectronic semiconductor
558. Charged Particle Beams and High Power devices; semiconductor alloys, epitaxial growth, relevant
Microwaves. [Charged Particle Beams] (3) semiconductor physics (recombination processes, hetero-
(Also offered as CHNE 546.) Overview of physics of particle junctions, noise, impact ionization), analysis of the theory
beams and applications at high-current and high-energy. and practice of important OE semiconductor devices (LEDs,
Topics include review of collective physics, beam emittance, Lasers, Photodetectors, Solar Cells).
space-charge forces, transport at high power levels, and Prerequisite: 471 or 572.
application to high power microwave generation.
Prerequisite: 557 and CHNE 545. 572. Semiconductor Physics. (3) Sigmon
(Also offered as NSMS 572.) Crystal properties, symmetry
559. Internship in Optical Science and Engineering. (3) and imperfections. Energy bands, electron dynamics, effec-
(Also offered as PHYC 559.) Students do research and/or tive mass tensor, concept and properties of holes. Equilibrium
development work at a participating industry or government distributions, density of states, Fermi energy and transport
laboratory in any area of optical science and engineering. properties including Boltzmann’s equation. Continuity equa-
tion, diffusion and drift of carriers.
560./460. Introduction to Microwave Engineering. (3) Prerequisite: 471.
This lecture/laboratory course provides essential funda-
mentals for rf, wireless and microwave engineering. Topics 574L./474L. Microelectronics Processing. (3) Fledderman,
include: wave propagation in cables, waveguides and free Hersee
space; impedance matching, standing wave ratios, Z- and (Also offered as NSMS 574L.) Materials science of semicon-
S- parameters. ductors, microelectronics technologies, device/circuit fabrica
tion, parasitics and packaging. Lab project features small
561. Engineering Electromagnetics. [Electrodynamics] group design/fabrication/testing of MOS circuits.
(3)
Maxwell’s equations, electromagnetic interaction with mate- 575. Junction Devices. (3)
rials, the wave equation, plane wave propagation, wave Advanced junction devices including VLSI bipolar transistors,
reflection and transmission, vector potentials and radiation Si-Ge and III-V HBTs, high-level injection, high-frequency
equations, electromagnetic field theorems, wave propagation devices.
in anisotropic media and metamaterials, period structures, Prerequisite: 471 or 572.
dielectric slab waveguides.
Prerequisite: 555. 576. Modern VLSI Devices. (3)
Review of the evolution of VLSI technology and basic device
563. Computational Methods for Electromagnetics. (3) physics. Detailed analysis of MOSFET devices, CMOS
Computational techniques for partial differential and inte- device design including device scaling concepts.
gral equations: finite-difference, finite-element, method of Prerequisite: 471 or 572.
moments. Applications include transmission lines, resona-
tors, waveguides, integrated circuits, solid-state device mod- 577. Fundamentals of Semiconductor LEDs and Lasers.
eling, electromagnetic scattering and antennas. (3)
Prerequisite: 561. Carrier generation and recombination, photon generation and
loss in laser cavities, density of optical modes and blackbody
564. Guided Wave Optics. (3) radiation, radiative and non-radiative processes, optical gain,
Optical propagation in free space, colored dielectrics, metals, spontaneous and stimulated emission, Fermi’s golden rule,
semiconductors, crystals, graded index media. Radiation and gain and current relations, characterizing real diode lasers,
guided modes in complex structures. Input and output cou- dynamic effects, rate equation; small signal and large signal
pling, cross-coupling mode conversion. Directional couplers, analysis, radiative intensity noise and linewidth.
modulators, sources and detectors. Prerequisite: 572.
565. Optical Communication Components and 578. Advanced Semiconductor Lasers. (3)
Subsystems. (3) Scattering matrix theory, S and T matrices, gratings, DBR and
Optical waveguides, optical fiber attenuation and dispersion, DFB lasers, perturbation and coupled-mode theory, photonic
power launching and coupling of light, mechanical and fiber integrated circuits, tunable lasers, directional couplers.
lifetime issues, photoreceivers, digital on-off keying, modula- Prerequisite: 577.
tion methods, SNR and BER, QAM and M-QAM, modulation
methods, SNR, and BER, intersymbol interference (impact on 579. Advanced Microelectronic Processing. (3)
SNR), clock and data recovery issues, point-to-point digital Relevant techniques in advanced metallization, including pro-
links, optical amplifiers theory and design (SOA, EDFA, and cess requirements for gigabit devices, state of the art metal
SRA), simple WDM system concepts, WDM components. deposition approaches, multi-level interconnects, ultra-thin
diffusion barrier technology, advanced dielectrics, metal-
566. Advanced Optical Subsystems and Networks. (3) dielectric integration, micromachining, contamination control,
External modulators WDM system design, other multiple cluster tools, metrology.
access techniques design issues, analog transmission sys-
tems nonlinear processes in optical fibers and their impact 580. Advanced Plasma Physics. (3)
on system performance, optical networks, photonic packet (Also offered as PHYC 580, CHNE 580.)
switching, coherent lightwave systems, basic principles Prerequisite: 534 or PHYC 534.
for homodyne and heterodyne detection, noise reduction,
relevant digital modulation formats: PSK, ASK, FSK, DPSK. 581. Colloidal Nanocrystals for Biomedical
Practical implementation, performance of synchronous and Applications. (3)
asynchronous heterodyne systems, phase noise, polariza- (Also offered as BIOM, NSMS 581.) Intended for students
tion mismatch. planning careers combining engineering, materials science,
Prerequisite: 565. and biomedical sciences. Covers synthesis, nanocrystals
characterization, biofunctionalization, biomedical nanosen-
sors, FRET-based nanosensing, molecular-level sensing/
imaging, and applications in cell biology, cancer diagnostics
and therapy, neuroscience, and drug delivery.
ENGINEERING
ENGINEERING
Biomedical Sciences. (3, unlimited) ∆
(Also offered as ANTH 620, BIOL 520, CS 520, STAT 520) Lecturer II
Varying interdisciplinary topics taught by collaborative scien- Robert H. Greenlee, M.S., The University of New Mexico*
tists from UNM, SFI, and LANL.
Professors Emeriti
637. Topics in Algorithms. (3 to a maximum of 9) ∆ William E. Baker, Ph.D., University of Texas*
Advanced topics including parallel and high-performance William A. Gross, Ph.D., University of California (Berkeley)*
computing, multimedia, virtual reality, real-time systems and Frederick D. Ju, Ph.D., University of Illinois
robotics, encryption and security, information technology, James R. Leith, Ph.D., University of Texas
applied algorithmics and computational science algorithms Joe H. Mullins, Ph.D., California Institute of Technology
and applications. Charles G. Richards, Ph.D., University of Michigan
Prerequisite: 537. Howard L. Schreyer, Ph.D., University of Michigan*
Mo Shahinpoor, Ph.D., University of Delaware*
638. Topics in Architecture and Systems. (3 to a maxi-
Maurice W. Wildin, Ph.D., Purdue University
mum of 9) ∆
Advanced topics including advanced computer architec- *Registered Professional Engineer in New Mexico
ture, networks, distributed computing, large-scale resource
management, high-performance computing and grid-based
computing.
Prerequisite: 538.
Baccalaureate Program
Director of Undergraduate Programs
642. Detection and Estimation Theory. (3) Robert H. Greenlee
Hypothesis testing; Karhunen-Loeve representation; optimal
detection of discrete- and continuous-time signals; ML,
MMSE, and MAP estimation; sufficient statistics, estimation Introduction
error bounds; Wiener and Kalman-Bucy filtering; detection/
receivers for multiuser and multipath fading channels. In order to meet the challenge of today’s rapidly changing
Prerequisite: 541. technologies, mechanical engineering students are well-
grounded in the basic principles of analysis, design, experi-
649. Topics in Control Systems. (3 to a maximum of 9) ∆ mentation and computer utilization. A range of technical
Prerequisite: 546. electives enables students to develop and specialize in their
fields of interest. After graduation, mechanical engineers
651. Problems. (1-6 to a maximum of 9) ∆ will conceive, plan and design a wide variety of devices,
machines and systems for energy conversion and utilization,
661. Topics in Electromagnetics. (3) automation and robotics, environmental control, material
Topics include advanced antenna theory, electromagnetic processing and handling, manufacturing and CAD/CAM,
scattering and propagation, electromagnetic compatibility, dynamical systems, fluid flow and other purposes. They will
low temperature plasma science, advanced plasma physics, be active in creative design, applied research and develop-
and other subjects in applied electromagnetics. ment and management.
Prerequisite: 561.
Program Goals the year. They are full-time students for the remaining part of
the year. Students who need financial aid or who wish to gain
The principal goal of the B.S.M.E. program is to provide engineering experience will find this program attractive. The
students with the fundamentals of mechanical engineering Department of Mechanical Engineering does not offer techni-
that they have a solid base for an engineering career. This cal elective credit for cooperative education.
includes building a sufficient knowledge base, exercising cre-
ative and analytical capability, and developing communication
skills so that the graduates can continue to expand their Planning for Graduate Studies
learning as their fields of interest and the scope of mechanical
For those mechanical engineering students wishing to con-
engineering evolve. Our core courses are intended to provide
tinue their education at an advanced level, the Mechanical
a broad base so that those who terminate their formal edu-
Engineering Department offers the M.S., M.E.M.E. and Ph.D.
cation with the B.S.M.E. degree can continue to grow intel-
degrees. More information on the graduate programs may be
lectually. Likewise, the base provides insight into fields that
found in the Graduate Programs section.
students may choose to study at the graduate level.
The Mechanical Engineering degree has proven to be excel-
This goal is met by a curriculum in which fundamental
lent preparation for graduate engineering programs as well
knowledge of earlier years is applied in later engineering
as for other professional programs such as law, business
courses. Specifically, the goals for the B.S.M.E. program at
administration, medicine and dentistry.
the University of New Mexico are closely linked to the criteria
set forth by ABET. The following statement has been adopted
by the Mechanical Engineering Faculty to represent our
educational goals.
Admission to Baccalaureate Program
Students must be admitted for study at the University of
New Mexico and must have completed approximately one
Outcomes year of the freshman year subjects before applications are
The Department of Mechanical Engineering at the University processed for admission to the Baccalaureate Program in
will provide students with a quality mechanical engineering Mechanical Engineering. Approval from the ME Department
education. Each Mechanical Engineering student will dem- is required. Applicants must consult the appropriate under-
onstrate the following by the time of graduation: graduate departmental advisor for evaluation of academic
work before admission can be completed.
a. an ability to apply knowledge of mathematics, science,
and engineering; At least 18 semester hours of freshman year technical
b. an ability to design and conduct experiments as well as subjects (Computer Science, Engineering, Math, Physics
analyze and interpret data; and Chemistry) are required by the School of Engineering
c. an ability to design a system, component, or process for admission into degree programs. A minimum grade point
that meets desired needs; average of 2.75 in those technical courses is required for
d. an ability to function in multi-disciplinary, multi-cultural admission to undergraduate study in Mechanical Engineering.
teams; A total of 26 semester hours (technical plus non-technical
e. an ability to identify, formulate, and solve engineering courses) applicable to the B.S.M.E. degree is also required
problems; for admission with a grade point average of at least 2.20. All
f. an understanding of professional and ethical responsi- applicants must have completed English 101 or its equiva-
bility; lent before admission. All courses required in the B.S.M.E.
g. an ability to communicate effectively; program must have grades of C- or better for satisfying both
h. the broad education necessary to understand the admission and graduation requirements, except a C (or bet-
impact of engineering solutions in a global/societal ter) in Core Curriculum courses is required.
context;
i. a recognition of the need for and an ability to engage in Students transferring from other units or the School of
lifelong learning; Engineering must have a grade point average of at least
j. a knowledge of contemporary issues; 2.50 on all required technical course work applied towards
k. an ability to use the techniques, skills, and modern the B.S.M.E. degree before being admitted to Mechanical
engineering tools necessary for engineering practice; Engineering.
Objectives Transfer students from other universities or from other col-
leges at the University of New Mexico must complete at least
The Department of Mechanical Engineering will produce
18 semester hours of required technical (Computer Science,
graduates who:
Engineering, Math, Chemistry and Physics) courses appli-
a. Have the educational background necessary to com- cable towards the B.S.M.E. degree at the University of New
pete successfully with peers who graduated from other Mexico with a grade point average of at least 2.75 before
institutions; being admitted to Mechanical Engineering.
b. Have an educational foundation which allows them to
continue the growth of their careers. For all transfer students, a grade point average of 2.20 is
required for all (technical plus non-technical) courses taken
Laboratories and Computer Facilities at the University of New Mexico that are applicable towards
the B.S.M.E. degree before being admitted to Mechanical
In addition to attending formal lectures, mechanical engineer-
Engineering.
ing students gain hands-on experience in the laboratory with
measurement techniques, test procedures and equipment
representative of the type encountered in industry. The Advisement
laboratories include materials testing, measurements, fluid
mechanics, heat transfer, robotics and microcomputers, Upon admission to the ME program (until graduation),
manufacturing and CAD/CAM, instrumentation and a com- each student will be assigned to one of the faculty
puter laboratory to which all students have access. members for advisement. Students in the ME program are
required to seek advisement from their designated advi-
sor each semester during the pre-registration period. The
Cooperative Education purpose of this session is to help the student with any
problems he/she may have in his/her program of studies.
To complement their formal course work with practical
Students will not be allowed to register until they have con-
experience, mechanical engineering students may elect a
sulted with their advisor.
cooperative education program in which they are employed
full time by an industrial or governmental agency for a part of
ENGINEERING
ENGINEERING
ME 260L Mechanical Engineering Design II 3 (2–4) Senior Year–First Semester
CE 202 Engineering Statics 3 (3–0) ME 320L Heat Transfer 4 (3–3)
PHYC 161 General Physics 3 (3–0) ME 459 Mechanical Engineering
MATH 264 Calculus III 4 (4–0) Design IV 3 (3–0)
ME 217 Energy, Environ & Society 3 (3-0) ME 380 Analysis and Design of
16 (15–4) Mechanical Control Systems 3
(3–0)
Sophomore Year–Second Semester ME 407 Formula SAE Racecar
ME 306 Dynamics 3 (3–0) Fabrication Lab 3 (3–0)
ECE 203 Circuit Analysis I 3 (3–0) Core Fine Arts Elective 3 (3–0)
MATH 316 Applied Ordinary Differential 16 (15–3)
Equations 3 (3–0)
Senior Year–Second Semester
ME 318L Mechanical Engineering
ME 408 Formula SAE Racecar Test Lab 1 (1–0)
Laboratory 4 (3–3)
ME Science Elective 1 3 (3–0)
Core Writing and Speaking 3
ME Technical Elective 3 (3–0)
Elective 3
ME Engineering Science
16 (15–3)
Elective 1 3 (3–0)
Junior Year–First Semester Core Humanities Elective 3 (3–0)
ME 317L Fluid Mechanics 4 (3–3) Core Second Language Elective 3 (3–0)
ME 301 Thermodynamics 3 (3–0) 16 (16–0)
CE 302 Mechanics of Materials 3 (3–0) 1 Mechanical Engineering Science Electives includes all
4
MATH Elective 3 (3–0)
ECON 105 Introductory Macroeconomics 3 (3–0) Mechanical Engineering elective courses 300 level and
16 (15–3) above except for: ME 455, ME 456, ME 484, ME 485, ME
488, or ME 407/408 FSAE. Undergraduate Problems,
Junior Year–Second Semester ME 451/452, ME 463, and Special Topics Courses
ME 302 Thermodynamics II ME 461/462, must be approved by the Mechanical
–or– Engineering Undergraduate Advisor to be used as a
ME 314 Design of Machinery 3 (3–0) Mechanical Engineering Science Elective.
ME 360L Mechanical Engineering 2 Mechanical Engineering Technical Electives include
Design III 3 (2–3) all Mechanical Engineering elective courses 300 and
ME 357 Introduction to Mechanical above.
Vibrations 3 (3–0) 3 Technical Elective may be selected from the mechani-
ME 370 Engineering Materials Science 3 (3–0) cal engineering technical or science electives or from
ME 352L Materials Laboratory 1 (0-3) appropriate upper division (300 level and above) courses
Core Second Language Elective 3 (3–0) from Math/Statistics, Chemistry, Physics, Computer
16 (14–6) Science, and Engineering. Technical Electives may not
be taken on the CR/NC grading option.
4 Math Elective course must be selected from Math 311,
312, 313, 314, 321, or Stat 345.
For further information contact: 2) One thermal science course, selected from:
Undergraduate Coordinator ME 520 Advanced Thermodynamics
Mechanical Engineering, Room 200 ME 530 Theoretical Fluid Mechanics
MSC01 1150
1 University of New Mexico-0001 3) One solid mechanics course, selected from:
Albuquerque, NM 87131 ME 501 Advanced Mechanics of Materials
(505) 277-1325 ME 512 Continuum Mechanics
ME 540 Elasticity
Ph.D. in Engineering
General Degree Requirements
Concentration in Mechanical Engineering
All graduate students in Mechanical Engineering are required
to complete a set of core courses as part of an M.S.M.E. or The Doctor of Philosophy degree requires 54 semester credit
Ph.D. programs. Ph.D. students may satisfy these require- hours beyond the bachelor’s degree, exclusive of the disser-
ments with equivalent courses taken as part of an MS tation credit. Details of all special requirements are subject to
program as approved by the ME Graduate Director. Courses departmental policy.
taken at the ME 400-level are not accepted and may not be
repeated at the ME 500-level to satisfy the core requirements. Course Requirements:
The ME Graduate Core consists of four courses: In addition to the general University doctoral degree require-
ments listed in the Graduate Programs section of the UNM
1) One mathematics course, selected from: Catalog, students pursuing a Ph.D. in Engineering with a
ME 500 Numerical Techniques in Mechanical concentration in Mechanical Engineering must meet the fol-
Engineering lowing criteria:
ME 504 Computational Mechanics
CHNE 525 Methods of Analysis in Chemical & Nuclear 1. Four courses will comprise the Mechanical Engineering
Engineering Graduate Core (see above).
Any Math/Stat 5XX course 2. Each Ph.D. student must have one hour of seminar
credit on his/her program. The student shall register
for ME 591/592 for three semesters while attending 306. Dynamics. (3)
the seminars. In the first two semesters, registration in Principles of dynamics. Kinematics and kinetics of particles,
ME 591/592 may be for zero credit hours. In the third systems of particles and rigid bodies.
semester the student must register for one credit hour. Prerequisite: CE 202 and MATH 264.
ENGINEERING
ENGINEERING
Mechanical Engineering Department may be obtained by Restriction: junior or senior standing.
contacting either the graduate director or the chairperson.
352L. Materials Laboratory. (1)
The effects of microstructure, processing, composition and
Mechanical Engineering (ME) thermal treatment on physical and mechanical properties
of engineering materials will be investigated. A variety of
160L. Mechanical Engineering Design I. (3) materials will be processed, tested and microscopically stud-
Introduction to engineering graphics, the design process, ied in the laboratory.
computer aided design, engineering ethics, design econom- Corequisite: 370.
ics and project management. Two hours lecture, 3 hours lab.
Pre- or Corequisite: Math 162. 353L. Fluid Mechanics Lab. (1)
Laboratory experiments and demonstrations of basic con-
217. Energy, Environment and Society. (3) cepts of fluid mechanics.
A look at the social, ethical, and environmental impacts of Prerequisite: 306 and 318L and MATH 264 and MATH 316.
energy use both now and through history. A survey of renew- Corequisite: 301.
able energy and conservation and their impact on environ-
mental and social systems. 354L. Heat Transfer Laboratory. (1)
Laboratory experiments and demonstrations of fundamental
260L. Mechanical Engineering Design II. (3) heat transfer concepts.
The design process, project management, shop practice Prerequisite: 301 and 317L and MATH 316.
CNC and rapid prototyping, design economics and engineer-
ing ethics. Two hours lecture, 3 hours lab. 357. Introduction to Mechanical Vibrations. (3)
Pre- or Corequisite: CHEM 121 and CHEM 123L. Free and forced vibrations of one and two degrees of freedom
systems for both steady state and transient forcing. Also
301. Thermodynamics. (3) vibrations of selected continuous systems and balancing.
Thermodynamic equilibrium, thermodynamic properties and Prerequisite: 306 and MATH 316.
equations of state. First and second laws of thermodynamics
and their applications to engineering systems. Availability and 360L. Mechanical Engineering Design III. (3)
irreversibility and their application to second law analysis. Finite element analysis and its use in the design process,
Prerequisite: CHEM 122 and 124L and PHYC 161 and MATH validation of FEA results, CAD, engineering ethics, design
163 and MATH 264. economics and project management.
Prerequisite: 260L and CE 302 and MATH 264 and MATH
**302. Applied Thermodynamics. (3) 316. Two hours of lecture, 3 hours of lab.
Thermodynamic relations, thermodynamic properties of mix-
tures, psychrometrics, thermodynamics of chemical reac- **365. Heating, Ventilating and Air Conditioning
tions, phase and chemical equilibrium, thermodynamics Systems. (3)
cycles and design of energy systems. Methods of analysis and design of systems for conditioning of
Prerequisite: 301. spaces for people and equipment.
Prerequisite: 320L.
370. Engineering Materials Science. (3) 419./519. Theory, Fabrication, and Characterization
The structure of matter and its relation to mechanical proper- of Nano & Microelectromechanical Systems (NEMS/
ties. Mechanical behavior of structural materials: metals, MEMS). (3)
ceramics and polymers. Lectures and laboratory projects on physical theory, design,
Prerequisite: CHEM 122 and 124L. Corequisite: 352L. analysis, fabrication, and characterization of micro and nano-
systems. Special attention given to scaling effects involved
**380. Analysis and Design of Mechanical Control with operation of devices at nano and microscale.
Systems. (3) Restriction: senior standing.
System dynamics and modeling; transfer functions; concept
of feedback and system stability; transient and steady-state 421./521. Thermal System Design and Optimization. (3)
response; control system analysis and design using root Review of thermal sciences, optimization methods, introduc-
locus and frequency response methods. tion to thermal design and optimization, design of different
Prerequisite: 357 and MATH 316. Restriction: ME majors and thermal systems such as heat exchanger, energy conversion,
senior standing. heat transfer enhancement, Cryogenics, micro-electronic
cooling. Environmental issues and thermoeconomics.
400./500. Numerical Methods in Mechanical Prerequisite: 301 and 317L and 320L.
Engineering. (3)
Computer algebra, nonlinear equations, systems of linear 428./528. Advanced Fluid Mechanics. (3)
equations, the eigen value problem, numerical integration Introduction to potential flow, compressible flow and viscous
and differentiation, initial value problems, boundary value flow including lubrication and boundary layers. Applications to
problems; applications to model problems in solid mechanics, be discussed will be selected from topics in piping networks,
fluid mechanics and heat transfer. turbomachinery, computational methods, turbulence and
Prerequisite: 317 and 320 and CE 302 and MATH 316. measurement techniques.
Prerequisite: 301 and 317L and 320L.
401./501. Advanced Mechanics of Materials. (3)
State of stress and strain at a point, stress-strain relation- 429./529. Gas Dynamics. (3)
ships; topics in beam theory such as unsymmetrical bending, One and two-dimensional compressible flow of ideal gases
curved beams and elastic foundations; torsion of noncircular including shock compressible flow along with applications,
cross-sections; energy principles. including numerical and experimental methods.
Prerequisite: CE 302. Restriction: ME majors and senior Prerequisite: 301 and 317L.
standing.
447./547. Principles of Precision Engineering. (3)
404./504. Computational Mechanics. (3) Lectures and laboratory projects emphasizing precision engi-
Weak formulations of governing equations in solid mechan- neering in advanced manufacturing. Sub-micron, microinch
ics, fluid mechanics,and head conduction, Finite element and nanometer resolution and repeatability; applications for
equations in two and three-dimensions. Numerical algorithms ultraprecision systems and design of instruments to achieve
for static and time-dependent cases. accurate metrology and repeatable performance. Term proj-
Prerequisite: MATH 312 and CS 151L. ect to demonstrate principles.
Restriction: ME majors and senior standing.
405./505. High Performance Engines. (3)
(Also offered as CHNE 405.) Students will capitalize on 1) 451–452. Undergraduate Problems. (1-3, 1-3 to a maxi-
applications of engineering fundamentals to engine operation mum of 6) ∆
and design; 2) implementation of computing and informa- A project of an original nature carried out under faculty super-
tion technology for modeling, simulation, visualization, and vision. A student may earn 451 or 452 credit for an industrial
design; and 3) case studies of “famous” racing engines. project by prearranging approval of the project by a faculty
Prerequisite: CHNE 302 or ME 301. advisor and the department chairperson.
Restriction: ME majors and senior standing.
406L. Formula SAE Racecar Design. (3)
Design racecar that will participate in Formula SAE inter- 455. Engineering Project Management. (3)
national competition including acceleration, autocross and (Also offered as CE 455.) Estimating, proposing, planning,
endurance events. Vehicles are judged on performance, cost scheduling, quality and cost control and reporting of an engi-
and design. Project management, vehicle dynamics, tires, neering project. Case studies of typical engineering projects.
brakes, suspension and steering are covered. Small projects carried out by student teams.
Restriction: ME majors and junior or senior standing. Restriction: ME majors and senior standing.
407. Formula SAE Racecar Fabrication Lab. (3) 456./556. Entrepreneurial Engineering. (3)
Manufacture vehicle designed in 406. Make project manage- (Also offered as ECE 456.) Review and application of
ment decisions on build or buy balancing cost, performance necessary elements for successfully launching technical
and schedule. Use CAD/CAM extensively to design, machine businesses; focuses upon technology, manufacturing, man-
and fabricate complex parts. Plan integrated drivers’ training agement, marketing, legal and financial aspects. Students
and test programs. work in groups developing elements of new businesses and
Prerequisite: 357 and 406. producing business plans.
Restriction: senior standing.
408. Formula SAE Racecar Test Lab. (1)
Implement testing program to validate vehicle design fabricated 459. Mechanical Engineering Design IV. (3)
in 407 using state of the art data acquisition equipment. Modify Review of stresses. Statistical considerations. Methods of
and redesign as required. Continue drivers’ training program. design for static and fatigue strength. Design of machine ele-
Participate in Formula SAE international competition. ments such as bolts, welded joints, springs, bearings, belts,
Prerequisite: 407. chains, clutches, brakes and shafts.
Prerequisite: 360L and 370L.
416./516. Applied Dynamics. (3)
Kinematics and kinetics of a particle and systems of particles; 460. Mechanical Engineering Design V. (4)
Lagrange’s equations; three-dimensional dynamics of rigid Capstone design course for Mechanical Engineering students.
bodies. Students work in teams to design complete engineering
Prerequisite: 306 and 357 and MATH 316. systems. Considerations include technical solution, function,
manufacturability, cost, safety and standards, and materials.
Written and oral presentation skills are emphasized.
Prerequisite: 320L and 380 and 459.
461./561.–462./562. Special Topics. (1-4, 1-4, no limit) ∆ 485./585. Modern Manufacturing Methods. (3)
Formal course work on special topics of current interest. Study of business of manufacturing, emphasizing modern
Restriction: ME majors and senior standing. approaches. Topics include: U.S. manufacturing dilemma;
JIT, kanban, pull manufacturing, quality; modeling; design for
463. Undergraduate Honors Thesis. (3) production; manufacturing economics; management issues;
Independent project of an original nature carried out under DIM; case studies.
faculty supervision, in partial fulfillment of Departmental Restriction: ME majors and senior standing.
Honors designation.
Restriction: permission of instructor. 486./586. Design for Manufacturability. (3)
(Also offered as ECE 486.) Introduction to methods of design
470./570. Microprocessors in Mechanical Systems. (3) for manufacturability. Emphasis is on teamwork and design-
Introduction to microprocessor organization, interfacing, ing your customer’s needs. This is achieved through statisti-
machine and assembler-language programming. Several cal methods and computer based systems.
projects involving the use of a microcontroller in various Restriction: ME majors and senior standing.
mechanical systems.
Restriction: senior standing. 487./587. LEGO® Robotics. (3)
Design and construction of an autonomous, microcomputer-
471./571. Advanced Materials Science. (3) controlled mobile robot using LEGO® pieces and assorted
(Also offered as NSMS 569.) This course covers advanced electromechanical actuators and sensors. Students work in
treatments of the science of engineering materials and teams and robots compete at the end of the semester.
mechanical behavior of materials. Examples are crystal Restriction: ME majors and senior standing.
structures, defects, micro mechanisms of deformation, ther-
modynamic and kinetic processes, and structure-processing- 488./588. Design and Manufacturing in Industry. (3)
property relations of engineering materials. Weekly visits to local companies, to examine design and
manufacturing techniques. A product- and/or process-oriented
474./574. Modeling, Simulation and Synthesis of term paper (and presentation) is required, covering economic,
Electromechanical Control Systems. (3) design and manufacturing issues.
Computer-aided simulation of dynamic systems and design Restriction: ME majors and senior standing.
of control systems, electrical machines, actuators and sen-
sors; linearization techniques; scaling; performance criteria; 489./589. Intelligent Controls in Manufacturing. (3)
robustness; state-space design; prototyping and breadboard- Emphasizes factory automation through software system
ing techniques. Synthesis through hardware implementation architecture. Topics include hierarchical control systems, open
of an electromechanical control system. architecture controllers, Computer Integrated Manufacturing
Prerequisite: 380 or ECE 345. (CIM), concurrent engineering, genetic algorithms, fuzzy logic
and control systems for machines, workcells and factories.
475./575. Random Dynamic Processes and Controls. Restriction: ME majors and senior standing.
(3)
The class will concentrate on practical application of random 500./400. Numerical Methods in Mechanical
analyses to control systems. Frequency domain aspects of Engineering. (3)
control systems will be reviewed. The course utilizes random Computer algebra, nonlinear equations, systems of linear
analysis tools including Power Spectral Density and coher- equations, the eigen value problem, numerical integration
ence. Student should have a basic knowledge of MATLAB. and differentiation, initial value problems, boundary value
ENGINEERING
ENGINEERING
Prerequisite: 380. problems; applications to model problems in solid mechanics,
fluid mechanics and heat transfer.
480./580. Dynamic System Analysis. (3)
Mathematical modeling of continuous and discrete systems 501./401. Advanced Mechanics of Materials. (3)
(mechanical, hydraulic, electric, electro-mechanical, thermal, (Also offered as CE 501.) State of stress and strain at a
etc.). Analysis of state equations. Controllability, observability point, stress-strain relationships; topics in beam theory
and stability. such as unsymmetrical bending, curved beams and elastic
Prerequisite: 380. foundations; torsion of noncircular cross-sections, energy
principles.
481./581. Digital Control of Mechanical Systems. (3)
Analysis and design of feedback systems in which a digi- 504./404. Computational Mechanics. (3)
tal computer is used as the real-time controller. Design Weak formulations of governing equations in solid mechan-
methods will include transform-based techniques using the ics, fluid mechanics,and head conduction, Finite element
Z-transform and time-domain techniques using the state- equations in two and three-dimensions. Numerical algorithms
space approach. for static and time-dependent cases.
Prerequisite: 380.
505./405. High Performance Engines. (3)
482./582. Robot Engineering. (3) (Also offered as CHNE 505.) Students will capitalize on 1)
Robot geometry, resolution, accuracy and repeatability, kine- applications of engineering fundamentals to engine operation
matic design of robots, Denavit-Hartenberg homogeneous and design; 2) implementation of computing and informa-
transformations, direct and inverse kinematics and solutions, tion technology for modeling, simulation, visualization, and
motion trajectories, differential tracking, force and compliant design; and 3) cases studies of “famous” racing engines.
analysis, robotic control and programming. Prerequisite: Engineering Thermodynamics equivalent to
Restriction: senior standing. CHNE 301/ME 301.
483./583. Statistical Methods for Improving Product 506. Boundary Element Methods in Engineering. (3)
Quality. (3) This course presents an introduction to the boundary ele-
Course covers basic concepts of statistical inference and ment method with emphasis placed on concepts and funda-
topics in reliability, acceptance sampling, statistical process mentals. Example applications will be taken from the fields
control, full and fractional factorial experiments, and response of fluid mechanics, heat transfer, structural mechanics and
surface methodology. The emphasis will be on the effective acoustics.
implementation of the techniques rather than their math-
ematical development. 510. Nonlinear Modeling and Analysis. (3)
Prerequisite: MATH 264. Restriction: ME majors and senior Analysis of the behavior of systems described by nonlinear
standing. differential equations. Investigation of their stability properties
and introduction to nonlinear control methods.
484./584. Computer Aided Design. (3)
Implementation of CAD/CAM in automated manufacturing
systems, laboratory work on CAD solid modeling software.
Restriction: ME majors and senior standing.
512. Introduction to Continuum Mechanics. (3) 544. Mechanics of Inelastic Continuum. (3)
Vector and tensor analysis, kinematics of continua, equa- Constitutive equations and numerical algorithms for elasto-
tions of motion, first and second laws of thermodynamics, plasticity, viscoplasticity and continuum damage mechan-
constitutive equations for elastic solids and compressible ics. Correlation with experimental data. Thermodynamical
viscous fluids. restrictions and concepts of material stability, softening and
localization.
516./416. Applied Dynamics. (3) Prerequisite: 512.
Kinematics and kinetics of a particle and systems of particles;
Lagrange’s equations; three-dimensional dynamics of rigid 547./447. Principles of Precision Engineering. (3)
bodies. Lectures and laboratory projects emphasizing precision engi-
neering in advanced manufacturing. Sub-micron, microinch
519./419. Theory, Fabrication, and Characterization and nanometer resolution and repeatability; applications for
of Nano & Microelectromechanical Systems (NEMS/ ultraprecision systems and design of instruments to achieve
MEMS). (3) accurate metrology and repeatable performance. Term proj-
(Also offered as ECE, NSMS 519). Lectures and laboratory ect to demonstrate principles.
projects on physical theory, design, analysis, fabrication, and
characterization of micro and nanosystems. Special attention 551–552. Problems. (1-3, 1-3 to a maximum of 6) ∆
given to scaling effects involved with operation of devices at
nano and microscale. 556./456. Entrepreneurial Engineering. (3)
(Also offered as ECE 556.) Review and application of
520. Advanced Thermodynamics I. (3) necessary elements for successfully launching technical
Precise development of thermodynamic definitions, funda- businesses; focuses upon technology, manufacturing, man-
mental relations, equilibrium conditions, Legendre transfor- agement, marketing, legal and financial aspects. Students
mation and thermodynamic potentials. Maxwell relations, work in groups developing elements of new businesses and
stability of thermodynamic systems, properties of materials, producing business plans.
introduction to irreversible thermodynamics.
559. Design Project. (3)
521./421. Thermal System Design and Optimization. (3) Independent work under the guidance of the student’s
Review of thermal sciences, optimization methods, introduc- Committee-on-Studies in support of the Project course
tion to thermal design and optimization, design of different requirement of the Plan II (non-Thesis) M.S. degree.
thermal systems such as heat exchanger, energy conversion,
heat transfer enhancement, Cryogenics, micro-electronic 561./461.–562./462. Special Topics. (1-4, 1-4, no limit) ∆
cooling. Environmental issues and thermoeconomics.
Prerequisite: 301 and 317L and 320L. 570./470. Microprocessors in Mechanical Systems. (3)
Introduction to microprocessor organization, interfacing,
522. Heat Conduction. (3) machine and assembler-language programming. Several
Formulations of equations and boundary conditions for heat projects involving the use of a microcontroller in various
transfer problems involving conduction. Techniques of solu- mechanical systems.
tion, including separation of variables, integral transforms,
numerical methods, Green’s function and approximate meth- 571./471. Advanced Materials Science. (3)
ods. Special topics in heat conduction. (Also offered as NSMS 569.) This course covers advanced
Prerequisite: 320L and MATH 312. treatments of the science of engineering materials and
mechanical behavior of materials. Examples are crystal
523. Convection. (3) structures, defects, micro mechanisms of deformation, ther-
Exact and approximate solution techniques and their relevance modynamic and kinetic processes, and structure-processing-
to experiments in forced, natural and mixed convection. property relations of engineering materials.
Laminar flow, turbulent flow, transition phenomena and con-
vection in porous media. {Alternate Fall} 574./474. Modeling, Simulation and Synthesis of
Electromechanical Control Systems. (3)
528./428. Advanced Fluid Mechanics. (3) Computer-aided simulation of dynamic systems and design
Introduction to potential flow, compressible flow and viscous of control systems, electrical machines, actuators and sen-
flow including lubrication and boundary layers. Applications to sors; linearization techniques; scaling; performance criteria;
be discussed will be selected from topics in piping networks, robustness; state-space design; prototyping and breadboard-
turbomachinery, computational methods, turbulence and ing techniques. Synthesis through hardware implementation
measurement techniques. of an electromechanical control system.
Prerequisite: 301 and 317L and MATH 316.
575./475. Random Dynamic Processes and Controls.
529./429. Gas Dynamics. (3) (3)
One and two-dimensional compressible flow of ideal gases The class will concentrate on practical application of random
including shock compressible flow along with applications, analyses to control systems. Frequency domain aspects of
including numerical and experimental methods. control systems will be reviewed. The course utilizes random
Prerequisite: 301 and 317L. analysis tools including Power Spectral Density and coher-
ence. Student should have a basic knowledge of MATLAB.
530. Theoretical Fluid Mechanics I. (3) Prerequisite: 380.
Derivation of the Navier-Stokes equations. Introduction to
two- and three-dimensional potential flow theory; viscous 580./480. Dynamic System Analysis. (3)
flow theory, including the development of Prandtl boundary- Mathematical modeling of continuous and discrete systems
layer equations and the momentum integral approach, and (mechanical, hydraulic, electric, electro-mechanical, thermal,
compressible flow theory, including thermodynamics of shock etc.). Analysis of state equations. Controllability, observability
waves, friction and heat addition. and stability.
534. Boundary Layers. (3) 581./481. Digital Control of Mechanical Systems. (3)
Derivation of boundary layer equations, similarity solutions, Analysis and design of feedback systems in which a digi-
integral methods and experimental results for laminar bound- tal computer is used as the real-time controller. Design
ary layers. Stability of laminar boundary layers. Boundary methods will include transform-based techniques using the
layer transition. Turbulent fluctuations and transport. Z-transform and time-domain techniques using the state-
Prerequisite: 530. space approach.
ENGINEERING
ENGINEERING
589./489. Intelligent Controls in Manufacturing. (3)
Emphasizes factory automation through software systems 502. Systems Architecture. (3)
architecture. Topics include hierarchical control systems, open The foundations for developing and evaluating architectures
architecture controllers, Computer Integrated Manufacturing for systems. The process for generating a functional, physi-
(CIM), concurrent engineering, genetic algorithms, fuzzy logic cal, and operational architecture from a top level operations
and control systems for machines, workcells and factories. concept. Topics include: structured analysis, object oriented
approaches, generation of executable architecture models.
591–592. Seminar. (0-1, no limit) ∆ Restriction: admission to the Certificate in Systems
Offered on a CR/NC basis only. Engineering Program.
599. Master’s Thesis. (1-6, no limit) ∆ 503. Systems Engineering Management. (3)
Offered on a CR/NC basis only. An overview of the systems engineering management pro-
cess. Topics include technical planning, cost estimating and
634. Turbulence and Turbulent Boundary Layer Flow.
budgeting, risk management, project control, trade-off analy-
(3)
sis and decision making.
Turbulent flow with emphasis on thin-shear layer flow and
Restriction: admission to the Certificate in Systems
mixing processes. Phenomenological descriptions of turbu-
Engineering Program.
lent closure schemes and modeling techniques. Instability
and transition. Numerical schemes for solving incompress-
ible and compressible turbulent boundary layer and free
turbulence equations.
III. Cooperative Education
Prerequisite: 534. Program (ECOP)
699. Dissertation. (3-12, no limit) ∆ The School of Engineering offers a cooperative education
Offered on a CR/NC basis only. program (Co-op) for students majoring in any field in the
School of Engineering. The Co-op curriculum is a program
that combines classroom study with a planned program of
related engineering or computer science work experience
in industry and government agencies. The program extends
OTHER COURSES OF the period necessary to complete a student’s degree to at
least five years. Co-op students gain work experience that
INSTRUCTION enhances their academic studies and provides the opportu-
nity to earn a major portion of college expenses.
The courses listed in this category are of three types: 1) This experience allows students to better understand their
engineering courses for students not majoring in engineering; field of study through work in a related area. The following
2) general courses for engineering students; and 3) courses rules apply to students seeking to participate in the ECo-op
taken by students participating in the Engineering Cooperative program:
Education Program.
• Co-op programs for School of Engineering (SOE) While on each work phase Co-op students must register in
students are approved by the Associate Dean for Engineering Co-op 105. This registration maintains student
Academic Affairs. academic status, including eligibility for dormitory, Lobo Card,
library and insurance. After completing each work phase,
• Co-op experiences will be in the area of engineering or the undergraduate Co-op student is encouraged to register
computer science, and the student will be working as an in one of the School of Engineering courses, Evaluation of
engineer or computer scientist, or similar job classifica- Co-op Work Phase, for 1 credit hour. A maximum of 6 hours
tion. Examples of work that do not meet this guideline of academic credit earned from the Co-op work phase may
are: technician, computer network or database man- be counted as technical elective credit toward the student’s
ager, webmaster, etc. undergraduate degree with the approval of the student’s
• Co-op experiences are supervised by an engineer or department. For computer science majors, Co-op may be
computer scientist, or someone with equivalent experi- applied for credit only as a general elective. Co-op is not
ence. A short resume of the proposed supervisor must counted toward the requirements for graduate degree.
be submitted to the Associate Dean with the Co-op
To enroll in the following courses, contact:
application.
The University of New Mexico Career Services
• The Co-op work should mostly be performed at the Cooperative Education
sponsor’s site. Telecommuting does not meet this Student Service Center, Room 220
requirement. MSC06 3710
• Co-op jobs located on the UNM campus and/or per- 1 University of New Mexico
formed for a unit, department, or division of UNM are Albuquerque, NM 87131-0001
allowed only under unusual circumstances. (505) 277-2531
• Normally, all paperwork, including applicable signa- Students may receive credit for the evaluation phase only in
tures and approvals for a Co-op position, should be the same semester or in the semester immediately following
completed before the first day of classes during the the related work-phase.
semester in which the work will be performed. In unusual
circumstances, the application may be completed and 105. Cooperative Education Work Phase. (0)
the Co-op started up to the end of the second week of $10.00 annual fee. Offered on a CR/NC basis only. Open
classes. to undergraduate students in the School of Engineering only.
• The following academic conditions apply: 109. Evaluation of Cooperative Education Work Phase
• The job will be an integral part of the student’s aca- 1. (1)
demic program. Offered on a CR/NC basis only.
• The student must be in good standing in his/her 110. Evaluation of Cooperative Education Work
department and be making satisfactory progress Phase 2. (1)
toward completion of the degree program. Offered on a CR/NC basis only.
• A minimum degree GPA of 3.0 or higher is required. 209. Evaluation of Cooperative Education Work
Phase 3. (1)
Offered on a CR/NC basis only.
• The student cannot be finished with all other require-
ments for his/her degree program at the time the 210. Evaluation of Cooperative Education Work
Co-op starts. A student will be considered to have Phase 4. (1 to a maximum of 3) ∆
completed requirements for his/her degree when all Offered on a CR/NC basis only.
required course work is completed, and research
applicable to the thesis or dissertation is substantially 505. Cooperative Education Work Phase. (0, no limit) ∆
completed. Students may not delay defense or sub- $10.00 annual fee. Offered on a CR/NC basis only. Open to
mission to the graduate office of a thesis, project, or graduate students in the School of Engineering only.
dissertation in order to qualify for the Co-op.
A brief letter from the student’s faculty advisor or depart-
ment chair stating that these conditions are fulfilled
should be submitted to the Associate Dean with the
application.
The College of Fine Arts Advisement Center, Room 1102 If your grades are low, or if you have had academic difficul-
FINE
FINE ARTS
in the Center for the Arts, provides undergraduates with ties in the past, we urge you to consult with an advisor in the
advisement services during walk-in advisement hours. College of Fine Arts Advisement Center.
Check advisement hours online at http://finearts.unm.edu.
ARTS
Advisement is required for freshman and transfer students No student may undertake a program in excess of 18 hours
before registration. Art Studio transfer students may be during the regular semester and 9 hours in summer session
required to present a portfolio for placement in the program. without prior permission of the dean of the college.
Music transfer students are required to take the theory and
ear-training placement exams and to audition on their instru-
ment or in voice. For further information, call the Fine Arts College of Fine Arts Student Fees
Advisement Center at (505) 277-4817.
Special Course Fee: A fee charged to support the instruc-
tional needs of a specific course and used to pay for materi-
College of Fine Arts Dean’s List als or services provided to students.
Each fall and spring the semester grades are reviewed by the Departmental Curriculum Fee: A fee charged to support
Fine Arts advisor. If a student enrolled in the College of Fine the instructional needs of multiple courses in a curriculum or
Arts has achieved a semester grade point average of 3.50 program and used to pay for general equipment and services
or higher on 12 or more graded credit hours, the student will provided to students.
be on that semester’s College of Fine Arts Dean’s List. Each
student on the list will receive a letter of congratulations in College Technology Fee: A fee charged to support general
the mail. student technology needs in the college and used to pay for
technology equipment, technical support services, and IT
instruction capabilities provided to the students.
Ligia Bouton, M.F.A., Rutgers University Minimum requirements for the program leading to the B.F.A.
Catherine P. Harris, M.F.A., Stanford University; M.L.A., degree are as follows. Note that one of the requirements
University of California (Berkeley) is that at least 9 hours of instruction are at the 400 level.
Ray Hernández-Durán, Ph.D., The University of Chicago Students whose performance does not qualify them for the
Patrick Manning, M.F.A., The University of New Mexico B.F.A. program may complete their work in the B.A.F.A.
R. Lee Montgomery, M.F.A., San Francisco Art Institute program or transfer to another degree program entirely.
Claudia X. Valdes, M.F.A., University of California (Berkeley)
Robin Ward, M.F.A., The San Francisco Art Institute The program leading to the B.F.A. is as follows:
Catherine Zuromskis, Ph.D., University of Rochester 1. Courses outside the major: Credits
a. Thirty-four hours selected from courses offered by
Adjunct Professors departments of the College of Arts and Sciences
Clarence Cruz, M.F.A., The University of New Mexico including Core Curriculum requirements (see Fine
Marjorie Devon, B.A., University of California Arts Graduation Requirements 6). Specific require-
(Santa Barbara) ments include English 220; 34
Suzanne Fricke, Ph.D., The University of New Mexico –and–
Sheila Hannah, M.L.S., University of Arizona b. Six hours selected from other departments of the
Charles Lovell, M.F.A., Central Washington University College of Fine Arts (dance, media arts, fine arts,
Barbara Lynes, Ph.D., Indiana University music and theatre) or from the School of Architecture
James Moore, Ph.D., Indiana University and Planning; 6
Eugenia Parry, Ph.D., Harvard University –and–
Michele Penhall, Ph.D., The University of New Mexico c. Eight additional hours selected from courses outside
Donna Pierce, Ph.D., The University of New Mexico the major offered by any college, including Fine
Marian Rodee, M.A., Columbia University Arts. 8
Subtotal 48
Instructor 2. Major in art:
D. Aaron Fry, A.B.D., The University of New Mexico a. Eighteen hours in art history including 201, 202 and
250, to be taken in the freshman and sophomore
Professors Emeriti years; 3 hours of upper-division; and a 400 level of
Nick Abdalla, M.A., The University of New Mexico late modern; 18
Jane Abrams, M.F.A., Indiana University –and–
Garo Antreasian, B.F.A., Herron School of Art b. Fifty-two hours in studio courses. Required courses
Thomas F. Barrow, M.S., Institute of Design, I.I.T. are art studio 106, 125 and 126. Also required are
J.J. Brody, Ph.D., The University of New Mexico three courses chosen from 130, 157, 168, 187,
Edward Bryant, M.A., University of North Carolina at and 213; and one course chosen from 205, 207, or
Chapel Hill 274; plus 9 additional hours at the 400 level. Many
Flora Clancy, Ph.D., Yale University areas of special study require specific sequences of
Robert M. Ellis, M.F.A., University of Southern California courses and corequisites which you must observe.
Martin Facey, M.F.A., University of California (Los Angeles) The department advisor can inform you of these. 52
Betty Hahn, M.F.A., Indiana University 3. Additional courses in any field, including art. 10
Basia Irland, M.F.A., University of Massachusetts Total 128
Christiane L. Joost-Gaugier, Ph.D., Harvard University
Wayne R. Lazorik, M.F.A., University of Minnesota
Ralph Lewis, M.A., The University of New Mexico General (Liberal Arts) Curriculum
Patrick Nagatani, M.F.A., University of California (Los
Angeles) A major in art history is offered under the general curriculum.
Howard D. Rodee, Ph.D., Columbia University It is also possible within this curriculum to pursue a major in
O. Joseph Rothrock, Ph.D., Princeton University art studio that is less specialized than the pre-professional
John H. Wenger, M.F.A., University of Arizona (B.F.A.) curriculum. These two programs, both of which lead
to the Bachelor of Arts in Fine Arts, are as follows:
–and– Plus 15 hours of either Art Studio or Art History electives, out
b. Nine hours in studio courses, including Art Studio of which 6 hours must be upper-division.
106; a course taken from art studio 125 or 126; and
3 additional hours of studio. 9
3. Additional courses in any field, including art. 20 Additional Information
Total 128
Materials and Student Work
Art Studio Major
Students enrolling in art courses furnish their own materi-
1. Courses outside the major: Credits als except for certain studio equipment provided by the
a. Forty hours selected from courses offered by depart- University.
ments of the College of Arts and Sciences includ-
ing core curriculum requirements (see Fine Arts All work when completed is under the control of the
Graduation Requirements 6). Specific requirements Department until after the exhibitions of student work. Each
include English 220. 40 student may be requested to leave one or more pieces of
–and– original work with the Department.
b. Six hours selected from other departments of the
College of Fine Arts (dance, media arts, fine arts, Students are reminded that charges for classroom supplies
music and theatre) or from the School of Architecture and services in certain art studio courses must be paid to the
and Planning; 6 University of New Mexico Cashier during the first three weeks
–and– of Fall and Spring semesters and the first week of Summer
c. Fourteen additional hours selected from courses Session. In specific instances fee reductions may be granted
outside the major offered by any college, including upon approval of the appropriate representatives and if the
Fine Arts. 14 deadline is met. See instructor for deadline.
Subtotal 60
The Department of Art and Art History accepts up to 6 hours
2. Major in art:
of upper-division film history toward art history and art studio
a. Fifteen hours in art history courses, including 201,
major and minor requirements. The Department accepts 3
202 and 250 and 3 hours upper-division. 15
hours of MA 390 as studio credit.
–and–
b. Thirty-three hours in studio courses, including Art
Studio 106, 125 and 126; also required are two
courses with one chosen from 130, 187, 205, 207,
Graduate Programs
or 274 and the other chosen from 157, 168 or 213 Director of Graduate Studies
and 9 hours upper-division. 33 Justine Andrews, Ph.D.
3. Additional courses in any field, including art. 20
Total 128 Application Deadlines
Fall Admission: January 15
Curricula in Teacher Education. If you are planning to *Spring Admission: November 15
become a teacher of art in the public schools, it is essential
that you consult with the advisor in Art Education as soon * Spring admissions are only allowed for the University
as possible. of New Mexico Art History M.A. students who complete
their M.A. program in the fall and are accepted into the
Note also that all students entering teacher preparation pro- Ph.D. program.
grams are required to meet the screening requirements for
admission to such programs, as described in the College of
Education section of this catalog.
Degrees Offered
M.A.
Major: Art History
Art Major in Arts and Sciences M.F.A.
(Bachelor of Arts) Major: Art Studio
Ph.D.
For the student enrolled in the College of Arts and Sciences, Major: Art History
a 33-hour major may be taken with a concentration either in
art studio or art history. Of these hours, at least 12 must be in The Department offers degrees in two fields: art studio and
courses numbered above 300. art history. In art studio the degree is the Master of Fine Arts.
Students can focus on painting and drawing, photography,
FINE
FINE ARTS
The major with a concentration in art studio is as follows: printmaking, art and ecology, electronic arts, or 3D; in art
Nine hours of art history: ARTH 201, 202 and 250. history the degrees are the Master of Arts and the Doctor
Twenty-four hours in art studio including ARTS 106, 125 of Philosophy with a concentration in either the Arts of the
ARTS
The minor in art, consists of 24 semester hours. Students The general requirements of the University for the M.A. and
must complete all 9 hours from one of the two groups below: Ph.D. degrees are given in earlier pages of this catalog. The
requirements for the M.F.A. are given within this departmental
Choose from:
text.
ARTS 106, 125, 126
–or–
ARTH 201, 202, 250
All items mentioned above should be sent to the Graduate d. to evaluate the exhibition work and dissertation or
Office, Department of Art and Art History, MSC04 2560, catalog/public presentation and submit M.F.A. Final
1 University of New Mexico, Albuquerque, NM 87131-0001. Examination Reports.
Phone: (505) 277-6672.
ongoing work. The review is open to faculty and stu- be distributed to each committee member and the
dents, and the public. These reviews will be conducted Department Graduate Office at least three days prior
by a four-member faculty committee. to the review).
3. Committee on Studies. Each student will be assisted by c. an oral defense of the work by the candidate.
the Department of Art and Art History Graduate Office 4. The candidate will be informed at the conclusion of the
in planning a program of studies until such time as they exam of the results, which must be one of the follow-
form their Committee on Studies. The formation of the ing:
Committee on Studies should take place before the end a. Pass, granted by the exam committee.
of the second semester of study. b. Fail with option granted by the review committee
Duties of a Committee on Studies: for a single retake. The second exam will be given
a. to conduct the M.F.A. Qualifying Review, which following completion of at least a 3-credit tutorial
takes place at the beginning of the third semester. with the Chairperson of the Committee on Studies.
b. to advise and assist the student in planning their A second failure will result in being dropped from
program through the completion of degree require- the program for unsatisfactory progress toward
ments. This includes determining any transfer credit the degree.
acceptable, the nature of elective courses and the c. Fail with no retest. The student will be dropped from
approval of a specific dissertation program. the program for unsatisfactory progress toward the
c. to conduct the Advancement to Candidacy/ degree.
Comprehensive Examination during the fifth semes-
ter of study.
If problems arise with any of the above, the Committee may The Final Examination
choose to meet again after the student has had sufficient time
to remedy any shortcomings. In this case, a written summary The M.F.A. Final Oral Examination will be given in conjunc-
of what is expected in the way of additional course work tion with the exhibition of creative work. The Committee on
or preparation needed for advancement must be furnished Studies and other such persons as the Dean of the Office
to the student (with a copy to the Department Director of of Graduate Studies may require to be present will conduct
Graduate Studies). the examination.
Approval of candidacy will be granted by the Dean of The examination will cover the exhibition (the studio work and
Graduate Studies only after the residency requirement is its installation), final copy of the exhibition catalog, and the
met and the program of studies has been approved by public presentation. In order for the student to graduate in a
the Committee on Studies and the Department Director of given semester, the examination must be held no later than
Graduate Studies, providing the student has passed their the published dates in November, April, and July.
comprehensive exam.
The student must notify the Office of Graduate Studies at
Approval of Candidacy in no way implies successful comple- least two weeks before the date of the examination on the
tion of the M.F.A. degree. forms available. Results of the examination are recorded
on the reverse side of the final examination announcement
form. The student is responsible for initiating the procedure
Dissertation Hours and making sure that the original notice is sent to the Office
of Graduate Studies.
Enrollment in Dissertation (699) may not begin prior to the
semester in which the student is Advanced to Candidacy and At the conclusion of the examination, the voting members
passed the comprehensive exam. shall confer in camera and vote their recommendations. The
Committee may 1) recommend that the exhibition, catalog,
Once the student has enrolled for Art Studio/Art History dis- and public talk be approved without change; 2) recommend
sertation (699), he or she must maintain continuous enroll- that the exhibition, catalog, and public talk be approved
ment (exclusive of summer session) until the dissertation/ subject only to minor corrections, editorial or otherwise; or 3)
final project is accepted by the Committee on Studies and require the catalog be revised before approval. In the case of
the Dean of the Office of Graduate Studies. In extraordinary 1) or 2), no further meeting of the Committee will be required.
circumstances, the Dean of the Office of Graduate Studies The Chairperson of the Committee will be responsible for
may waive the requirement for continuous enrollment upon
seeing that the corrections are made. In the case of 3), the program. If accepted, they will receive a stipend, but they will
full Committee must determine if their recommendations have not be required to register for credit.
been fulfilled.
Course requirements: Tamarind 1 year + 2 years M.F.A.
Two original copies of the catalog, six slides and six or Fall 1 (Tamarind)
more digital files such as jpgs, shall be deposited with the Professional Lithography I (4 – AS)
Department Graduate Office, as a permanent record of the Lithography Workshop I (2 – AS)
visual work.
Spring 1 (Tamarind)
Professional Lithography II (3 – AS)
The Department of History of Graphic Arts II (3 – AH)
Total Non-Degree Hours = 12
Art and Art History’s Responsibility Students must be enrolled as a Non-Degree Student dur-
The Department of Art and Art History’s responsibility includes ing their first year.
the evaluation of the creative work exhibited for the solo Students must be accepted into the M.F.A . program their
exhibition, catalog, and public presentation. The Department second year.
Director of Graduate Studies will verify to the Dean of the Students will need to fulfill these remaining MFA credit hour
Office of Graduate Studies on designated forms the depart- requirements in years 2 and 3:
mental approval.
3 Art Studio 502 Interdisciplinary Seminar (must be
taken Fall 2)
M.F.A. to focus on lithography
12 Art Studio courses
3 Art History courses
Tamarind Institute and Department of Art and Art History, 6 Electives outside of studio
University of New Mexico 6 Electives outside of department
6 Free electives
In addition to its Professional Printer Training and Master 36 Hours from M.F.A. Program
Printer Training programs, Tamarind Institute now offers, in +12 Hours from TI (non-degree)
cooperation with the University of New Mexico’s Department 48 required for M.F.A. Program
of Art and Art History, the option of pursuing an M.F.A. upon +12 Dissertation hours
completion of the Tamarind program. Degree requirements 60 TOTAL HOURS REQUIRED FOR M.F.A. DEGREE
can normally be completed in three years. Credit hours taken
at Tamarind can be applied to the M.F.A. program. Course requirements: Tamarind 2 years + 1 year M.F.A.
Fall 1 (Tamarind)
All students must have a strong interest in collaborative Professional Lithography I (4 – AS)
printmaking as Tamarind’s programs focus on the acquisi- Lithography Workshop I (2 – AS)
tion of the technical and interpersonal skills for collaborative
lithography. Students apply directly to TI for admission to Spring 1 (Tamarind)
the Professional Printer Training Program, and all students Professional Lithography II (3 –AS)
must complete the first year Professional Printer Training at History of Graphic Arts II (3 – AH)
Tamarind. This intensive program requires a time commit-
ment of a minimum of 60 hours per week. TOTAL NON-DEGREE HOURS = 12
At the end of the Fall semester of the Professional Printer Students must be enrolled as a Non-Degree Student dur-
Training Program, students who wish to pursue the M.F.A. ing their first year.
must apply for admission to graduate study to the University Students must be accepted into the M.F.A. program their
of New Mexico by January 15. The M.F.A. is the terminal second year.
degree in studio art and emphasizes the creative aspects of
Fall 2 3 Art History 500 Philosophy and Methods
an individual’s work.
9 Art Studio 595 Graduate tutorials with
Students must meet all the criteria and be accepted by Art Tamarind instructors (Master Printer
and Art History in order to pursue the M.F.A. after complet- Program)
ing the Professional Printer Training Program at Tamarind.
Spring 2 12 Art Studio 595 Graduate tutorials with
Acceptance into the M.F.A. program is not guaranteed.
Tamarind instructors (Master Printer
Those who wish to be assured of having a place in the MFA
Program)
program for the second year must be accepted simultane-
FINE
FINE ARTS
ously to Tamarind and Art and Art History (note that Art and Fall 3 9 Art Studio 502 Interdisciplinary Seminar
Art History’s deadline for admission is January 15; Tamarind’s Any 500-level graduate art studio or art
is February 1). Accepted candidates who do not participate history courses
in the Master Printer Program at Tamarind (only 1 – 3 candi-
ARTS
dates are accepted into this program each year) will complete Spring 3 12 Art Studio 699 Dissertation
years 2 and 3 in Art and Art History. See below for M.F.A.
degree requirements. Subtotal 33-42 Art Studio (9 from non-degree)
6-15 Art History (3 from non-degree)
During the Spring semester of the Professional Printer
Training Program, students interested in pursuing the Total 48 Required for M.F.A.
Tamarind Master Printer Program must submit an applica- +12 Dissertation hours
tion to the Master Printer Training Program at Tamarind. If 60 Total required for M.F.A. Degree
accepted to the Master Printer Program, M.F.A. students
stay at Tamarind for year 2, then complete A&AH require- More information on Department of Art and Art History’s
ments during year 3. M.F.A./Master Printer Program students graduate program, as well as links to the University’s Office
receive a stipend from TI, and must register for 12 credit of Graduate Studies can be found at http://www.unm.edu/
hours each semester while in the Master Printer Program. artdept/graduate_programs/.
All M.F.A. students must take the Methods course in the
Fall semester of the second year and the Interdisciplinary Tamarind Institute is a division of the College of Fine Arts of
Seminar in the Fall semester of the third year. the University of New Mexico.
Art History As part of the application for admission to graduate study, the
student must submit materials as follows:
The Art History graduate program is organized into two areas 1. Application for Admission, Registration Information and
of concentration, Art of the Americas and Art of the Modern application fee.
World, each of which integrates several fields of emphasis: 2. Two sets of official transcripts from all institutions previ-
I. Arts of the Americas brings together the arts of pre- ously attended.
and post-conquest cultures. Along with the study of 3. Three Letters of Recommendation.
the acknowledged discontinuities in form and series 4. Statement of Intent. A clearly written statement of
brought about by European conquest, this concentra- intent describing in detail reasons for wishing admis-
tion promotes the equally important study of continuities sion. This statement, no more than three pages in
in the long histories of American art and architecture. length (typewritten), should include the following:
The goal is to promote a clearer understanding of the a. the proposed field of concentration;
Art of the Americas within the larger unity now per- b. a self-evaluation of current work;
ceived for American art traditions. c. an account of any special experiences which might
Arts of the Americas covers the cultures of the North, indicate a background in art more extensive than
Middle, Central, and South Americas. A concentration most students with a B.A. degree;
in this area is usually achieved within one of the integral d. a statement of goals while attending and after com-
fields of emphasis: Pre-Columbian Art History, Native pleting graduate study;
American Art History, and Spanish Colonial Art History. e. reasons for choosing the University of New Mexico
as a place for graduate study.
II. Arts of the Modern World encompasses the history of In evaluating this written statement, both its form and
painting, sculpture, architecture, decorative art, draw- content will be carefully considered.
ing, graphic art, photography, and film in Europe and 5. Writing Sample. A recent example of creative scholar-
the Americas from 1750 to the present. It explores the ship in the form of an academic paper or article must
democratization and consequent growth of intellectual be submitted for evaluation. This material will not be
and stylistic pluralism in the arts during a time of rapid returned unless accompanied by a stamped, self-
technological, social, political, and aesthetic change. addressed envelope.
Current critical developments in the discipline of art
history emphasize the need to reexamine works of art All items mentioned above should be mailed directly to
within their cultural contexts and to provide a theoretical the Graduate Office, Department of Art and Art History,
framework for them while continuing the more tradi- MSC04 2560, 1 University of New Mexico, Albuquerque, NM
tional studies of the works in terms of characteristics 87131-0001.
of style, iconography, and medium. A concentration in
this area is usually achieved within one of the integral
fields of emphasis: History of Architecture, History of M.A. Degree Requirements
Photography, History of Graphic Arts, and 19th and 20th
(Also see the Master’s Degree general requirements
Century Western Art History.
described in this catalog, Plan I.)
Students may pursue an emphasis within either of the
preceding areas of concentration. While focusing on a spe- Course Work
cialized field in preparation for their M.A. thesis or Ph.D. dis-
sertations, students must also familiarize themselves with the ARTH 500 Philosophy and Methods
other fields in their general area of concentration. Students of Art History 3
are also encouraged to select courses in other graduate units ARTH graduate courses in primary concentration 9
within the University. ARTH graduate courses in secondary concentration 9
ARTH graduate courses in another emphasis
within the primary concentration 3
Admission to the Minimum coursework listed above 24
ARTH 599 Master’s Thesis 6
Art History Programs Total 30
Applicants for admission to the M.A. program should preferably
have an undergraduate major in the history of art with a mini- All work offered toward degree requirements must fall
mum of 24 semester hours (or the equivalent as approved by within a five-year period. Transfer credits must fall within
the admitting faculty) as well as advanced courses in history, the OGS-mandated seven-year period.
literature, and philosophy. Any deficiencies in this required
preparation must be removed during the first year of course The M.A. degree in Art History is only offered under Plan I
work for the degree. Graduate credit will not be given for (requiring thesis). Plan I requirements are:
courses taken to remove a deficiency, but graduate courses 1. A minimum of 24 hours of coursework, with a minimum
may be taken concurrently. Prospective students should of 15 hours in the major field
note that candidates for the M.A. degree will be required 2. A minimum of 6 hours of 500-level coursework
to demonstrate a general knowledge of the history of art. 3. A maximum of 6 hours of problems courses.
4. Six hours of Thesis (599) credit
In preparing an application for admission to the doctoral pro- 5. Completion of a master's thesis.
gram, the potential candidate is urged to state aims clearly and
to specify the field of art history to be investigated. A candidate M.A. Art History Course Requirements
will not be accepted unless these aims fall within the scope of Each student must first select a primary and secondary
the University’s program and unless the Department believes Concentration in either:
these aims can be realized. Field work and travel will inevitably
be necessary in support of research at the doctoral level. I. Arts of the Americas
-OR-
Applicants for admission to the Ph.D. program should have II. Arts of the Modern World
an M.A. in art history or, in exceptional circumstances as
approved by the admitting faculty, in such cognate disciplines Within their primary concentration, students must select an
as history, anthropology, archaeology, or American Studies. Emphasis from the following options:
Those admitted to the Ph.D. program without an M.A. in art I. Arts of the Americas Emphases:
history may be required to take additional graduate courses Native American Art History
beyond the minimum Ph.D. requirement of 48 hours of course Pre-Columbian Art History
work; in all cases they must take and pass the M.A. compre- Spanish Colonial Art History
hensive examination.
II. Arts of the Modern World Emphases: 432 Islamic Art and Architecture
History of Architecture 549 Art of Spain
History of the Graphic Arts 550 Spanish Colonial Art
History of Photography 580 Seminar in Spanish Colonial Art
Modern American and European Art History
Modern Latin American Art History II. Arts of the Modern World
A. History of Architecture
There is, of course, some overlap between many of these
522 Contemporary Architecture
areas. For example, all four sub-headings in Area A., Arts
523 Frank Lloyd Wright and American Architecture
of the Modern World, are concerned with issues of modern-
529 Topics Courses in History of Architecture
ism, modernity, modernization, and post-modernism. In each
567 World Architecture I
case, the nature of these concerns will vary owing to the
568 World Architecture II
predominant body of monuments being analyzed and the
581 Seminar in Early Modern Art 1750-1900 (as it relates
specific media whereby these artworks are produced Part
to the History of Architecture)
of the Native American Art, while placed in category B, is
582 Seminar in Twentieth Century Art (as it relates to the
then also considered Arts of the Modern World. Courses that
History of Architecture)
cover more than one field can potentially be used flexibly in
the Program of Studies. If you have taken seminars that cover B. History of Graphic Arts
more than one area of focus, you should discuss this use with 520 History of Graphic Arts I
your committee chair. 521 History of Graphic Arts II
529 Topics Courses in History of Graphic Arts
Course work: 581 Seminar in Early Modern Art 1750-1900 (as it relates
M.A. students are required to complete 24 hours of course to the History of Graphic Arts)
work, plus 6 hours of Art History 599 (Thesis), for a total of 582 Seminar in Twentieth Century Art (as it relates to the
30 hours. History of Graphic Arts)
All M.A. students must take Art History 500 (Philosophy and C. History of Photography
Methods of Art History), normally during their first semester. 525 19th-Century Photography
526 20th-Century Photography
The remaining 21 required hours are to be distributed accord- 527 Contemporary Photography
ing to the following: 529 Topics in History of Photography
9 hours of course work in the chosen Emphasis; 581 Seminar in Early Modern Art 1750-1900 (as it relates
-AND- to the History of Photography)
3 hours of course work in another Emphasis within the 582 Seminar in Twentieth Century Art (as it relates to the
primary Concentration; History of Photography)
-AND- D. Modern American and European Art History
9 hours of coursework in the secondary Concentration. 529 Topics in Modern Art of America and/or Europe
553 African-American Art
For example, if a student selects an Emphasis in Pre-
563 Modern Architecture
Columbian Art History, he or she must take:
564 European Art 1750-1848
9 hours of course work in Pre-Columbian Art History; 579 American Art 1876-1940
-AND- 581 Seminar in Early Modern Art 1750-1900
3 hours of course work chosen from either Native American 582 Seminar in 20th-Century Art
Art History, or Spanish Colonial Art History; 590 Muralism in the Americas 1920-1995
-AND- 591 Late 20th-Century Art
9 hours of course work in Arts of the Modern World. 595 European Art 1948-1900
While Art History 550 and 551 (Graduate Tutorials) are avail- E. Modern Latin-American Art
able, M.A. students will be limited to one 3-hour Graduate 529 Topics in Modern Latin-American Art
Tutorial, as approved by her or his Committee on Studies. A 588 The Arts of Mexico 1810-1945 (will become 19th-c.
student may also petition his or her Committee on Studies Arts of Mexico)
to approve a substitute course from another Department, if 590 Muralism in the Americas 1920-1995
it is closely related to the student’s specific Concentration 593 The Art of Latin America 1820-1945
or Emphasis. 594 The Art of Latin America 1945-1990
Graduate courses available in each Concentration & Graduate courses that are not necessarily specific to
FINE
usually takes place during the semester in which the student 250. Modern Art. (3) Craven
completes the minimum of 18 hours of course work (500-level Major stylistic developments of European and American
and above) beyond the M.A. In addition to those listed in the painting and sculpture from Impressionism to approximately
Graduate Program section of this catalog, the requirements World War II. {Fall, Summer}
for advancement to candidacy for the Ph.D. are:
251. Artistic Traditions of the Southwest. (3)
1. Evidence of proficiency in at least two foreign lan-
Interrelationships of Native American, Hispanic and Anglo
guages appropriate to the student’s area of concentra-
cultures from prehistoric times to the present, emphasiz-
tion (see Department Graduate Advisor for methods of
ing the major forms of expression–pottery, textiles, jewelry,
fulfilling this requirement).
architecture, painting and photography. Slide lectures supple-
2. Successful completion of the Doctoral Comprehensive
mented by museum exhibits. {Offered upon demand}
Examination, administered by the student’s Committee
on Studies; this written examination tests the stu- 252. Contemporary Art and New Media. (3)
dent’s comprehensive knowledge of the field of This course surveys the roots and evolution of what is
specialization. now regarded as New Media and Contemporary Art, those
3. Fulfillment of residency requirements. pioneering new forms and technologies that often blur the
4. Acceptance of dissertation proposal. A preliminary out- boundaries between art, science, and technology.
line of the proposed dissertation subject and research
must be approved by the student’s Committee on 303. Asian Art. (3)
Studies prior to beginning enrollment in Dissertation. An introduction of prominent visual forms in Asia known over
time (Neolithic to modern period). The slide lectures survey
different artistic media according to region in historical and
Dissertation and Defense cultural contexts. {Offered upon demand}
The dissertation demonstrates the student’s ability to under-
315. Ancient Art. (3)
take original research and to write a readable, scholarly
Architecture, painting, and sculpture from 1800 B.C. to 6th
argument of book length. The student is expected to have
century A.D.
complete knowledge of the historical, critical, theoretical, and
methodological issues raised by the subject. The student 321. Early Medieval Art, 500–1000 C.E. (3)
defends the dissertation in an oral examination administered Survey of the visual cultures (architecture, luxury objects,
by the Committee on Studies. book illumination and illustration) of the Medieval World,
including northern and Mediterranean Europe and the Islamic
The student must notify the Office of Graduate Studies at
World, from 500 to 1000 C.E. {Offered upon demand.}
least two weeks before the date of the dissertation defense
on the forms available. Results of the defense are recorded 322. High Medieval Art, 1000–1200 C.E. (3)
on the reverse side of the final examination announcement Survey of the visual cultures (architecture, luxury objects,
form. The student is responsible for initiating the procedure book illumination and illustration) of the Medieval World,
and making sure that the original notice is sent to the Office including northern and Mediterranean Europe and the Islamic
of Graduate Studies. World, from 1000 to 1200 C.E. {Offered upon demand.}
Christian, Byzantine, Romanesque and Gothic Art. Meets centuries in Italy, as well as Northern Europe. Interactions
New Mexico Lower-Division General Education Common with Byzantium, the Islamic world, and Spain will also be
Core Curriculum Area V: Humanities and Fine Arts (NMCCN considered.
2113). {Fall}
ARTS
481./595. European Art 1830-1900. [European Art 499. Honors Thesis. (3-6)
1848–1900.] (3) Directed independent study in a field of special interest
Painting and sculpture in France, England and Germany from culminating in a written thesis. Open only by invitation to
Courbet’s Realism and the Victorian Pre-Raphaelites through departmental honors candidates. {Fall, Spring}
Impressionism and the late works of Cezanne and Monet.
500. Philosophy and Methods of Art History. (3)
*484. Evaluating the Arts. (3) A seminar for graduate students in art history stressing the
(Also offered as DANC, MUS, MA, THEA 484.) Examines the history of the discipline and the methodology of research.
practice of criticism, with emphasis on critical processes that Open to graduate students in art history.
penetrate a variety of art forms. Also explores aesthetic theo- Prerequisite for others: permission of instructor. {Fall}
ries and cultural outlooks that underpin practical criticism.
Restriction: permission of instructor. 502./402. Native American Art I. (3) Szabo
(Also offered as ANTH 501.) Archaeological and historic art
485./585. Seminar in Museum Methods. (3 to a maxi- forms of the Arctic Northwest coast and the eastern wood-
mum of 6) ∆ lands of North America. {Fall}
(Also offered as MSST, ANTH 485.) Theoretical and practical
work in specific museum problems. 503. Introduction to Graduate Studies. (3)
Prerequisite: 407 or ANTH 402. {Offered upon demand} Introduction to methodologies, research tools, bibliographies,
standard reference works and critical writings about recent art
486./586. Practicum: Museum Methods. (3) for the studio student. Open only to studio graduate students
(Also offered as MSST, ANTH 486.) Practicum in museum in the Department of Art and Art History.
methods and management.
Prerequisite: ARTH 407 or ANTH 402. Restriction: permission 505./405. Pre-Historic Art. (3)
of instructor. {Offered upon demand} Prehistoric art and architecture of the Mediterranean Basin
from the Paleolithic Period to the Bronze age.
487./587. Contemporary Interdisciplinary Topics. (3 to a
maximum of 6). ∆ 506./406. Native American Art II. (3) Szabo
(Also offered as DANC, MA, MUS, THEA 487). Analyzes (Also offered as ANTH 503.) Archaeological and historic art
major instances of interdisciplinary influence and collabora- forms of the Plains, Southwest and western regions of North
tion in the present day. America. {Spring}
Restriction: permission of instructor.
507./407. Museum Practices. (3 to a maximum of 6) ∆
488./588. The Arts of Mexico, 1810–1945. (3) Barnet (Also offered as ANTH 582, MSST 507.) History, philosophy
Art movements, themes, mediums, institutions and indi- and purposes of museums. Techniques and problems of
vidual artists who were influential in the formation of mod- museum administration, education, collection, exhibition,
ern Mexico’s complex artistic identity between its War of conservation and public relations. {Offered upon demand }
Independence and the end of World War II. {Alternate Falls}
511./411. Pre-Columbian Art: Mesoamerica. (3)
489./589. The Arts of Mexico, 1945–1990. (3) Barnet The art of Mexico and Central America prior to the 16th
Post-war developments in modernism and post-modernism. century. {Fall}
Established and innovative artistic practices, organizations
and movements. {Alternate Springs} 512./412. Pre-Columbian Art: South America. (3)
Arts of the Andean region prior to the 16th century. {Spring}
490./590. Muralism in the Americas, 1920-Present.
[Muralism in the Americas, 1920–1995.] (3) Barnet 515./415. Modern Native American Art. (3) Szabo
History of muralism from the Mexican mural movement to Late 19th century through the present, includes painting and
the depression-era United States, the emergence of U.S. photography as well as media more often termed traditional.
civil rights muralism in the 1960s and parallel developments Examines historical background and current critical issues
in the Caribbean, Central and South America. {Offered upon including the impact of stereotypes and the marketplace.
demand} {Offered periodically}
491./591. Late 20th-Century Art. (3) Craven 516./416. Southwestern Native Ceramics. (3) Szabo
Painting and sculpture, 1940 to the present. This course examines Native Southwestern ceramics from
Prerequisite: 250. the archaiological past to the present. Regional develop-
ments, changes in ceramics made for internal use and for
492./592. American Landscapes. (3) Buick outside sale, as well as issues of the contemporary market
The class provides an examination of how densely populated are investigated. {Offered periodically}
FINE
FINE ARTS
consumption. Long undervalued, Native arts made for outside sale provide
multi-voiced narratives. Seminar-format will examine the
493./593. The Art of Latin America, 1820–1945. (3) intrinsic, aesthetic value of these complex arts, their roles
Barnet and their importance to creators, purchasers and various
Central and South American art from independence to the audiences.
end of World War II. Chronological, thematic and institutional
developments from national and regional perspectives in 520./420. History of Graphic Arts I. (3)
addition to themes, styles, movements and other issues of Printmaking, printing and book illustration from Gutenberg to
continental significance. {Alternate Falls} Goya, presenting the graphic arts as an expression of intel-
lectual history and the precursor of photography. Provides an
494./594. The Art of Latin America, 1945–1990. (3) introduction to the curatorship of prints and books.
Barnet
Central and South American post-war modernism and post- 521./421. History of the Graphic Arts II. (3)
modernity examined through issues of theme, style and Printmaking, printing and artists’ books from Goya to present.
medium, including contemporary artistic practices such as Including the graphic arts and photography, the rise of the
conceptual and installation art. {Alternate Springs} ideas of the original print, 20th-century mixed media and the
relationship between words and images. {Spring}
496. Undergraduate Tutorial. (3, no limit) ∆
Individual investigation or reading under faculty direction.
Restriction: permission of instructor. {Fall, Spring}
522./422. Contemporary Architecture. (3) Mead 560. Seminar in Pre-Columbian Art. (3 to a maximum
(Also offered as ARCH 525./425.) This experimental seminar of 15) ∆
provides a forum in which to discuss the theoretical issues Aspects of Pre-Columbian art, architecture, and culture in
and critical diversity of contemporary architecture of the last Mesoamerica and South America are examined in depth.
30 years. Prerequisite: 511 and 512. {Offered upon demand.}
Restriction: enrolled in M.F.A. ARTH or M. Arch. {Offered
upon demand} 563./463. Modern and Contemporary Architecture. (3)
Mead
523./423. Frank Lloyd Wright and American (Also offered as ARCH 522./422.) Survey of modern archi-
Architecture. (3) Mead tecture since the late 19th century, primarily in Europe and
(Also offered as ARCH 529.) This seminar examines the ori- the Americas.
gins, principles, practitioners, consequences of an American Restriction: enrolled in M.F.A. ARTH or M.Arch. {Offered
tradition of architecture that Frank Lloyd Wright called upon demand}
organic.
Restriction: permission of instructor. {Offered upon demand} 564./464. European Art 1750-1830. [European Art
1750–1848.] (3)
525./425. 19th-Century Photography. (3) Painting, sculpture and architecture in France, England,
An in-depth study of historical, critical, and theoretical issues Spain and Germany from the twilight of Absolutism through
in American and European photographic visual culture from the Industrial and French Revolutions.
its inception to approximately 1914. {Offered upon demand}
567./323. World Architecture I: History of the Built
526./426. 20th-Century Photography. (3) Environment From Prehistory to 1400 CE. (3)
An in-depth study of historical, critical, and theoretical issues (Also offered as ARCH 523./321.) Survey of the architectural
in American and European photographic visual culture from and urban traditions of ancient and indigenous cultures from
1914 to approximately 1980. {Offered upon demand} prehistory to the late middle ages.
Restriction: enrolled in M.F.A. {Fall}
527./427. Contemporary Photography. (3)
An in-depth study of recent photographic visual culture, from 568./324. [568./262.] World Architecture II: History of
approximately 1980 to the present. Emphasis on how images the Built Environment From 1400 CE to the Present.
are deployed and understood as efforts to explore artistic, (3) Mead
cultural, political, social, and theoretical issues. {Offered (Also offered as ARCH 524./322.) Survey of the architectural
upon demand} and urban traditions of the modern world from the renais-
sance to the present.
529. Topics in Art History. (1-3, no limit) ∆ Prerequisite: 323. {Spring}
{Offered upon demand}
572./472. American Art: 1675–1875. (3) Buick
531./431. Byzantine Art and Architecture. (3) Visual culture from colonial times through the Civil War
This course will explore the worship and display of art including works by West, Greenough, Duncanson and Homer.
and architecture from the Byzantine Empire with a spe- Topics include various genres, artistic training and the market
cific emphasis on the cross-cultural connections among and art’s relationship to ethnic, gender and national identity.
Byzantium, Medieval Europe, the Islamic world, and the
Armenian Kingdom. 576./476. Chicano Art: A History of an American Art
Movement 1965 to Present. [Chicano Art: A History of an
532./432. Islamic Art and Architecture. (3) American Art Movement 1965–1995.] (3) Barnet
An introduction to the visual culture of the Islamic world Chicano art began in Mexican American communities in
from its foundations in the seventh century on the Arabian support of the civil rights movement, becoming a national
Peninsula to its flowering under Ottoman and Mughal rule in art movement with international scope. Discourses of form,
the seventeenth century. content, institutional practice, tradition, innovation, mythic
constructs, political/cultural engagement.
549./449. Art of Spain. (3) Suggested prerequisite: 479. {Offered upon demand}
Survey of Spanish art and civilization. {Offered upon
demand} 579./479. American Art: 1876–1940. (3) Buick
Visual culture from Reconstruction to World War II including
550./450. Spanish Colonial Art. (3) works by Eakins, Stieglitz, Douglas and O’Keeffe. Traces the
Architecture, sculpture and painting in the period of Spanish emergence of American Impressionism, early Modernism and
colonization and the relation of these art forms to both the Regionalism and explores their engagement with political,
Spanish and the native Indian traditions. {Offered upon cultural and social debates.
demand}
580. Seminar in Spanish Colonial Art. (3, no limit) ∆
551–552. Problems. (2-3 to a maximum of 6 hours) ∆ Prerequisite: 450. {Offered upon demand.}
{Fall, Spring}
581. Seminar in Early Modern Art 1750–1900. (3 to a
553./453. African American Art. (3) Buick maximum of 12) ∆
This class provides an overview of African American artists Prerequisite: 481. {Offered upon demand.}
and contextualizes their creativity within the wider framework
of U.S. art. What, for example, are the benefits and pitfalls of 582. Seminar in 20th-Century Art. (3, no limit) ∆
assigning race to any creative practice? Prerequisite: 491. {Offered upon demand}
558. Seminar in Pre-Historic Art. (3) 583. Seminar in Modern/Contemporary Latin American
The seminar concentrates on the theoretical questions Art History. (3, no limit) ∆ Barnet
engendered by the earliest prehistoric cultures; the origin Restriction: permission of instructor. {Offered upon demand}
and generation of meaning; the primacy of language; the
affinities between language and image; the politics of the 584. Problems in Interdisciplinary Studies. (3 to a
Great Goddess and reception theory; and modern uses of maximum of 6) ∆
prehistory and ethnography. (Also offered as MUS, THEA 584 and MA *485.) An inde-
pendent study in either critical studies or studio, beyond the
559. Seminar in Native American Art. (3, no limit) ∆ scope of the Fine Arts interdisciplinary courses, which may
Szabo occur within or outside the College of Fine Arts.
(Also offered as ANTH 509.) Restriction: permission of instructor. {Fall, Spring}
Restriction: permission of instructor. {Offered upon demand}
468. Ceramics: Professional Practices. (3 to a maxi- 513. Graduate Sculpture. (3 to a maximum of 12) ∆
mum of 12) ∆1 Gilbert, Bobrowski Student is required to produce four projects, an artist’s state-
Emphasizes contemporary ceramic issues. Students are ment, a portfolio of the semester’s work and give a slide
encouraged to initiate their own projects and to develop a lecture on a contemporary topic. {Fall, Spring}
personal direction. Individual and group critiques.
Prerequisite: 369. {Fall, Spring} 520. Graduate Phenomena of Color. (3)
Production of finished works based upon current research
469./569. Pueblo Pottery. (3) 1 and studio practice incorporating concepts such as one
A cross-cultural class designed to expose students to the color as two, two color as one, transparency/illusion, satura-
Puebloan pottery tradition. The course combines a hands-on tion/shadow, descriptive/local color, optical mixtures, unity,
approach to pottery making with an analytical investigation of anomaly, psychological color, electronic color.
material culture and ethnoaesthetics.
Restriction: permission of instructor. {Fall} 529. Graduate Topics in Studio Art. (1-6 to a maximum
of 12) ∆
474. Advanced Printmaking. (3 to a maximum of 15) ∆1 Course work determined by specific student need or by the
Madrid, Shimano professor's current research. {Fall, Spring}
Concentrated exploration of various concepts and methods
of printmaking including multiple processes. Course content 532./432. Special Projects in Electronic Art I. (3 to a
varies but emphasizes the development of personalized maximum of 12) ∆
direction and the establishment of high professional stan- Course is based on the integration nascent technologies in
dards. Individual and group critiques. electronic / digital media art practice. Works will be created
Prerequisite: 336 or 374. in conjunction with concurrent investigation of digital media
art history and contemporary theoretical discourses. Part I.
487. Advanced Interdisciplinary Portfolio. (3 to a maxi- Restriction: permission of instructor.
mum of 12) ∆1 Salinger, Stone
Emphasis on photo-based media, but open to advanced 533./433. Special Projects in Electronic Art II. (3 to a
students in all areas of studio art. Will encourage cross-media maximum of 12) ∆
critique and help students prepare for the professional world Course is based on integration nascent technologies in
upon graduation. electronic / digital media art practice. Works will be created in
Restriction: permission of instructor. {Fall, Spring} conjunction with concurrent investigation of digital media, art
history, and contemporary theoretical discourses. Part II.
493. Seminar in Studio Art. (3 to a maximum of 6) ∆1 Restricition: permission of instructor.
{Fall, Spring}
557. Graduate Casting and Construction. (3 to a maxi-
494./594. Advanced Topics in Computer Generated mum of 12) ∆ DeJong
Imaging. (3 to a maximum of 6) ∆ Small scale metal casting in bronze and silver through the
(Also offered as MA 494 and CS 494.) A continuation of lost wax process. Included are additional metal related tech-
Computer Science 394. Students are expected to research niques such as soldering and patination.
and make presentations on advanced topics in CGI. Restriction: permission of instructor. {Fall, Spring}
Significant term project required. Not allowed for graduate
credit for computer science majors, nor as a technical elective 558./458./358. Nature & Technology. (3 to a maximum
for undergraduate computer science majors. of 6) ∆ Cook
This course addresses what constitutes authentic experience
495. Independent Study. (3 to a maximum of 6) ∆1 in an era profoundly shaped by electronic media. Travel to
Advanced, individually directed study in areas of special inter- locations in New Mexico where work is produced on site with
est not normally covered in advanced level courses. digital video and other imaging tools.
Restriction: permission of department. Restriction: permission of instructor. {Offered upon demand}
574. Graduate Printmaking. (3 to a maximum of 15) ∆ 585./485. Seminar in Museum Methods. (3 to a maxi-
mum of 6) ∆
587. Graduate Visual Art Seminar. (3 to a maximum of (Also offered as ARTH, ANTH 585.) Theoretical and practical
15) ∆ work in specific museum problems.
Concentration on student’s individual art production in any Prerequisite: 407 or ANTH 402. {Offered upon demand}
area of studio art, with special attention given to developing
critical acuity toward photo-based media. 586./486. Practicum: Museum Methods. (3 to a maxi-
Restriction: permission of instructor. {Fall, Spring} mum of 6) ∆
(Also offered as ARTH, ANTH 586.) Practicum in museum
593. Seminar in Studio Art. (3 to a maximum of 6) ∆ methods and management.
Consideration of theoretical, critical and historical issues in Prerequisite: ARTH 407 or ANTH 402. Restriction: permission
the context of studio disciplines. Course content determined of instructor. {Offered upon demand}
by student request or professor’s current research. {Fall,
Spring}
art form. Students take up all aspects of filmmaking, from and authority. Special fee required.
pre-production planning through the final edit. Special fee
required. *435./335. International Horror Film. (3)
ARTS
Professors Emeriti
Steven Block, Chairperson John M. Clark, M.A., Ball State University
Department of Music Joanna de Keyser, B.M., University of Southern California
Center for the Arts 1105 Thomas A. Dodson, D.M.A., University of Southern
MSC04 2570 California
1 University of New Mexico Artemus L. Edwards, Dipl., Curtis Institute
Albuquerque, NM 87131-0001 Leonard Felberg, M.M., Yale University
(505) 277-2127 Ellen C. McCullough-Brabson, D.M.A., University of Arizona
http://music.unm.edu
Susan Patrick, Ph.D., University of North Carolina listed under Writing and Speaking. Courses chosen
William M. Seymour, Ed.D., Washington University to fulfill the Fine Arts requirement must be selected
Jane Snow, M.M., Cincinnati College of Music from courses outside Music, Applied Music or Music
Harold Van Winkle, M.M.E., Eastern New Mexico University Education.
A. Scott Wilkinson, M.M., University of Arizona b. Students pursuing the String Pedagogy concentra-
William F. Wood, D.M.A., Eastman School of Music tion must complete PSY 105 General Psychology
* Member of the New Mexico Symphony Orchestra as part of the requirements under Social and
Behavioral Sciences.
c. Students pursuing the Vocal Emphasis in the
Introduction Performance Concentration must complete 3 hours
of either German, Italian or French to fulfill the
The University of New Mexico is a member of the National Second Language requirement.
Association of Schools of Music (NASM). Requirements for Subtotal 37
entrance and graduation as set forth in this catalog are in
accordance with published regulations of NASM. 2. Concentration Curriculum as follows (91–97
hours):
Admission from Other University of New Mexico Units. Performance Concentration
In addition to the admission requirements stated under the a. six semesters of MUS 101 Concert Music with a
College of Fine Arts section of this catalog, music students grade of CR;
must also have approval for an emphasis in an instrument b. 22 hours of applied music in the principal instru-
or voice for the degrees Bachelor of Music and Bachelor of ment, including APMS 391 Junior Recital and APMS
Music Education. 491 Senior Recital;
c. 20 hours in music theory, including 150, 150L, 152,
Degree plans are described below. In addition to stated 152L, 250, 250L, 252, 252L, 453 and 2 hours cho-
course requirements, students must satisfy general college sen from 309, 405, 406, 325 or 439;
and University requirements for graduation. d. 9 hours in music history, including 361, 362 and 3
hours chosen from 413, 414, 415, 416 or 437;
e. 2 hours in conducting (363);
Major Study Requirements f. 8 hours in ensemble (see Ensemble Requirements
for specific requirements);
g. 2 hours in technology, chosen from 311, 380, 412 or
Bachelor of Music 481;
h. 3 hours selected from any courses listed under
Concentrations in Performance, Theory and Composition, Contemporary World Music, or MUSE 293;
String Pedagogy and Jazz Studies are available in the i. 3 hours of electives, chosen from courses in the
curriculum leading to the Bachelor of Music Degree and College of Fine Arts, and not including courses in
comprising a total of 128 hours (134 hours for performance Music, Applied Music or Music Education; and
with emphasis in voice). If you enroll in any one of these j. additional hours as follows:
programs, read the paragraph under Scholastic Standards, Keyboard Emphasis with piano as principal
which permits the faculty to exclude from the program any instrument:
student whose grade point average in his or her major 4 additional hours in music theory, including 406 and
field falls substantially below 3.00. Furthermore, the faculty 2 hours chosen from 309, 325, 405 or 439;
reserves the right to disqualify from further enrollment or 4 hours of MUS 449 Music Repertory in piano;
participation in departmental programs: 2 hours of keyboard pedagogy, chosen from 388 or
1. students who fail to demonstrate reasonable progress 389;
in their professional development in music, 8 hours of music electives;
–or– 4 hours of electives, not including courses in Music,
2. students whose conduct reveals a persistent inability Applied Music or Music Education.
to work effectively with others or an unwillingness to Keyboard Emphasis with organ or harpsichord as
adhere to generally recognized standards of profes- principal instrument:
sional behavior, 4 additional hours in music theory, including 406 and
–or– 2 hours chosen from 309, 325, 405 or 439;
3. students who do not consult their assigned advisor prior 2 hours of MUS 449 Music Repertory in the
to registering each semester. appropriate instrument;
2 hours of keyboard pedagogy, chosen from 388 or
Specific departmental requirements relating to recitals, special 389;
FINE
FINE ARTS
examinations, auditions and similar matters are described in 8 hours of music electives;
the Department of Music Undergraduate Handbook, available 6 hours of electives, not including courses in Music,
online at http://music.unm.edu. Applied Music or Music Education.
ARTS
All transfer students will be given a theory, ear-training and Instrumental Emphasis:
sight-singing proficiency examination for the purpose of 2 additional hours in music theory chosen from 309,
determining competency in these areas. If test results reveal 325, 405, 406 or 439;
deficiencies, transfer students will be required to remove 4 hours of Group Piano (if the proficiency is satis-
such by enrolling in and successfully completing one or more fied, music electives may be substituted);
semesters of the theory curriculum. 2 additional hours in ensemble (see Ensemble
Requirements for specific requirements);
All students in any program leading to the Bachelor of Music 8 hours of music electives;
degree must complete the following curriculum: 6 hours of electives, not including courses in Music,
Applied Music or Music Education.
1. Core Curriculum (37 hours):
All students pursuing the Bachelor of Music degree
must fulfill the College of Fine Arts requirements
detailed under Graduation Requirements. Section 6
lists the core curriculum, including specific course
requirements. Exceptions and restrictions applying to
the Bachelor of Music are as follows:
a. All Bachelor of Music majors must complete ENGL
220 Expository Writing as part of the requirements
Bachelor of Music Education Refer to the College of Fine Arts Graduation Requirements
for the core curriculum guidelines. CJ 220 Communication
Students completing the requirements and curriculum stated for Teachers and PSY 220 Developmental Psychology are
below will receive the Bachelor of Music Education degree accepted to meet core curriculum.
and will be eligible to apply for Level 1 Licensure in Music,
K–12, in the State of New Mexico. Prior to student teaching, students must fulfill the following
requirements:
Official acceptance to the degree program is granted upon
1. Admittance to the College of Fine Arts.
admission to the College of Fine Arts as a Music Education
2. Completion of all prerequisite courses for student teach-
Major (see College of Fine Arts Admission). Satisfactory com-
ing. Consult your advisor for further information.
pletion of MUSE 194 Introduction to Music Education and
3. A 2.50 GPA in music and music education courses and
MUSE 195 Introductory Teaching Practicum is necessary for
a 2.0 GPA overall.
official acceptance to the Music Education degree program.
4. Satisfactory completion of the piano proficiency exami-
Students may be eligible for acceptance upon completion of
nation. Consult the Department of Music Undergraduate
two semesters; early application is advised. Students seek-
Student Handbook for further information.
ing only endorsement for music teacher certification must be
5. Satisfactory completion of the Music Education Advisory
admitted to a Teacher Education Program (see Admission to
Review (MEAR).
College of Education Programs). Students pursuing teacher
6. Application for admission to a Teacher Education
licensure are considered de facto Music Education majors,
Program in the College of Education. This process
even though their enrollment status may be non-degree, and
includes passing two parts of the New Mexico Teacher
will be required to complete all Music and Music Education
Assessment Tests: Basic Skills and General Knowledge,
course work required for the Bachelor of Music Education if
and a screening interview with the Music Education
this course work does not appear on their transcripts.
Committee. It is suggested that you initiate this process
Students will have a period of one year to remove any defi- at least one year before the beginning of the semes-
ciencies revealed during the admission process. Students ter in which you plan to student teach. Consult your
already enrolled at the University of New Mexico will not assigned advisor for details.
be eligible to transfer to the College of Fine Arts or to take 7. Other requirements, including evidence of liability insur-
300 and 400 level professional courses until this admission ance and evidence of a completed tuberculosis skin
process is completed. Exception will be made for students test or chest X-ray. Consult your advisor for additional
with earned baccalaureate degrees upon recommendation information.
of the department and for students transferring from other
The required recital will normally be given during the last
institutions. Transfer students may be enrolled in the College
semester in residence.
of Fine Arts on a provisional basis for a maximum of two
semesters, during which time they must complete the admis-
sion process. Vocal Concentration
All transfer students will be given a theory, ear-training and Includes emphases in piano, voice or guitar.
sight-singing proficiency examination for the purpose of 1. General Education
determining competency in these areas. If test results reveal a. 12 hours of English, including 3 hours of English
deficiencies, transfer students will be required to remove literature elective and the following courses:
such by enrolling and successfully completing one or more ENGL 101 Composition I: Exposition
semesters of the theory curriculum. ENGL 102 Composition II: Analysis and Argument
and one of the following:
Students must pass the Music Education Advisory Review CJ 130 Public Speaking
(MEAR) before enrolling in 300-level music education CJ 220 Communication for Teachers
courses. The purpose of the MEAR is to assess the music b. 6 hours of electives in mathematics, to be selected
education candidate’s suitability for a music teaching career. from the list of courses under College of Fine Arts
Candidates appear for an interview with music education Graduation Requirements and from MATH 111
faculty that includes evaluations of musicianship, communi- Mathematics for Elementary and Middle School
cation skills, and personal dispositions. Prerequisites for the Teachers. Note: Math 100 and 120 cannot fulfill this
MEAR are 1) admission to the College of Fine Arts and 2) requirement.
successful completion (grade of C or better) of MUSE 194, c. 12 hours in science, including PHYC 108 Introduction
MUSE 195, MUS 150, and MUS 150L. For complete details, to Musical Acoustics, PHYC 108L Musical Acoustics
consult your advisor. Laboratory and 8 hours of electives, to be selected
from Astronomy, Biology, Chemistry, Physics or
FINE
FINE ARTS
c. 18 hours in music theory, including MUS 150, 150L, d. 6 hours in Social and Behavioral Sciences, includ-
152, 152L, 250, 250L, 252, 252L and 453; ing PSY 105 General Psychology and PSY 220
d. 6 hours in music history (MUS 361 and 362) Developmental Psychology.
e. 2 hours in conducting (MUSE 363); e. 12 hours in general history, including:
f. 1 hour in improvisation (MUS 236); HIST 101L Western Civilization
g. 3 hours selected from any courses listed under HIST 102L Western Civilization
Contemporary World Music, or MUSE 293; HIST 161L History of the United States to 1877
h. 2 to 4 hours in applied music in secondary instru- HIST 162L History of the United States Since 1877
ments, as follows: f. 6 hours of electives in Fine Arts, to be selected from
Piano Emphasis: 2 hours of 119 and 120 in voice Art History, Art Studio, Theatre, Dance or Media
Voice Emphasis: 2 hours of 119 and 120 in piano Arts.
Guitar Emphasis: 2 hours of 119 and 120 in voice g. 3 hours in foreign language (see CFA Graduation
and 2 hours of 119 and 120 in piano; Requirements).
i. 4 hours of Diction for Singers (MUS 209 and 210). h. 2 hours of electives in any area, including music (for
Subtotal for Piano or Voice Emphasis 44 strings emphasis only).
Subtotal for Guitar Emphasis 46 Subtotal for Strings Emphasis 59
Subtotal for Winds,
3. Professional Education: Music Education Percussion, Piano or Guitar Emphasis 57
a. 8 hours in ensemble, specifically MUSE 243 Concert
Choir (see Ensemble Requirements for specific require- 2. Teaching Field: Music
ments); a. four semesters of MUS 101 Concert Music with a
b. 4 to 5 hours in MUSE 155 Orchestral Instruments, as grade of CR;
follows: b. 8 hours of applied music in the principal instrument,
Piano and Voice Emphasis: 5 hours, including guitar including APMS 119, 120, 219, 220, 319, 320, 419,
and four selected from brass, woodwinds or strings 420 and 491;
Guitar Emphasis: 4 hours, selected from brass, wood- c. 18 hours in music theory, including 150, 150L, 152,
winds or strings; 152L, 250, 250L, 252, 252L and 453;
c. 16 hours in music education methods, including: d. 6 hours in music history (MUS 361 and 362)
MUSE 195 Introductory Teaching Practicum 1 e. 2 hours in conducting (MUSE 363);
MUSE 213 Choral Lab (2 semesters f. 1 hour in improvisation (MUS 236);
with a grade of CR) g. 3 hours selected from any courses listed under
MUSE 313 Choral Music Methods 3 Contemporary World Music, or MUSE 293;
MUSE 346 Teaching Music in the h. 2 hours vocal study, including 1 hour in either MUS
Elementary Schools 3 109 or APMS 119 (Voice) and 1 hour of either MUS
MUS 388 Music Pedagogy (in vocal pedagogy) 2 143 or MUSE 243.
MUS 437 Introduction to Early Childhood Subtotal 40
Music Education 1
MUSE 446 Secondary School Music; 3 3. Professional Education: Music Education
MUSE 455 Teaching Reading in the Music a. 8 hours in ensemble (see Ensemble Requirements
Classroom 3 for specific requirements);
d. 4 hours in foundations, including: b. 8 hours in MUSE 155 Orchestral Instruments;
MUSE 194 Introduction to Music Education 1 c. 14 to 17 hours in music education methods, includ-
MUSE 457 Foundations of Musical Behavior; 3 ing:
e. 6 hours in student teaching, including: MUSE 195 Introductory Teaching Practicum 3
MUSE 400 Student Teaching in the Elementary MUSE 215 Instrumental Lab (2 semesters with a
School 3 grade of CR),
MUSE 461 Student Teaching in the Secondary MUSE 315 Instrumental Music Methods 3
Schools 3 MUSE 317 Jazz Methods (not required for strings
Subtotal for Piano or Voice Emphasis 39 emphasis) 1
Subtotal for Guitar Emphasis 38 MUSE 441 Marching Band Methods (not required
Total for Piano or Voice Emphasis 140 for strings emphasis) 2
MUSE 346 Teaching Music in the Elementary
Total for Guitar Emphasis 141
Schools 3
MUSE 415 Instrumental Repertory 1
Instrumental Concentration MUSE 446 Secondary School Music 3
MUSE 455 Teaching Reading in the Music
Includes emphases in strings, winds, percussion, piano or Classroom 3
guitar. d. 4 hours in foundations, including:
1. General Education MUSE 194 Introduction to Music Education 1
a. 12 hours of English, including 3 hours of English MUSE 457 Foundations of Musical Behavior 3
literature elective and the following courses: e. 6 hours in student teaching, including:
ENGL 101 Composition I: Exposition MUSE 400 Student Teaching in the Elementary
ENGL 102 Composition II: Analysis and Argument School 3
and one of the following: MUSE 461 Student Teaching in the Secondary
CJ 130 Public Speaking Schools 3
CJ 220 Communication for Teachers Subtotal for Strings Emphasis 40
b. 6 hours of electives in mathematics, to be selected Subtotal for Winds,
from the list of courses under College of Fine Arts Percussion, Piano or Guitar Emphasis 43
Graduation Requirements and from MATH 111
Total for Strings Emphasis 139
Mathematics for Elementary and Middle School
Teachers. Note: Math 100 and 120 cannot fulfill this Total for Winds,
requirement. Percussion, Piano or Guitar Emphasis 140
c. 12 hours in science, including PHYC 108 Introduction
to Musical Acoustics, PHYC 108L Musical Acoustics
Laboratory and 8 hours of electives, to be selected
from Astronomy, Biology, Chemistry, Physics or
Earth and Planetary Sciences.
Music Minor Requirements ensemble represents from two to six hours of rehearsal
per week. Ensembles designated as “major ensembles”
Students seeking a minor in music must complete the fol- are the Symphony Orchestra, Wind Symphony, Symphonic
lowing curriculum: Band, Marching Band, Concert Choir and Dolce Suono. Las
a. 8 hours in music theory, including 150, 150L, 152, Cantantes (Women’s Chorus) may satisfy a maximum of
152L; four semesters of major ensemble credit. With permission
b. 3 hours selected from 139, 142, 172 or 271; of the Director of Choral Activities, University Chorus may
c. 3 hours selected from 371, 373, 374, 375 MUSE 293 or be allowed to satisfy the major ensemble requirement. With
any courses listed under Contemporary World Music; permission of the Director of Orchestras, a maximum of four
d. 4 hours in applied music (group classes will apply); semesters of Sinfonia may be allowed to satisfy the major
e. 2 hours electives in music. ensemble requirement. With permission of the Director of
Total 20 Orchestras and the string area faculty, bassists may fulfill
their ensemble requirement in Jazz Ensemble.
Music Education Minor Requirements
This program is open to College of Fine Arts students in
Bachelor of Music Ensemble
the Bachelor of Music and Bachelor of Arts in Music degree Requirements:
programs, and to College of Education students seek-
ing a music endorsement. Students electing this program Performance Concentration:
must pass the piano proficiency examination (consult the Keyboard Emphasis with organ as the principal instrument:
Department of Music Undergraduate Student Handbook for 8 hours total
details) and complete the following curriculum: Six semesters in an appropriate major ensemble.
(The appropriate major ensemble for the Keyboard
Non-Music Majors: Emphasis in organ is choral ensemble; students
a. 4 hours in music theory (MUS 150, 150L) must audition for MUS 243 Concert Choir and
b. 2 hours in applied music (APMS 107 and 108) participate in the choral ensemble to which they
c. 2 hours in ensemble* (see Ensemble Requirements for are assigned; no more than four semesters of Las
specific requirements) Cantantes may count toward the major ensemble
d. 7 hours in music education (MUSE 194, 346, 457) requirement).
e. 3 hours in music history (MUS 371); Two semesters of accompanying
f. 3 hours free electives in music education
Keyboard Emphasis with piano as the principal instrument:
g. 3 hours free electives in music or music education
8 hours total
Total 24
Two to four semesters in an appropriate major ensemble
*Must be taken concurrently with applied music (The appropriate major ensemble for the Keyboard
Emphasis in piano is generally choral ensemble;
Music Majors (Students pursuing the Bachelor of Music or students must audition for MUS 243 Concert Choir
Bachelor of Arts in Music): and participate in the choral ensemble to which
a. 1 hour MUS 236 Introduction to Improvisation they are assigned; no more than four semesters of
b. 4 hours in MUSE 155 Orchestral Instruments Las Cantantes may count toward the major choral
c. 10 hours in music education (446, 194, 346, 457) ensemble requirement).
d. 3 hours in either MUSE 313 Choral Music Methods or Four to six semesters in accompanying and/or chamber
MUSE 315 Instrumental Music Methods music. NOTE: As part of their essential experiences,
e. 3 hours free electives in music education all keyboard emphasis piano students above the
f. 3 hours free electives in music or music education freshman level are required to do a certain amount
Total 24 of accompanying as determined by the keyboard
area faculty.
Ensemble Requirements: All Instrumental Emphasis with principal instrument other than
organ, piano or guitar: 10 hours total
Undergraduate Music Degree Eight semesters in a major instrumental ensemble
NOTE: String students must audition for MUS 233
Programs Symphony Orchestra and participate in the orches-
Ensemble performance is a vital part of every music student’s tral ensemble to which they are assigned. With per-
experience. All undergraduate music majors (except those mission of the Director of Orchestras, a maximum of
pursuing the Bachelor of Music Theory and Composition four semesters of Sinfonia may be allowed to satisfy
FINE
FINE ARTS
Concentration, the Bachelor of Music Performance the major ensemble requirement. With permission
Concentration Keyboard Emphasis and the Bachelor of of the Director of Orchestras and the string area fac-
Music Performance Concentration Instrumental Emphasis in ulty, bassists may fulfill their ensemble requirement
ARTS
Theory and Composition Concentration Symphony Orchestra and participate in the orchestral
Six semesters in an appropriate major ensemble, of which ensemble to which they are assigned. With permission
two semesters must be in a major choral ensemble. To of the Director of Orchestras, a maximum of four semes-
satisfy the major choral ensemble requirement, students ters of Sinfonia may be allowed to satisfy the major
must audition for MUS 243 Concert Choir and participate ensemble requirement. With permission of the Director of
in the choral ensemble to which they are assigned; no Orchestras and the string area faculty, bassists may fulfill
more than four semesters of Las Cantantes may count their ensemble requirement in Jazz Ensemble.
toward the major ensemble requirement. Piano and Guitar Emphases: Students must participate
NOTE: String students must audition for MUS 233 in the ensemble appropriate for Winds and Percussion
Symphony Orchestra and participate in the orchestral Emphases. Two of the required eight semesters must
ensemble to which they are assigned. With permission be in Marching Band. No more than four semesters of
of the Director of Orchestras, a maximum of four semes- Marching Band may be counted toward the degree. With
ters of Sinfonia may be allowed to satisfy the major permission of the Director of Orchestras, a maximum
ensemble requirement. With permission of the Director of four semesters of Sinfonia may be allowed to satisfy
of Orchestras and the string area faculty, bassists may the major ensemble requirement. With permission of
fulfill their ensemble requirement in Jazz Ensemble. the Director of Orchestras and the string area faculty,
bassists may fulfill their ensemble requirement in Jazz
String Pedagogy Concentration Ensemble.
Eight semesters in Symphony Orchestra; plus
One semester in chamber music Vocal Concentration:
NOTE: String students must audition for MUS 233 Voice Emphasis: Students must audition for MUS 243
Symphony Orchestra and participate in the orchestral Concert Choir and participate in the choral ensemble to
ensemble to which they are assigned. With permission which they are assigned. No more than four semesters
of the Director of Orchestras, a maximum of four semes- of Las Cantantes may count toward the major choral
ters of Sinfonia may be allowed to satisfy the major ensemble requirement.
ensemble requirement. With permission of the Director Piano and Guitar Emphases: Students must participate in
of Orchestras and the string area faculty, bassists may the ensemble appropriate for Voice Emphasis.
fulfill their ensemble requirement in Jazz Ensemble.
One semester in chamber music
Music Education Minor Ensemble
Jazz Studies Concentration
Four semesters in a major ensemble NOTE: These are in
Requirements
addition to the four hours of MUS 231 Chamber Music in For non-music majors:
Jazz Combo and the six hours of MUS 234 Jazz Band Two semesters in a major ensemble. If a choral ensemble
that are already required for the degree. is desired, the student must audition for MUSE 243 Concert
String students must audition for MUS 233 Symphony Choir and participate in the choral ensemble to which he
Orchestra and participate in the orchestral ensemble to or she is assigned. String students must audition for MUS
which they are assigned. With permission of the Director 233 Symphony Orchestra and participate in the orchestral
of Orchestras, a maximum of four semesters of Sinfonia ensemble to which they are assigned. With permission of the
may be allowed to satisfy the major ensemble require- Director of Orchestras, Sinfonia may be allowed to satisfy the
ment. With permission of the Director of Orchestras and major ensemble requirement. With permission of the Director
the string area faculty, bassists may fulfill their ensemble of Orchestras and the string area faculty, bassists may fulfill
requirement in Jazz Ensemble. their ensemble requirement in Jazz Ensemble.
Music Department Course Fees. All courses in the Department must take a written guidance examination in relevant con-
of Music are subject to a Music Course Fee and a Piano temporary topics and issues in music education. Consult
Maintenance and Replacement Fee. Each of these fees is the Department of Music Graduate Student Handbook for a
currently charged at the rate of $5.00 per credit hour. These description of this exam.
fees are subject to change and are charged in addition to any
other special course fees such as those described above. Piano Proficiencies. A piano proficiency exam is required
of graduate students pursuing the following concentrations:
Fine Arts Technology Fee. All courses in the College of Fine Conducting (Choral or Orchestral focus), Performance (Voice),
Arts are subject to a Fine Arts Technology Fee, which is cur- Music history and Literature, and Theory and Composition
rently charged at the rate of $6.00 per credit hour. This fee (Theory focus). This exam must be passed by the end of the
is subject to change and is charged in addition to any other semester preceding the semester of graduation. Consult the
special course fees such as those described above. Department of Music Graduate Student Handbook for specific
requirements.
The Department of Music has a number of graduate assis- Fees. Graduate students must pay all course fees as
tantships and teaching assistantships available. Scholarships described above.
are also available for graduate students. To be eligible for
consideration, the student must submit all application materi-
als by March 1. Students applying for brass assistantships Graduate Recital Requirements
must submit all application materials by February 15. To be No graduate student may enroll for APMS 591 Studio
eligible for a teaching assistantship an international student Instruction and Graduate Recital prior to submission of the
must demonstrate proficiency in English as determined by the Program of Studies form to the Office of Graduate Studies.
TOEFL: A minimum score of 250 on the computerized version Exceptions may be made for students working toward a
for the test will be required (equivalent to 600 for the paper- Master of Music Concentration in Collaborative Piano. Prior
based or 100 for the internet version). to submission of the Program of Studies form, the student
must have completed MUS 531 Bibliography and Research,
must have a cumulative grade point average of at least 3.0,
Degrees Offered and must have satisfied any requirements specific to his or
her degree program (e.g., foreign language, diction, piano
Master of Music proficiency). See the Department of Music Graduate Student
Handbook for further information.
Concentrations: Music History and Literature, Theory and
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General Requirements faculty not less than two weeks before the proposed
recital date. A student pursuing the Concentration in
Before admission, a prospective student should send materi-
Conducting must give a preview performance of the
als pertinent to his or her particular program (see “special
recital program for the approval of the appropriate area
prerequisites” below). A candidate for the Master of Music
faculty not less than one week before the proposed
degree must have an undergraduate degree in music from
recital date.
an accredited college or equivalent proficiency. An applicant
2. Program Notes. A student pursuing the Master of Music
without a music degree will be required to take a proctored
Concentration in Performance or Conducting must write
test before being admitted; he or she may have to do under-
program notes on all the pieces to be performed on his
graduate work before becoming a graduate student.
or her graduate recital. The program notes must indi-
Placement Exams. All entering graduate students in music cate substantial investigation, must be well written, and
(with the exception of those pursuing the Concentration in must include a correctly written bibliography. (Note: with
Music Education) must take the appropriate placement tests in faculty approval, conducting students may substitute a
music history and music theory before their first classes begin. research paper for program notes–see degree require-
If the graduate placement tests reveal deficiencies, appropriate ments for details).
course work will be required. Consult the Department of Music The student must submit program notes, program,
Graduate Student Handbook for specific requirements. Before and bibliography to the Graduate Coordinator no
completion of the first semester of coursework, students pur- later than two months before the recital (not count-
suing the Master of Music Concentration in Music Education ing intersession time). See the Department of Music
Graduate Student Handbook for details regarding style, 2. Pass two semesters of one foreign language course
format and submission requirements. The Graduate designed especially to meet the needs of graduate
Coordinator may examine the notes, program page students.
and/or bibliography as an outside reader and make 3. For a student already fluent in a foreign language,
comments or suggestions for the student’s advisory preferably German or French, who lacks the appropri-
committee to consider, and will submit these together ate undergraduate course work, the Music Graduate
with the student’s materials to his or her advisory com- Committee will recommend the method by which he or
mittee members. she can satisfy the foreign language requirement.
The advisory committee members will read all materi-
als and may request corrections by the student. The
student will make all corrections as requested and
Master of Music Concentration
resubmit the final copy of the notes to the chair of the in Theory and Composition
advisory committee no later than two weeks before
the recital. The student may not perform his or her (Plan I–with thesis)
graduate recital until the notes have been approved by Special Prerequisites. A student applying for the Master of
the advisory committee and are ready to be duplicated Music Concentration in Theory and Composition must submit,
for the audience. Should the student fail to submit the with the application, a portfolio consisting of the following:
notes in a timely manner, he or she will be required
to reschedule the recital for a later date. Refer to the For a composition focus, the portfolio should consist of
Department of Music Graduate Student Handbook for several compositions. If these are for conventional acoustic
further information on requirements and the approval media (string quartet, voice and piano, orchestra, band,
process. chorus, solo piano, etc.), scores and recordings, if available,
should be submitted. If the medium is in digital form, a copy of
3. Recital Recording. The Graduate Recital must be the work and a short essay explaining your creative process
recorded by the Department of Music Recording for the piece should be submitted.
Engineer and a copy of the recital recording must be
deposited with the Department of Music. Arrangements For a theory focus, the portfolio should consist of two essays
for the recording of the Graduate Recital must be made in academic format. At least one of the two should be on a
at least two months days in advance of the recital date. theory or analysis topic, while the other may be historical
Refer to the Department of Music Graduate Student in nature.
Handbook for further information and requirements.
If you are undecided whether your focus will be in theory
or composition, then your portfolio should contain at least
Master of Music Concentration one composition/creative work and one essay (theory or
in Music History and Literature analysis only).
Master of Music Concentration in Special Prerequisites– Choral Focus: If diction for singers
and two years of foreign language (any combination of two
Performance (Plan II–without thesis) from the following: Italian, French or German) do not appear
on transcripts submitted, the student may be required to
Special Prerequisites. At the time of application, a student
make up these deficiencies as a graduate student.
must audition for an appropriate faculty jury or submit a
recent tape or cassette. For singers, this must include four Program of Study (32 hrs.)
vocal selections, memorized and representative of Italian, Required Courses (17 hrs.)
French, German and English. One of the selections must be MUS 531 Bibliography and Research 3
an aria from opera or oratorio; the others preferably should MUS 560 Ensemble Performance 1+1
be drawn from the art song repertory. The student should also
submit copies of programs from any solo voice recitals that MUS 571 Conducting Seminar– in area of focus* 2+2
were performed as part of undergraduate degree work. (Note: MUS 571 Conducting Seminar– in area other than
In some cases, vocal faculty may request a live audition in focus* 2+2
addition to the audition tape). Please contact the Graduate MUS 572 Advanced Conducting Seminar– in area of
Coordinator of the Music Department for audition appoint- focus* 2+2
ments; early auditions are encouraged. APMS 591 Studio Instruction and Graduate Recital 2
Special Prerequisites–Voice. Students in the area of voice
must demonstrate good diction in Italian, French and German * The Concentration in Conducting is intended to prepare
and adequate vocal quality. If diction for singers and two the student in the techniques of choral, instrumental
years of foreign language (any combination of two from the (winds) and Instrumental (orachestral) conducting. and
following: Italian, French or German) do not appear on tran- instrumental conducting. It is expected that a student will
scripts submitted, the Voice Faculty may declare the student focus on one of these areas in his or her studies.
deficient in these areas; the student may be required to make However, he or she will be expected to take at least one
up these deficiencies. semester of MUS 571 Conducting Seminar in one of the
other areas.
Program of Study (32 hrs.)
Required Courses (15–19 hrs.) Music Electives (9 hrs.)
APMS 501 Studio Instruction in the Must be chosen from among the following courses:
Principal Area of Concentration 4
APMS 502 Studio Instruction in the MUS 513 Medieval and Renaissance Music 3
Principal Area of Concentration 4 MUS 514 Studies in Baroque Music 3
APMS 591 Studio Instruction and Graduate Recital** 4 MUS 515 Studies in Classic and Romantic Music 3
MUS 531 Bibliography and Research 3 MUS 516 Studies in Twentieth-Century Music 3
MUS 549 Music Repertory–Voice MUS 525 Post-Tonal Theory 3
(M.M. in Voice Performance only)* 2 MUS 527 Theory Pedagogy 3
MUS 588 Music Pedagogy–Voice MUS 528 Music Styles Before 1750 3
(M.M. in Voice Performance only)* 2 MUS 529 Techniques of Twentieth-Century
* Voice students may substitute electives for the above Composition 3
only with the approval of the Voice Faculty. MUS 537 Selected Topics in Music Literature 3
** See above under “Graduate Recital Requirements” for MUS 539 Selected Topics in Music Theory 3
specific requirements.
Electives (4 hrs.)
Music Electives (9 hrs.) The Graduate Coordinator and the major professor will
Must be chosen from among the following courses: recommend courses appropriate to the student’s degree
focus (choral or instrumental).
MUS 513 Medieval and Renaissance Music 3
MUS 514 Studies in Baroque Music 3 Additional requirements
MUS 515 Studies in Classic and Romantic Music 3 Conducting majors are expected to assist, as needed, with
MUS 516 Studies in Twentieth-Century Music 3 various ensembles throughout their residency.
MUS 525 Post-Tonal Theory 3
MUS 527 Theory Pedagogy 3 **Graduate Recital
MUS 528 Music Styles Before 1750 3 See above under “Graduate Recital Requirements” for spe-
MUS 529 Techniques of Twentieth-Century cific requirements.
Composition 3
MUS 537 Selected Topics in Music Literature 3 The master’s recital is a conducting performance of major
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MUS 539 Selected Topics in Music Theory 3 proportions. A conducting practicum is required for the recital.
The student may be responsible for developing such a group.
Free Electives (8 hrs; 4 hrs for Voice Performance.) The recital shall be a demonstration of the candidate’s abil-
May be taken in areas outside of music and may include 2 ity to program effectively, interpret the various styles and
ARTS
hours of applied instrument or voice other than concentrate. forms, understand acceptable conducting techniques and
Graduate students are encouraged to enroll in MUS 560 work effectively with the ensemble. Either 1) a short research
Ensemble Performance; four hours of ensemble credit will document relating to the music and a review of the practi-
count toward the degree. cum experience prior to and including the performance; or
2) program notes are required. Substitution of the research
document for program notes must be made after consultation
The Master of Music Concentration in with, and with approval of, the conducting faculty, who will
determine the format and requirements for the document.
Conducting (Plan II–without thesis)
Special prerequisite: At the time of application, a student
emphasizing conducting must audition for an appropriate The Master of Music Concentration
faculty jury or submit a video and/or audio tape of a recent in Collaborative Piano
program. If a tape is submitted, it should contain approxi-
mately 20 minutes of conducting, which can include rehearsal (Plan II–without thesis)
and/or concert performance; if possible, two pieces of con-
Special Prerequisites. A student who wishes to pursue the
trasting styles should be represented. For a specialization in
Concentration in Collaborative Piano must audition for an
band conducting, please contact the Director of Bands before
appropriate faculty jury or submit a recent tape or cassette.
submitting a tape.
Prerequisites include diction for singers in German, French,
Italian, English and Latin, and at least one year of language
study in German, French or Italian. If these have not been Interdisciplinary Studies. A maximum of six hours may be
included in the undergraduate program, the student will be earned in Applied Music and Conducting.
required to fulfill these prerequisites as a graduate student.
Free Electives (Plan I: 5 hrs.; Plan II: 7 hrs.)
Program of Study (32 hrs.) Any courses offering graduate credit in music or areas
Required Courses (17 hrs.) outside of music.
APMS 501 Studio Instruction in the Principal Area NOTE: A maximum of 22 hours in Music Education,
of Concentration–Collaborative Piano 4 eight hours in Applied Music and Conducting, five
APMS 502 Studio Instruction in the Principal Area hours of workshops, and two hours of MUS 560
of Concentration–Collaborative Piano 4 Ensemble Performance will apply toward the degree.
APMS 591 Studio Instruction and Graduate Recital–
Collaborative Piano* 4
MUS 531 Bibliography and Research 3 Music (MUS)
MUS 595 Accompanying (two semesters) 1+1
371. Music History for Non-Majors. (3) Vigneau, Piper 444./544. Anthropology of World Beat. (3) Feld
A survey of Western music history and musical styles in art (Also offered as ANTH 444.) The study of musical globaliza-
music from about 800 A.D. to the present. Music reading abil- tion, concentrating on the 100 year background of indigenous
ity not required. {Summer, Fall} and ethnic sound recordings that led to the creation of the
“World Music” genre in the late 20th Century.
373. Folk Music of North America. (3) Klemenc
A survey of important types of folk music in North America 448./548. The Anthropology of Music and Sound. (3)
(Canada, Mexico and the United States). Music reading abil- Feld
ity not required. (Also offered as ANTH 448./548.) The cultural study of music
and sound. Course materials are drawn from written and
375. The Beatles' Musical Revolution. (3) Piper audio music ethnographies of contemporary indigenous,
Examines the development of the historical and musical diasporic, refugee, exile, and industrial communities.
artistry of the Beatles presented within the framework of
aesthetic and social/cultural movement 1957-1970 and their 517./417. Native American Music. (3) M. Williams
individual contributions. {Spring} Survey course on the music of Native North American
Indians, covering traditional repertoires, cultural context of
Conducting musical performances, musical styles and relationship to
dance. {Fall}
363. Conducting. (2) Pérez-Gómez, Rombach-Kendall
Basic theory and techniques of conducting. Open only to 518./418. Alaska Native Music and Culture. (3) M.
students pursuing the Bachelor of Music or Bachelor of Williams
Arts in Music; exceptions may be made with permission of Study of traditional Alaska Native music by region and cul-
department chair. ture group. Use of interdisciplinary methods to examine the
historical and social dynamics behind changing musical tradi-
365. Instrumental Conducting. (2) Pérez-Gómez tions. Fundamentals of contemporary world music theory and
Instrumental conducting techniques, score reading, inter- research methods. {Spring, alternate years}
pretation.
Prerequisite: 363. {Spring} 522./422. Indigenous World Music. (3) M. Williams
An introduction to the indigenous music of the Americas,
565. Advanced Instrumental Conducting. (2) Pérez- Europe, Africa, Middle East and Asia, including issues of
Gómez, Rombach-Kendall change, adaptation and contemporary cultural influences on
Enrollment in a graduate degree program in music is strongly music traditions. {Spring, alternate years}
recommended. If the student is not pursuing a graduate
degree program in music, enrollment will require instructor’s 536./436. Selected Topics in Contemporary World
approval. {Spring} Music. (3, no limit) ∆
This course allows permanent or visiting faculty to develop a
571. Conducting Seminar. (2 to a maximum of 12) ∆ course based on a topic related to the field of contemporary
Ellingboe, Perez-Gomez, Rombach world music. May be repeated for credit, no limit as long
The development of skills and knowledge required to lead as topic varies. Enrollment requires instructor’s approval.
large ensembles. Score study, aural skills, rehearsal and {Offered upon demand}
pedagogical strategies, conducting technique, study of reper-
toire, and discussion of educational and artistic philosophies. 544./444. Anthropology of World Beat. (3) Feld
For students enrolled in the Master of Music Conducting (Also offered as ANTH 544.) The study of musical globaliza-
Concentration only. {Fall, Spring} tion, concentrating on the 100 year background of indigenous
and ethnic sound recordings that led to the creation of the
572. Advanced Conducting Seminar. (2 to a maximum of “World Music” genre in the late 20th Century.
8) ∆ Ellingboe, Pérez-Gómez, Rombach
Continuation of MUS 571. Advanced study in technique 548./448. The Anthropology of Music and Sound. (3)
of conducting large ensembles. Open only to students Feld
enrolled in the Master of Music Conducting Concentration. (Also offered as ANTH 548./448.) The cultural study of music
Prerequisite: four hours of MUS 571. {Fall, Spring} and sound. Course materials are drawn from written and
audio music ethnographies of contemporary indigenous,
diasporic, refugee, exile, and industrial communities.
Contemporary World Music
417./517. Native American Music. (3) M. Williams
(Also offered as NATV 417.) Survey course on the music
Ensemble
of Native North American Indians, covering traditional rep-
FINE
FINE ARTS
418./518. Alaska Native Music and Culture. (3) M. College of Education; 4 hours in other colleges. {Fall,
Williams Spring}
(Also offered as NATV 418.) Study of traditional Alaska
Native music by region and culture group. Use of inter- 230. Opera Studio. (1, no limit) ∆ Tyler, Umphrey
disciplinary methods to examine the historical and social Basic training in music theatre. Open by audition to singers,
dynamics behind changing musical traditions. Fundamentals conductors, pianists, stage directors and producers. {Fall,
of contemporary world music theory and research methods. Spring}
{Spring, alternate years}
231. Chamber Music. (1, no limit) ∆
422./522. Indigenous World Music. (3) M. Williams Practice, performance and study of chamber music. Includes
(Also offered as NATV 422.) An introduction to the indigenous various combinations of strings, brasses, woodwinds,
music of the Americas, Europe, Africa, Middle East and Asia, percussion, guitars, piano and voices. Specific ensemble
including issues of change, adaptation and contemporary cul- offerings are announced each semester in the Schedule of
tural influences on music traditions. {Spring, alternate years} Classes. Preference given to music majors. {Fall, Spring}
436./536. Selected Topics in Contemporary World 232. Early Music Ensemble. (1, no limit) ∆ Sheinberg
Music. (3, no limit) ∆ A vocal and instrumental ensemble specializing in the per-
This course allows permanent or visiting faculty to develop a formance of music of the Middle Ages, Renaissance and
course based on a topic related to the field of contemporary early Baroque. Open to all students, but enrollment requires
world music. Enrollment requires instructor’s approval. May instructor’s approval. {Fall, Spring}
be repeated for credit, no limit as long as topic varies. {Offered
upon demand}
233. Symphony Orchestra. (1, no limit) ∆ Pérez-Gómez 413./513. Studies in Medieval and Renaissance Music.
(Also offered as MUSE 233.) Study and public performance of (3)
symphonic literature. Auditions required. Maximum of 8 hours Music of Western Europe from the Christian Era to the close
credit allowed toward degrees in the BUS, in the College of of the 16th century. Open to music majors only; non-majors
Fine Arts or in the College of Education; 4 hours in other col- must have instructor’s approval to enroll.
leges. {Fall, Spring} Prerequisite: 361 and 362. {Fall, alternate years}
234. Jazz Band. (1, no limit) ∆ Dalby, Kostur 414./514. Studies in Baroque Music. (3) Vigneau
Modern jazz ensemble of 20 or more that performs music Music of Western Europe, 1600–1750, with emphasis on
representing various styles of big band jazz, rock and pop. forms, styles, principal composers and performance prac-
Auditions required. {Fall, Spring} tices. Open to music majors only; non-majors must have
instructor’s approval to enroll.
241. University Band. (1, no limit) ∆ Rombach, Simons Prerequisite: 361 and 362. {Spring, alternate years}
(Includes Wind Symphony, Symphonic Band, Campus Band,
Marching Band, Basketball Band.) 415./515. Studies in Classic and Romantic Music. (3)
(Also offered as MUSE 241.) Study and performance of Music of Western Europe from 1750–1900. Open to music
concert band literature. Marching band required of wind majors only; non-majors must have instructor’s approval to
and percussion concentrates in music education. Audition enroll.
required, but open to all students. Maximum of 8 hours credit Prerequisite: 361 and 362. {Spring, alternate years}
allowed toward degrees in the BUS, in the College of Fine
Arts or in the College of Education; 4 hours in other colleges. 416./516. Studies in Twentieth-Century Music. (3)
{Fall, Spring} Shultis
A survey of the chief musical developments in Western
243. Concert Choir. (1, no limit) ∆ Ellingboe Europe and the Americas from 1900 with the emphasis on
(Also offered as MUSE 243.) Select mixed-voice choral music composed since 1940. Open to music majors only;
ensemble, 28–34 singers. Performs significant works of the non-majors must have instructor’s approval to enroll.
Renaissance, Baroque, Classic, Romantic and Contemporary Prerequisite: 361 and 362. {Fall, alternate years}
periods. Audition required, but open to all students. Maximum
of 8 hours credit allowed toward degrees in the BUS, in the 437./537. Selected Topics in Music Literature. (3, no
College of Fine Arts or in the College of Education; 4 hours in limit) ∆ Hinterbichler, Vigneau
other colleges. {Fall, Spring} May be repeated for credit, no limit, as long as topic varies.
If student has not completed MUS 361 and MUS 362, enroll-
395./595. Accompanying. (1, no limit) ∆ Pyle ment requires instructor’s approval.
Study and performance of accompaniment practice. If the Prerequisite: 361 and 362. {Offered upon demand}
student is not pursuing a graduate degree program in music,
enrollment will require instructor’s approval. {Fall, Spring} 449./549. Music Repertory. (2, no limit) ∆
Comprehensive study of solo repertory for voice or individual
430. [*430.] Advanced Opera Studio. (1, no limit) ∆ instruments. Specific area is announced in the class schedule
Tyler when the course is offered. Open only to undergraduates
Advanced performance in music theatre and opera, culminat- enrolled in the music performance program leading to the
ing in major performances. Open only to undergraduates Bachelor of Music; exceptions may be made with permission
enrolled in the music performance program leading to the of the chairperson of the Department of Music. {Fall}
Bachelor of Music; exceptions may be made with permis-
sion of the chairperson of the Department of Music. Open 513./413. Studies in Medieval and Renaissance Music.
by audition to singers, conductors, pianists, stage directors, (3)
and producers. Music of Western Europe from the Christian Era to the close
Prerequisite: 230. {Fall, Spring} of the 16th century. Enrollment in a graduate degree program
in music is strongly recommended. If the student is not pur-
560. Ensemble Performance. (1, no limit) ∆ suing a graduate degree program in music, enrollment will
Training in ensemble performance in either chamber groups require instructor’s approval. {Fall, alternate years}
or larger ensembles (band, orchestra, chorus). Specific
ensemble offerings are announced each semester in the 514./414. Studies in Baroque Music. (3) Vigneau
Schedule of Classes. Enrollment in a graduate degree pro- Music of Western Europe, 1600–1750, with emphasis on
gram in music is strongly recommended. If the student is not forms, styles, principal composers and performance prac-
pursuing a graduate degree program in music, enrollment will tices. Enrollment in a graduate degree program in music
require instructor’s approval. {Fall, Spring} is strongly recommended. If the student is not pursuing a
graduate degree program in music, enrollment will require
595./395. Accompanying. (1, no limit) ∆ Pyle instructor’s approval. {Spring, alternate years}
Study and performance of accompaniment practice. If the
student is not pursuing a graduate degree program in music, 515./415. Studies in Classic and Romantic Music. (3)
enrollment will require instructor’s approval. {Fall, Spring} Music of Western Europe from 1750–1900. Enrollment in a
graduate degree program in music is strongly recommended.
If the student is not pursuing a graduate degree program in
History and Literature music, enrollment will require instructor’s approval. {Spring,
alternate years}
101. Concert Music. (0, no limit) ∆
Students working toward the B.M., B.A. in Music or B.M.E. 516./416. Studies in Twentieth-Century Music. (3)
must attend 15 recitals in each of six semesters in order to Shultis
gain these degrees. Transfer students with at least 60 hours A survey of the chief musical developments in Western
of credit must attend 15 recitals in each of two semesters. Europe and the Americas from 1900, with the emphasis
Offered on a CR/NC basis only. {Fall, Spring} on music composed since 1940. Enrollment in a graduate
degree program in music is strongly recommended. If the
361. History of Music I. (3) Hinterbichler student is not pursuing a graduate degree program in music,
Forms, styles, schools, principal composers and representa- enrollment will require instructor’s approval. {Fall, alternate
tive masterworks from antiquity through Baroque. years}
Prerequisite: 152. {Fall}
528. Music Styles Before 1750. (3)
362. History of Music II. (3) Hinterbichler This course expects students to analyze the music of the eras
Continuation of 361, from Pre-Classic to the present. Open being studied. Enrollment in a graduate degree program in
to music majors only. MUS 361 is recommended, but not music is strongly recommended. If the student is not pursuing
required, before enrolling in MUS 362. a graduate degree program in music, enrollment will require
Prerequisite: 152. {Spring} instructor’s approval.
236. Introduction to Improvisation. (1 to a maximum of 270L. String Pedagogy Lab II. (1 to a maximum of 2)
3) ∆ Dalby ∆ Kempter
An introductory course in musical improvisation. Activities Students will teach private and homogeneous group les-
include singing, playing familiar tunes by ear and learning of sons in the University of New Mexico Music Preparatory
tonal functions. Basic aspects of jazz harmony, vocabulary School. Supervision and guidance will be provided reg-
and style are introduced during the latter part of the semester. ularly via observation, videotaping, and discussion in
May be repeated for credit with permission of department the pedagogy seminar. Student must have completed 4
chairperson (or dean). {Fall} hours of MUS 170 and 2 hours of MUS 170L to enroll.
Corequisite: 270 Restriction: permission of instructor. {Fall,
237. Jazz Improvisation I. (1) Dalby Spring}
Continuation of 236. Course addresses forms of jazz tunes,
idiomatic jazz vocabulary (patterns) associated with ii-V7-I 370. String Pedagogy Seminar III. (2 to a maximum of
chord progressions and jazz theory including chord/scale 4) ∆ Kempter
relationships. Exploration of intermediate student skills and techniques,
Prerequisite: 236. {Spring} including three-octave scales, arpeggios, shifting, play-
ing in the upper positions and double stops. Pedagogical
238. Jazz Theory/Keyboard. (2) Kostur approaches of Paul Rolland will be explored. Suzuki Books
Music theory as applied to jazz music. Introduction to 5 and 6 will be covered. Course fee required. Student must
chord/scale theory, chord nomenclature, common harmonic have completed 4 hours of 270 and 2 hours of 270L to
progressions and substitutions. Keyboard includes basic jazz enroll.
chord voicings and progressions. Corequisite: 370L. Restriction: permission of instructor. {Fall,
Prerequisite: 152. {Fall, alternate years} Spring}
336. Jazz Improvisation II. (1) Kostur 370L. String Pedagogy Lab III. (1 to a maximum of 2)
Continuation of 237, focusing on chromaticism, chord altera- ∆ Kempter
tions (with associated chord/scale implications), execution of Opportunity for the University of New Mexico student to
ii-V7-I patterns in all minor keys and analysis of transcribed teach more advanced students in the University of New
solos of jazz masters. Mexico Music Preparatory School and beginning orchestra
FINE
FINE ARTS
Prerequisite: 237. {Fall, alternate years} classes. May also teach parent preparation classes. Student
must have completed 4 hours of 270 and 2 hours of 270L
337. Jazz Improvisation III. (1) Kostur to enroll.
Continuation of 336, introducing modern jazz compositions Corequisite: 370. Restriction: permission of instructor. {Fall,
ARTS
389./589. Music Pedagogy. (2, no limit) ∆ but open to all students. Enrollment requires instructor’s
Continuation of 388, treating problems in teaching interme- approval. May be repeated for credit with permission of
diate and moderately advanced students. Specific area is department chairperson (or dean) and instructor.
announced in class schedule when course is offered. May be Prerequisite: 111. {Fall, Spring}
repeated for credit, no limit, as long as subject matter varies,
with permission of department chairperson (or dean). Open 211. Group Piano III. (1, no limit) ∆ Ward
only to undergraduates enrolled in the music performance Intermediate repertoire, reading skill, chord and scale pat-
program leading to the Bachelor of Music; exceptions may be terns. Not open to keyboard majors. Priority given to music
made with permission of the chairperson of the Department majors and minors but open to all students. Enrollment
of Music. requires instructor’s approval. May be repeated for credit
Restriction: junior or senior standing. {Spring} with permission of department chairperson (or dean) and
instructor.
470. String Pedagogy Seminar IV. (2 to a maximum of Prerequisite: 112. {Fall, Spring}
4) ∆ Kempter
Continued exploration of pedagogical approaches; overview 212. Group Piano IV. (1, no limit) ∆ Ward
of literature and études; Suzuki Books 7 and 8. Student must Late intermediate to early advanced repertoire and sight-
have completed 4 hours of MUS 370 and 2 hours of MUS reading. Review of scales and chords. Not open to keyboard
370L to enroll. {Fall, Spring} majors. Priority given to music majors and minors but open
Corequisite: 470L. Restriction: permission of instructor. to all students. Enrollment requires instructor’s approval. May
be repeated for credit with permission of department chair-
470L. String Pedagogy Lab IV. (1 to a maximum of 2) person (or dean) and instructor.
∆ Kempter Prerequisite: 211. {Fall, Spring}
Students will continue to teach individual lessons as well as
homogeneous and heterogeneous groups. Advanced peda-
gogy students will lead the University of New Mexico Music Technology in Music
Preparatory School students in their concerts and recitals and 311./511. Computer Applications I. (2) Barlow
will help coordinate those events. Students must have com- A hands-on introduction to various computer applications
pleted 4 hours of 370 and 2 hours of 370L to enroll. useful to musicians in all areas of specialization. Various
Corequisite: 470. Restriction: permission of instructor. {Fall, computer programs aiding in music notation, arranging and
Spring} MIDI composition will be presented and explored.
472. String Pedagogy Recital. (2) 380./580. Recording Techniques I. (2) Geist
Kempter Students will perform a half-recital in the community Introduction to modern studio recording techniques. {Fall}
and at UNM. In addition, an intermediate/advanced musical
score will be analyzed and discussed for pedagogical points. 412./512. Computer Applications II. (2) Barlow
Corequisite: 470. An introductory examination of the process of gathering, pro-
cessing and editing sound on a digital audio work station.
527. Theory Pedagogy. (3) Staff
A survey of the materials, the methodology and the content 481./581. Recording Techniques II. (2) Geist
that could be encompassed in courses that teach theory. An introductory examination of the process of gathering, pro-
Representative textbooks, including those that deal with 20th- cessing and editing sound on a digital audio work station.
century techniques, will be studied. {Spring} Prerequisite: 380. {Spring}
Restriction: permission of instructor.
511./311. Computer Applications I. (2) Barlow
588./388. Music Pedagogy. (2, no limit) ∆ A hands-on introduction to various computer applications
For the music student who plans to teach privately, especially useful to musicians in all areas of specialization. Various
beginners of various ages. Specific area is announced in computer programs aiding in music notation, arranging and
class schedule when course is offered. May be repeated for MIDI composition will be presented and explored. Enrollment
credit, no limit, as long as subject matter varies, with permis- in a graduate degree program in music is strongly recom-
sion of department chairperson (or dean). If the student is not mended. If the student is not pursuing a graduate degree pro-
pursuing a graduate degree program in music, enrollment will gram in music, enrollment will require instructor’s approval.
require instructor’s approval. {Fall}
512./412. Computer Applications II. (2) Barlow
589./389. Music Pedagogy. (2, no limit) ∆ An introductory examination of the process of gathering, pro-
Continuation of 588, treating problems in teaching interme- cessing and editing sound on a digital audio work station.
diate and moderately advanced students. Specific area is
announced in class schedule when course is offered. May 580./380. Recording Techniques I. (2) Geist
be repeated for credit, no limit, as long as subject matter Introduction to modern studio recording techniques.
varies, with permission of department chairperson (or dean). Enrollment in a graduate degree program in music is strongly
Enrollment in a graduate degree program in music is strongly recommended. If the student is not pursuing a graduate
recommended. If the student is not pursuing a graduate degree program in music, enrollment will require instructor’s
degree program in music, enrollment will require instructor’s approval. {Fall}
approval.
Prerequisite: 588. {Spring} 581./481. Recording Techniques II. (2) Geist
Continuation of 580. This course is task-based, with emphasis
on individual projects and hands-on training. Enrollment in a
Piano graduate degree program in music is strongly recommended.
If the student is not pursuing a graduate degree program in
111. Group Piano I. (1, no limit) ∆ Ward music, enrollment will require instructor’s approval.
Beginning repertoire and sight-reading, basic scale and Prerequisite: 580. {Spring}
chord patterns in major keys. For the complete beginner.
Not open to keyboard majors. Priority given to music majors
and minors but open to all students. Enrollment requires Theory and Composition
instructor’s approval. May be repeated for credit with per-
mission of department chairperson (or dean) and instructor. 130. Music Fundamentals. (3) J. Lau
{Fall, Spring} Introduction to the elements of music, including basic nota-
tion, staves, clefs, major and minor scales and key signa-
112. Group Piano II. (1, no limit) ∆ Ward tures, time signatures, meter and rhythm, intervals and triad
Late elementary repertoire, sight-reading moving out of the qualities. For music majors who do not possess sufficient
five-finger position, minor scale and chord patterns. Not open background for enrollment in MUS 150. Credit not applicable
to keyboard majors. Priority given to music majors and minors to a degree in music. {Spring}
150. Music Theory I. (2) [4] made with permission of the chairperson of the Department
Fundamentals, part-writing and harmonic analysis: introduc- of Music.
tion to diatonic theory. Prerequisite: 152. {Fall, alternate years}
Corequisite: 150L. {Fall}
406./506. Eighteenth-Century Counterpoint. (2)
150L. Music Theory I Aural Lab. (2) [0] Hermann
Perception through sound of diatonic materials, with special Analysis and writing in the style of the 18th century. Open
emphasis on melodic, rhythmic and harmonic dictation and only to undergraduates enrolled in the music performance
the singing of simple melodies, rhythms and intervals. program leading to the Bachelor of Music; exceptions may be
Corequisite: 150. {Fall} made with permission of the chairperson of the Department
of Music.
152. Music Theory II. (2) [4] Prerequisite: 250. {Fall, alternate years}
Continuation of 150. Further part-writing using diatonic mate-
rials; modulation and tonicization. 409. Composition III. (2) Staff
Prerequisite: 150 and 150L. Corequisite: 152L. {Spring} Techniques and procedures in the composition of music.
Continuation of 306. Open only to undergraduates enrolled
152L. Music Theory II Aural Lab. (2) [0] in the music performance program leading to the Bachelor
Continuation of 150L. Development of accurate perception of of Music; exceptions may be made with permission of the
diatonic materials through more dictation, sight-singing and chairperson of the Department of Music.
rhythmic studies. Greater emphasis on musicianship. Prerequisite: 306 and 325. {Fall}
Prerequisite: 150 and 150L. Corequisite: 152. {Spring}
410. Composition IV. (2) Staff
250. Music Theory III. (2) [4] Hermann Continuation of 409. Composition majors only. Open only to
Continuation of 152. Introduction to chromaticism and modu- undergraduates enrolled in the music performance program
lation to remote key areas. leading to the Bachelor of Music; exceptions may be made
Prerequisite: 152 and 152L. Corequisite: 250L. {Fall} with permission of the chairperson of the Department of
Music.
250L. Music Theory III Aural Lab. (2) [0] Prerequisite: 409. {Spring}
Continuation of 152L. Advanced singing and dictation cor-
related with the materials in 250. 439./539. Selected Topics in Music Theory. (3, no limit)
Prerequisite: 152 and 152L. Corequisite: 250. {Fall} ∆ Block, Hermann
This course allows permanent or visiting faculty to develop
252. Music Theory IV. (2) [4] Hermann a course based on a topic related to advanced research
Continuation of 250. Continuation of chromatic harmony interests or expertise. May be repeated for credit, no limit, as
and analysis. long as topic varies. Enrollment requires instructor's approval.
Prerequisite: 250 and 250L. Corequisite: 252L. {Spring} Prerequisite: 252 {Offered upon demand}
252L. Music Theory IV Aural Lab. (2) [0] 453. Orchestration. (2) Chambers
Continuation of 250L. Advanced ear-training, mastering chro- Scoring for orchestra, including properties and limitations of
matic melodies and clefs. string, wind and percussion instruments, notation, principles
Prerequisite: 250 and 250L. Corequisite: 252. {Spring} of combination and balance and characteristics of the various
“schools” of orchestration. May be repeated for credit with
254. Introduction to Composition in the Western
permission of department chairperson (or dean). Open only
Tradition. (2) Block, Hermann
to undergraduates enrolled in the music performance pro-
Includes model composition work in tonal and post-tonal idi-
gram leading to the Bachelor of Music; exceptions may be
oms and readings in aesthetics, theory, notation and orches-
made with permission of the chairperson of the Department
tration. Problems in vocal composition are considered.
of Music.
Prerequisite: 250. {Spring}
Prerequisite: 152. {Fall}
305. Composition I. (2) Block, Shultis
505./405. Sixteenth-Century Counterpoint. (2) Hermann
Beginning compositional techniques, introducing 20th-cen-
Analysis and writing in the style of the 16th century.
tury harmony.
Enrollment in a graduate degree program in music is strongly
Prerequisite: 254. {Fall}
recommended. If the student is not pursuing a graduate
306. Composition II. (2) Block, Shultis degree program in music, enrollment will require instructor’s
Beginning compositional techniques, introducing 20th-cen- approval. {Fall, alternate years}
tury harmony. Continuation of 305.
506./406. Eighteenth-Century Counterpoint. (2)
FINE
FINE ARTS
539./439. Selected Topics in Music Theory. (3, no limit) 535./435. Special Topics in Music. (1-3, no limit) ∆
∆ Block, Hermann May be repeated for credit, no limit as long as subject matter
This course allows permanent or visiting faculty to develop varies. Enrollment in a graduate degree program in music
a course based on a topic related to advanced research is strongly recommended. If the student is not pursuing a
interests or expertise. May be repeated for credit, no limit, as graduate degree program in music, enrollment will require
long as topic varies. Enrollment requires instructor's approval. instructor’s approval. {Offered upon demand}
Prerequisite: 252 {Offered upon demand}
551. Graduate Problems. (1-3 to a maximum of 12) ∆
Enrollment in a graduate degree program in music is strongly
Vocal Technique recommended. If the student is not pursuing a graduate
degree program in music, enrollment will require instructor’s
109. Group Voice I. (1, no limit) ∆ approval. {Fall, Spring, Summer}
Open to beginners in voice except voice performance majors.
May be repeated for credit with permission of department
chairperson (or dean). {Fall, Spring} Thesis Courses
110. Group Voice II. (1, no limit) ∆ 499. Senior Thesis. (3-6 to a maximum of 6) ∆
May be repeated for credit with permission of department Open to seniors approved by the departmental honors com-
chairperson (or dean). mittee. {Summer, Fall, Spring}
Prerequisite: 109. {Fall, Spring}
599. Master’s Thesis. (1-6, no limit) ∆
209. Diction for Singers I. (2) Shepperson Enrollment requires instructor’s approval. Offered on a CR/
The International Phonetic Alphabet and its application to NC basis only. {Summer, Fall, Spring}
singing in English, Italian and Latin. {Fall} Restriction: Enrollment in a graduate degree program in
music.
210. Diction for Singers II. (2) Shepperson
A continuation of 209. Pronunciation of German and French
in singing. Applied Music (APMS)
Prerequisite: 209. {Spring}
Applied Music Fee Policy
266. Singing for Actors. (2) Umphrey In addition to tuition, all students enrolled in Applied Music
Vocal technique for the actor who wants to gain confidence must pay an applied music charge of $75 for 1 semester
in singing, specifically for audition purposes. Students are credit hour, or $150.00 for 2 or more semester credit hours.
assigned specific musical theater repertory and perform in an Other Department or College Fees, including the Fine Arts
ongoing workshop environment. Open to all levels. {Spring} Technology Fee and Music Department Course Fee, will also
apply. See Fees in this section of the catalog. All students
enrolling in Applied Music for vocal instruction will also be
Interdisciplinary Studies expected to pay for the services of an accompanist at lessons
and weekly rehearsals. Instrumentals may also need to pay
*484. Evaluating the Arts. (3) accompanying fees as dictated by the needs of their instru-
(Also offered as ARTH, DANC, MA, THEA 484.) Examines ment and as required by the instructor.
the practice of criticism, with emphasis on critical processes
that penetrate a variety of art forms. Also explores aes- Class Instruction. Class instruction is available for students
thetic theories and cultural outlooks that underpin practical whose experience and background do not quality them for
criticism. Undergraduates must have completed 6 hours of studio instruction. The Applied Music fee is not charged for
courses in the College of Fine Arts, 3 of which have Fine these courses. Course numbers are:
Arts designation. MUS 111, 112, 211, 212 Group Piano I–IV
Restriction: permission of instructor. MUS 109, 110 Group Voice I–II
487./587. Contemporary Interdisciplinary Topics. (3 to a Studio Instruction. An explanation of Applied Music
maximum of 6) ∆ course numbers is given below. Recital course numbers are
(Also offered as ARTH, DANC, MA, THEA 487.) Analyzes described at the bottom of the list. Please refer to degree plan
major instances of interdisciplinary influence and collabora- descriptions for specific requirements.
tion in the present day.
Restriction: permission of instructor. Bachelor of Music in Performance:
To study the principal instrument/voice, enroll in: 101,
584. Problems in Interdisciplinary Studies. (3 to a 102, 201, 202, 301, 302, 401, 402.
maximum of 6) ∆
(Also offered as ARTH, THEA 584 and MA *485.) An inde- To study a secondary instrument/voice or conducting or
pendent study in either critical studies or studio, beyond the composition, enroll in 119, 120, 219, 220, 319, 320, 419,
scope of the Fine Arts interdisciplinary courses, which may 420 (all available for either 1 or 2 hours credit).
occur within or outside the College of Fine Arts.
Bachelor of Music in Theory & Composition:
587./487. Contemporary Interdisciplinary Topics. (3 to a To study composition, enroll in 319, 320, 419, 420 (all
maximum of 6) ∆ available for either 1 or 2 hours credit).
(Also offered as ARTH, DANC, THEA 587 and MA *487.)
Analyzes major instances of interdisciplinary influence and To study the principal instrument/voice or a secondary
collaboration in the present day. {Spring} instrument/voice or conducting, enroll in 119, 120, 219,
220, 319, 320, 419, 420 (all available for either 1 or 2
hours credit).
To study any instrument/voice (principal or secondary) or must be approved for study by the Department Chair.
composition, enroll in 519, 520 (available for either 1 or
2 hours credit). For applied instruction in piano, if the degree requires the
ARTS
Applied Music Ensemble Requirement 119. Studio Instruction for the Non-Performance
All undergraduate students who are enrolled in Applied Concentration. (1 or 2 to a maximum of 16) ∆
Music must also participate in a major ensemble dur- Studio instruction in the principal instrument for freshmen
ing the same semester of enrollment. See above under pursuing the Bachelor of Arts in Music, the Bachelor of Music
Ensemble Requirements for specific degree plan require- Education, or the Bachelor of Music Concentration in Theory
ments. Students who do not participate in a major ensemble and Composition, String Pedagogy or Jazz Studies. Also for
as required will be withdrawn from Applied Music. the study of secondary instruments by any undergraduate
music major. Audition and instructor’s approval required for
The following exemptions will be made to the above policy: enrollment. {Fall, Spring}
a. Students pursuing the Bachelor of Music Concentration
in Theory and Composition will be exempt from concur- 120. Studio Instruction for the Non-Performance
rent major ensemble participation during enrollment in Concentration. (1 or 2 to a maximum of 16) ∆
applied music credits required by the degree, but major Studio instruction in the principal instrument for freshmen
ensemble requirements must be fulfilled for completion pursuing the Bachelor of Arts in Music, the Bachelor of Music
of the degree (see Ensemble Requirements). NOTE: If Education, or the Bachelor of Music Concentration in Theory
the student wishes to study applied music beyond the and Composition, String Pedagogy or Jazz Studies. Also for
hours required by the degree, he or she must then also the study of secondary instruments by any undergraduate
participate concurrently in a major ensemble. music major. Enrollment requires instructor’s approval.
b. Students pursuing the Music Minor are exempt from Prerequisite: 119. {Fall, Spring}
concurrent major ensemble participation during the four
semesters of applied music required by the degree. If 201. Studio Instruction for the Performance
the student continues to study applied music beyond Concentration. (2 to a maximum of 6) ∆
the four semesters required by the degree, he or she Studio instruction in the principal instrument for the sophomore
must then also participate concurrently in a major Bachelor of Music Performance Concentration. Enrollment
ensemble. requires instructor’s approval. Open only to undergraduates
c. Students pursuing the Bachelor of Music Performance enrolled in the music performance program leading to the
Concentration with Keyboard Emphasis in either piano Bachelor of Music; exceptions may be made with permission
or organ are exempt from concurrent major ensemble of the chairperson of the Department of Music.
participation, but major ensemble requirements must Prerequisite: 102. {Fall, Spring}
be fulfilled for completion of the degree (see Ensemble
Requirements). NOTE: If the student wishes to study 202. Studio Instruction for the Performance
applied music beyond the hours required by the degree, Concentration. (2 to a maximum of 6) ∆
he or she must then participate concurrently in a major Studio instruction in the principal instrument for the sophomore
ensemble. Bachelor of Music Performance Concentration. Enrollment
d. Students pursuing the Bachelor of Music Performance requires instructor’s approval. Open only to undergraduates
Concentration with Instrumental Emphasis in guitar are enrolled in the music performance program leading to the
exempt from concurrent major ensemble participation Bachelor of Music; exceptions may be made with permission
during enrollment in applied music credits required by of the chairperson of the Department of Music.
the degree, but major ensemble requirements must be Prerequisite: 201. {Fall, Spring}
fulfilled for completion of the degree (see Ensemble
Requirements). NOTE: If the student wishes to study 207. Studio Instruction for the Non-Major. (1, no limit) ∆
applied music beyond the hours required by the degree, Studio instruction for the non-music major, including the
he or she must then participate concurrently in a major music minor and music education minor. Enrollment requires
ensemble. instructor’s approval.
Prerequisite: 108. {Fall, Spring}
101. Studio Instruction for the Performance
Concentration. (2 to a maximum of 6) ∆ 208. Studio Instruction for the Non-Major. (1, no limit) ∆
Studio instruction in the principal instrument for the freshman Studio instruction for the non-music major, including the
Bachelor of Music Performance Concentration. Audition and music minor and music education minor. Enrollment requires
instructor’s approval required for enrollment. Open only to instructor’s approval.
undergraduates enrolled in the music performance program Prerequisite: 207. {Fall, Spring}
leading to the Bachelor of Music; exceptions may be made
with permission of the chairperson of the Department of 219. Studio Instruction for the Non-Performance
Music. {Fall, Spring} Concentration. (1 or 2 to a maximum of 16) ∆
Studio instruction in the principal instrument for sophomores
102. Studio Instruction for the Performance pursuing the Bachelor of Arts in Music, the Bachelor of Music
Concentration. (2 to a maximum of 6) ∆ Education, or the Bachelor of Music Concentration in Theory
Studio instruction in the principal instrument for the freshman and Composition, String Pedagogy or Jazz Studies. Also for
Bachelor of Music Performance Concentration. Enrollment the study of secondary instruments by any undergraduate
requires instructor’s approval. Open only to undergraduates music major. Enrollment requires instructor’s approval.
enrolled in the music performance program leading to the Prerequisite: 120. {Fall, Spring}
Bachelor of Music; exceptions may be made with permission
of the chairperson of the Department of Music. 220. Studio Instruction for the Non-Performance
Prerequisite: 101. {Fall, Spring} Concentration. (1 or 2 to a maximum of 16) ∆
Studio instruction in the principal instrument for sophomores
107. Studio Instruction for the Non-Major. (1, no limit) ∆ pursuing the Bachelor of Arts in Music, the Bachelor of Music
Studio instruction for the non-music major, including the Education, or the Bachelor of Music Concentration in Theory
music minor and music education minor. Audition and instruc- and Composition, String Pedagogy or Jazz Studies. Also for
tor’s approval required for enrollment. {Fall, Spring} the study of secondary instruments by any undergraduate
music major. Enrollment requires instructor’s approval.
108. Studio Instruction for the Non-Major. (1, no limit) ∆ Prerequisite: 219. {Fall, Spring}
Studio instruction for the non-music major, including the
music minor and music education minor. Enrollment requires 301. Studio Instruction for the Performance
instructor’s approval. Concentration. (3 to a maximum of 9) ∆
Prerequisite: 107. {Fall, Spring} Studio instruction in the principal instrument for the junior
Bachelor of Music Performance Concentration. Enrollment
118. Basic Applied Skills. (2 to a maximum of 6) ∆ requires instructor’s approval. Open only to undergraduates
For music majors who do not yet possess sufficient skill to be enrolled in the music performance program leading to the
admitted to APMS 119. Scales, arpeggios, études, technical Bachelor of Music; exceptions may be made with permission
drills. Credit not applicable to a degree in Music. Audition and of the chairperson of the Department of Music.
instructor’s approval required for enrollment. {Fall, Spring} Prerequisite: 202. {Fall, Spring}
302. Studio Instruction for the Performance 408. Studio Instruction for the Non-Major. (1, no limit) ∆
Concentration. (3 to a maximum of 9) ∆ Studio instruction for the non-music major, including the
Studio instruction in the principal instrument for the junior music minor and music education minor. Enrollment requires
Bachelor of Music Performance Concentration. Enrollment instructor’s approval.
requires instructor’s approval. Open only to undergraduates Prerequisite: 407. {Fall, Spring}
enrolled in the music performance program leading to the
Bachelor of Music; exceptions may be made with permission 419. Studio Instruction for the Non-Performance
of the chairperson of the Department of Music. Concentration. (1 or 2 to a maximum of 16) ∆
Prerequisite: 301. {Fall, Spring} Studio instruction in the principal instrument for seniors
pursuing the Bachelor of Arts in Music, the Bachelor of Music
307. Studio Instruction for the Non-Major. (1, no limit) ∆ Education, or the Bachelor of Music Concentration in Theory
Studio instruction for the non-music major, including the and Composition, String Pedagogy or Jazz Studies. Also for
music minor and music education minor. Enrollment requires the study of secondary instruments by any undergraduate
instructor’s approval. music major. Enrollment requires instructor’s approval.
Prerequisite: 208. {Fall, Spring} Prerequisite: 320. {Fall, Spring}
308. Studio Instruction for the Non-Major. (1, no limit) ∆ 420. Studio Instruction for the Non-Performance
Studio instruction for the non-music major, including the Concentration. (1 or 2 to a maximum of 16) ∆
music minor and music education minor. Enrollment requires Studio instruction in the principal instrument for seniors
instructor’s approval. pursuing the Bachelor of Arts in Music, the Bachelor of Music
Prerequisite: 307. {Fall, Spring} Education, or the Bachelor of Music Concentration in Theory
and Composition, String Pedagogy or Jazz Studies. Also for
319. Studio Instruction for the Non-Performance the study of secondary instruments by any undergraduate
Concentration. (1 or 2 to a maximum of 16) ∆ music major. Enrollment requires instructor’s approval.
Studio instruction in the principal instrument for juniors pur- Prerequisite: 419. {Fall, Spring}
suing the Bachelor of Arts in Music, the Bachelor of Music
Education, or the Bachelor of Music Concentration in Theory 491. Senior Recital. (0)
and Composition, String Pedagogy or Jazz Studies. Also for For the student pursuing the Bachelor of Music in Performance,
the study of secondary instruments by any undergraduate String Pedagogy, Theory and Composition or Jazz Studies,
music major. Enrollment requires instructor’s approval. or the Bachelor of Music Education only. Must be taken in
Prerequisite: 220. {Fall, Spring} conjunction with the appropriate level of Studio Instruction:
APMS 401 or 402 for Performance Concentration, APMS 419
320. Studio Instruction for the Non-Performance or 420 for String Pedagogy, Theory and Composition, Jazz
Concentration. (1 or 2 to a maximum of 16) ∆ Studies or B.M.E. No extra lesson time is allotted for APMS
Studio instruction in the principal instrument for juniors pur- 491. Enrollment requires instructor’s approval. Consult the
suing the Bachelor of Arts in Music, the Bachelor of Music Department of Music Undergraduate Student Handbook for
Education, or the Bachelor of Music Concentration in Theory requirements associated with the senior recital. Offered on a
and Composition, String Pedagogy or Jazz Studies. Also for CR/NC basis only. {Fall, Spring}
the study of secondary instruments by any undergraduate
music major. Enrollment requires instructor’s approval. 501. Studio Instruction in the Principal Area of
Prerequisite: 319. {Fall, Spring} Concentration. (2 or 4 to a maximum of 8) ∆
Studio instruction in the principal instrument (including voice)
391. Junior Recital. (0) for students pursuing the Master of Music Concentration in
For the student pursuing the Bachelor of Music in Performance Performance or Collaborative Piano. Studio instruction in
or Jazz Studies only. Must be taken in conjunction with the the principal area of concentration for students pursuing the
appropriate level of Studio Instruction: APMS 301 or 302 for Master of Music Concentration in Theory and Composition.
the Performance Concentration; APMS 319 or 320 for the Enrollment requires instructor's approval.
Jazz Studies Concentration. No extra lesson time is allotted Restriction: enrolled in Music graduate degree program.
for APMS 391. Enrollment requires instructor’s approval. {Fall, Spring}
Consult the Department of Music Undergraduate Student
Handbook for requirements associated with the junior recital. 502. Studio Instruction in the Principal Area of
Offered on a CR/NC basis only. {Fall, Spring} Concentration. (2 or 4 to a maximum of 8) ∆
Studio instruction in the principal instrument (including voice)
401. Studio Instruction for the Performance for students pursuing the Master of Music Concentration in
Concentration. (4 to a maximum of 12) ∆ Performance or Collaborative Piano. Studio instruction in
Studio instruction in the principal instrument for the senior the principal area of concentration for students pursuing the
FINE
FINE ARTS
Bachelor of Music Performance Concentration. Enrollment Master of Music Concentration in Theory and Composition.
requires instructor’s approval. Open only to undergraduates Enrollment requires instructor's approval.
enrolled in the music performance program leading to the Prerequisite: four hours of 501. Restriction: enrolled in Music
Bachelor of Music; exceptions may be made with permission graduate degree program. {Fall, Spring}
ARTS
520. Studio Instruction Outside the Principal Area of 243. Concert Choir. (1, no limit) ∆ Ellingboe
Concentration. (1 or 2 to a maximum of 8) ∆ (Also offered as MUS 243.) Select mixed-voice choral
Studio instruction in instruments (including voice), conducting ensemble, 28–34 singers. Performs significant works of the
or composition. For the study of secondary instrument or Renaissance, Baroque, Classic, Romantic and Contemporary
area by any graduate student in Music, or for the study of the periods. Audition required but open to all students. Maximum
principal instrument by students pursuing the Master of Music of 8 hours credit allowed toward degrees in the BUS, in the
Concentration in Conducting, Music Education, Theory and College of Fine Arts or in the College of Education; 4 hours in
Composition, or Music History and Literature. Enrollment other colleges. {Fall, Spring}
requires instructor’s approval.
Restriction: enrolled in Music graduate degree program. 292. Early Childhood Music for Classroom Teachers.
{Fall, Spring} (3)
Introductory course for teachers wanting to learn to use
591. Studio Instruction and Graduate Recital. (2 or 4 to music in childcare, kindergarten and primary classrooms.
a maximum of 8) ∆ Topics include: children's literature, the child voice, move-
Studio instruction in the principal instrument or area of ment and instruments in early childhood settings. {Fall}
concentration for students pursuing the Master of Music in
Performance, Conducting or Collaborative Piano. Course 293. Multicultural Awareness Through Music Skills. (3)
requirements include successful completion of the graduate Carlow
recital. Consult the University of New Mexico Catalog and The music of global ethnic groups with emphasis on the
the Department of Music Graduate Student Handbook for musical skills needed to assist the elementary teacher toward
requirements associated with the graduate recital. Maximum relevant enrichment in teaching the humanities. {Spring,
4 hours credit allowed in a given instrument (including voice) alternate years}
or area of concentration. Enrollment requires instructor's
approval. 298. Music for the Elementary Teacher. (3) Otero
Prerequisite: APMS 502 or MUS 572. Restriction: enrolled in Will prepare elementary classroom teachers to teach music
Music graduate degree program. {Fall, Spring} education in a self-contained classroom in traditional and
open situations. {Fall, Spring}
Music Education (MUSE) 313. Choral Music Methods. (3) [4] Carlow
Administration, organization, literature, teaching and conduct-
155. Orchestral Instruments. (1-2 to a maximum of 9) ∆ ing techniques appropriate for public school choral programs.
Group instruction in orchestral instruments and guitar. Open Prerequisite: 346 and 363 and 446. {Spring, alternate years}
only to students pursuing the Bachelor of Music Education
or the Bachelor of Music String Pedagogy or Theory and 315. Instrumental Music Methods. (3) Dalby
Composition concentrations. Specific areas are announced in Administration, organization, teaching and conducting tech-
the class schedule each semester. {Fall, Spring} niques appropriate for public school instrumental programs.
{Spring}
194. Introduction to Music Education. (1) Dalby
Will assist the student in discovering personal strengths and 317. Jazz Methods. (1) Kostur
weaknesses relative to a career as a professional music Teaching the jazz ensemble, including style and harmony,
educator. {Fall} methods, literature, organization and administration appropri-
ate for school jazz programs.
195. Introductory Teaching Practicum. (1) Dalby, Prerequisite: 194. {Fall, alternate years}
Carlow
Provides first-year music education majors with practical 346. Teaching Music in the Elementary Schools. (3)
teaching experience in music classrooms. Assists in evaluat- Carlow
ing the music education candidate's suitability for a music Designed for music education majors dealing with teaching
teaching career in terms of musicianship, leadership, com- music in grades K-6. Encompasses role of consultant, cur-
munication ability, and personal dispositions. Prerequisite: riculum development and materials of instruction, includes
194. {Spring} supervised laboratory teaching experiences. Successful
completion of Music Education screening is required for
213. Choral Lab. (0) Carlow enrollment.
Designed to provide future choral teachers with experience Prerequisites: 194 and 195. {Fall}
conducting and rehearsing standard literature with a choral
ensemble. Prerequisites: MUSE 194 and MUSE 195 and two 347. Introduction to Early Childhood Music Education.
semesters of MUS 101. Offered on a CR/NC basis only. (1) Carlow
Prerequisite: 194 and two semesters of MUS 101. Offered An introductory methods course focused on music education
on a CR/NC basis only. {Fall, alternate years} of infants, toddlers and pre-schoolers. Includes field experi-
ences with the UNM Music Prep School early childhood
215. Instrumental Lab. (0) Dalby classes.
Designed to provide future instrumental teachers with expe- Prerequisite: 346. {Spring, alternate years}
rience conducting and rehearsing standard literature with
an instrumental ensemble. Students will also hone their 363. Conducting. (2) Rombach-Kendall
performing skills on the various instruments of the band and Basic conducting skills directed toward music education
orchestra. majors. Development of beat patterns, expressive gestures,
Prerequisite: 194 and 195 and two semesters of MUS 101. score reading and score study. Lab experience with conduct-
Offered on a CR/NC basis only. {Spring, alternate years} ing class ensemble.
Prerequisite: MUS 252. Restriction: junior or senior standing;
233. Symphony Orchestra. (1, no limit) ∆ Pérez-Gómez Bachelor of Music Education major. (Fall)
(Also offered as MUS 233.) Study and public performance of
symphonic literature. Auditions required. Maximum of 8 hours 400. Student Teaching in the Elementary School. (3-6,
credit allowed toward degrees in the BUS, in the College of no limit) ∆ Carlow, Dalby
Fine Arts or in the College of Education; 4 hours in other col- Student must have completed preliminary requirements as
leges. {Fall, Spring} stated in the Department of Music Undergraduate Student
Handbook in order to enroll. {Fall, Spring}
241. University Band. (1, no limit) ∆ Rombach, Simons
(Also offered as MUS 241.) Study and performance of con- 415. Instrumental Repertory. (1) Rombach
cert band literature. Marching band required for wind and Selecting repertoire for middle school and high school bands
percussion emphases in music education. Audition required and orchestras, with emphasis on criteria, resources, teach-
but open to all students. Maximum of 8 hours credit allowed ing of comprehensive musicianship through repertoire and
toward degrees in the BUS, in the College of Fine Arts or in programming.
the College of Education; 4 hours in other colleges. {Fall, Prerequisites: 194 and 195. {Fall, alternate years}
Spring}
UNM CATALOG 2010–2011 Symbols, page 653.
THEATRE AND DANCE 509
429./529. Workshop. (1-4, no limit) ∆ require instructor’s approval. {Every third Summer and every
Intensive study of a particular topic related to the field of third Spring}
Music Education. {Summer}
538./438. Selected Topics in Music Education. (3, no
438./538. Selected Topics in Music Education. (3, no limit) ∆ Dalby, Carlow
limit) ∆ Dalby, Carlow This course allows permanent or visiting faculty to focus
This course allows permanent or visiting faculty to focus a a course structured around their expertise or research
course structured around their expertise or research activi- activities. Enrollment in a graduate degree program in Music
ties. {Spring, alternate years} Education is strongly recommended. If the student is not pur-
suing the Master of Music Concentration in Music Education,
441. Marching Band Methods. (2) enrollment will require instructor’s approval. {Offered upon
Methods of teaching, organizing and administering the demand}
marching band, including charting, arranging, movement,
drill and dealing with percussion and support units (e.g., 543./453. Music for the Pre-school Child. (3) Carlow
flags, twirlers). Current computer technology used in creating The teacher in private pre-school institutions, church schools,
marching drill will be taught. {Spring, alternate years} kindergarten; the role of the music consultant. {Offered upon
demand}
443./553. Music for the Pre-school Child. (3) Carlow
The teacher in private pre-school institutions, church schools, 550. Philosophy of Music Education. (3) Dalby
kindergarten; the role of the music consultant. An examination of relevant topics and issues in music
Restriction: junior or senior standing. {Fall, alternate years} education philosophy, aesthetics and history. Enrollment in
a graduate degree program in Music Education is strongly
*446. Secondary School Music. (3) Dalby recommended. If the student is not pursuing the Master of
An examination of the role of music in secondary schools. Music Concentration in Music Education, enrollment will
Topics include curricula, teaching methodology, classroom require instructor’s approval. {Every third Summer and every
management, measurement and evaluation, music technol- third Spring}
ogy and how these areas can be brought together for a suc-
cessful teaching experience. 551. Graduate Problems. (1-3 to a maximum of 12) ∆
Prerequisite: 346. {Fall} Dalby, Carlow
Enrollment in a graduate degree program in Music Education
455. Teaching Reading in the Music Classroom. (3) is strongly recommended. If the student is not pursuing the
Carlow Master of Music Concentration in Music Education, enrollment
Developing competencies in teaching strategies for music will require instructor’s approval. {Summer, Fall, Spring}
teachers; establishing a theoretical framework for exploring
approaches to reading/language development in the music 557./457. Foundations of Musical Behavior. (3) Dalby
classroom. Emphasis on teaching activities, specialized An in-depth study of the nature and development of aural
skills, learning content through reading of primary/secondary musicianship. Topics include music aptitude, audiation, and
sources. {Spring and Fall, even-numbered years} music learning theory and Kodály pedagogy. Class activities
will help participants refine and broaden their own musical
457./557. Foundations of Musical Behavior. (3) Dalby skills. {Fall}
An in-depth study of the nature and development of aural
musicianship. Topics include music aptitude, audiation, and 598. Music Education Project. (1-4) Carlow, Dalby
music learning theory and Kodály pedagogy. Class activities A substantial investigation of an appropriate music education
will help participants refine and broaden their own musical topic, accomplished according to basic or applied research
skills. models, resulting in original research findings of music teach-
Restriction: junior or senior standing. {Fall} ing materials and methodologies suitable for specific teaching
settings. Open only to students pursuing the Master of Music
461. Student Teaching in the Secondary Schools. (3-6, Concentration in Music Education. {Summer, Fall, Spring}
no limit) ∆ Dalby, Carlow
Student must have completed preliminary requirements as 599. Master’s Thesis. (1-6, no limit) ∆ Carlow, Dalby
stated in the Department of Music Undergraduate Handbook An original, empirical or practical project carried out under
in order to enroll. faculty supervision. A substantial written report is expected,
Prerequisite: 446. {Fall, Spring} one copy of which must be bound for retention by the
department. Consult the Department of Music Graduate
529./429. Workshop. (1-4, no limit) ∆ Student Handbook for total credit requirements. Open only
Intensive study of a particular topic related to the field of to students pursuing the Master of Music Concentration in
Music Education. See degree restrictions for the Master of Music Education. Offered on a CR/NC basis only. {Summer,
FINE
FINE ARTS
James Linnell, Ph.D., University of California (Berkeley) 3. Students whose conduct reveals a persistent inability
Susan Pearson, M.F.A., Southern Methodist University, to work effectively with others or an unwillingness to
Meadows School of the Arts adhere to generally recognized standards of profes-
Jennifer Predock-Linnell, Ph.D., The University of New sional behavior.
Mexico
Associate Professors
Degree Requirements
Elaine Avila, M.F.A., California Institute of the Arts
Donna Jewell, M.F.A., New York University, Tisch School Theatre and Design
of the Arts
Gordon Kennedy, M.F.A., University of California (Los Bachelor of Arts in Theatre (B.A.)
Angeles)
The Bachelor of Arts in Theatre provides the student with
William Liotta, M.F.A., California Institute of the Arts
the opportunity to obtain a comprehensive background in the
William Walters, M.F.A., Southern Methodist University,
discipline of theatre. It is intended for students who wish to
Meadows School of the Arts
pursue a generalized course of study or who wish to focus
Assistant Professors
their higher studies in the areas of: Acting, Dramatic Writing,
Brian Herrera, Ph.D., Yale University
History and Criticism, or Theatre Education.
Kristen Loree, M.F.A., New York University, Tisch School
of the Arts The Theatre BA is designed for students who may wish to
Mary Anne Santos Newhall, Ph.D., University of New pursue further studies of theatre at the graduate level or in a
Mexico conservatory and for those who wish to use the study of the-
Vladimir Conde Reche, M.F.A., University of Iowa atre as a nexus for their general education in the liberal arts.
Christopher Sousa-Wynn, M.F.A., University of California, 1. Courses outside the major:
Irvine a. Thirty-seven hours from courses offered by departments
of the College of Arts and Sciences including Core
Lecturers Curriculum requirements (see Fine Arts Graduation
Kathy Clawson (Theatre), M.M., University of New Mexico Requirements).
Marisol Encinias (Dance), Professional Experience b. Six hours selected from the College of Fine Arts
Paul Ford (Theatre), Professional Experience (outside the major) chosen from ARTH 101, 201, 202,
Richard Hess (Design), M.A., Kent State University Cinematic Arts 210, MUS 139, or one three-credit
Karen Price (Dance), Professional Experience studio course offered by the Departments of Art and Art
Stacia Smith, (Design) M.A., University of New Mexico History, Cinematic Arts, or Music.
c. Fourteen hours of elective credits chosen from outside
Professors Emeritus the major.
Judith Chazin-Bennahum (Dance), Ph.D., The University of Total outside the major 57 hours
New Mexico
Brian Hansen (Theatre), Ph.D., University of Minnesota 2. Courses in the major: Theatre
Bill Evans (Dance), M.F.A., University of Utah a. Three hours: 105 Theatre Appreciation
Clayton Karkosh (Theatre), M.F.A., Yale University b. Twelve hours of history/ criticism:
John Malolepsy (Design), M.F.A., University of Wisconsin 335 Theatre History I
Denise Schulz (Theatre), M.F.A., University of Texas 336 Theatre History II
Digby Wolfe (Theatre), Extensive Professional Experience six hours: 438 Topics in Theatre History/Criticism
439 Performance Theories of Theatre
Introduction c. Three hours: 120 Acting I
d. Three hours: 224 Voice and Movement I
The majors in Theatre, Design and Dance offered by the e. Three hours: 366 Stage Management
College of Fine Arts are described below. Check with the f. Nine hours of Design and Production:
Advisor of the College of Fine Arts for further information and 192 Stagecraft I
advisement. Additionally, to take full advantage of the areas 194 Introduction to Costuming
of concentration, students must seek advisement from the 196 Introduction to Stage Lighting
Department of Theatre and Dance advisors their first semes- g. Three hours of dance technique chosen from: 110
ter. Students interested in teacher certification in theatre and Modern Dance I, 149 Ballet I, -or- 169 Flamenco I
dance are directed to information listed under the heading (advanced placement in one of the three styles is
Teacher Licensure in Fine Arts: Theatre and Dance. possible by permission based on previous experience)
h. Three hours chosen from: 415 Theatre for Education
The programs of studies in Theatre, Design and Dance often and Social Change, 418 Creative Drama, 419 Children’s
include production work as an integral part of classroom Theatre, -or- 444 Outreach Company
instruction and students are expected to participate in all i. Twenty-one hours of Theatre electives, chosen with
phases of such work that may occur in the required courses. advisement.
Total within the Theatre Major 60 hours
In the department, the progression of course levels from
beginning to advanced is carefully structured. The faculty 3. Fifteen hours of free electives from any department,
places each student at a level of instruction based on both chosen with advisement. (May include Theatre and
the student’s ability and achievement. Dance).
Total Degree Hours 132 hours
In addition to the course requirements listed for the majors,
you must satisfy general College and University requirements
for graduation. A minimum of 128 hours is required in all Bachelor of Arts in Design for
curricula. Of these, at least 40 hours must be completed in
courses numbered 300 or above. Effective Fall 1993, courses
Performance (B.A.)
in the Theatre and Dance Major must be completed with a The B.A. in Design for Performance prepares students for
C- or better to count toward the degree. Furthermore, the careers or graduate study in designing and producing for
faculty reserves the right to disqualify from further enrollment the broad spectrum of performance venues, whether live,
or participation in departmental programs: mediated, or electronic. The program of study and activities
1. Students whose grade point average falls below 3.00 in range from Theatre, Dance, and Opera, to Television and
their major; Film, Concerts and Special Events, and the new emerging
2. Students who fail to demonstrate reasonable progress digital, electronic, and interactive performing arts. Students
and development in their course work in Theatre and can focus their studies in a number of areas, including-
Dance, particularly by the end of their sophomore year Scenic, Costume, Lighting, and Sound Design/Production,
of studies; Computer-Based Design and Visualization, 3D Modeling
and Animation, Interactive Technology, and similar high-tech
disciplines. Students are provided a wide range of practical Bachelor of Arts in Dance
and theoretical classes, hands-on production experiences,
and actual design opportunities. Interdisciplinary programs of The Bachelor of Arts in Dance presents a broad perspective
study and activities are highly encouraged. There are yearly on dance training within a liberal arts context. Students com-
portfolio reviews for continuation in the program of study. pleting the B.A. in Dance are well prepared to pursue both
Seek advisement early. graduate work and professional careers in Dance Education,
Dance History/Criticism and Dance Performance. The B.A.
1. Courses outside the major, University requirements: has two areas of concentration: Contemporary Dance and
A. Thirty-seven hours from courses offered by Departments Flamenco. Ours is the only program in the United States
in the College of Arts and Sciences including the Core to offer a fully developed curriculum in Flamenco technique
Curriculum (See Fine Arts graduation requirements). and choreography. Students who choose the Flamenco
1. nine hours from Writing and Speaking concentration will be advised to participate for two summers
2. three hours chosen from English 352 or 353 in the annual Flamenco Festival held on the University of
3. three hours from mathematics New Mexico campus each June. Auditions to be accepted
4. seven hours from physical and natural sciences as a Dance major are the last Saturday of September and
5. six hours from social and behavioral sciences January. Faculty dance concert and guest artist auditions
6. six hours from humanities are mandatory for all dance majors and are held Tuesday
7. three hours from a foreign language evenings. Dance majors are required to perform in these
works if cast.
B. Six hours selected from the College of Fine Arts (outside
the major) offered by the Department of Art and Art Departmental Advisement: All Dance majors and minors
History ARTH 101, 201, 202 must receive departmental advising each semester. Majors
C. Seventeen hours of electives chosen from outside the and minors will not be permitted to participate in technique
major. classes until the Program Advisor has approved their course
Total outside the major 60 hours selections.
b.
Elective Courses, 6–7 hours chosen from: To enter the program, the student should have completed
DANC 118 Tap I 3 an undergraduate major in theatre or dance or have taken
DANC 132 Jazz I 3 a minimum of 24 hours in Theatre and/or Dance, including
DANC 218 Tap II 3 History, Criticism, Dramatic Literature, Directing, Playwriting,
DANC 232 Jazz II 3 Choreography, Technical Theatre and Performance. However,
MUS 172 Jazz History 3 students with undergraduate degrees in other disciplines are
MUSE 293 Multicultural Awareness Through eligible for admittance. Contact the Department for informa-
Music Skills 3 tion.
MUS 422/552 Indigenous World Music 3
AMST 310 Topics in Culture Studies 3 The student applying for admission should obtain a Self-
Subtotal 6–7 hours Managed Application from the Office of Admissions:
TOTAL 24 hours Call: (505) 277-4332
Online application form: www.unm.edu/grad (click forms)
Additional Information Other application materials required by the department:
• Three letters of recommendation
• Academic/scholarly writing sample
Fees For the M.F.A. in Dramatic Writing–
Students are reminded that all Theatre and Dance courses • A full-length script (stage, screen television play;
have fees associated with special supplies and services. drama or comedy or two one-act plays)
These course fees must be paid to the University of New For the M.F.A. in Dance–
Mexico Cashier before the end of the third week of the semes- • A resume of educational and professional dance
ter. Refunds will be granted according to the refund schedule in experience
the Student Expenses section of this catalog. Classes subject • A 12-minute VHS videotape or DVD of recent chore-
to this charge bear the notation course fee required. ography or dance performance work
ticular, carefully delimited subject related to the student’s area 200. Theatre Practicum. (1 to a maximum of 4) ∆
of study. Plan I is especially recommended for students who Participation in University theatre season in production
intend to eventually pursue a Ph.D. The thesis must be writ- capacity. May not duplicate other course assignments.
ten in the UNM Office of Graduate Studies format. Offered on a CR/NC basis only.
Basic techniques, tools and materials for construction of artists, architects, and electronic media creators.
stage scenery. Crew assignments on departmental produc-
tion required. {Fall, Spring} 294. Make Up Design for Stage, Film and Television. (3)
Basic techniques of make up design for stage, film and televi-
194. Introduction to Costuming. (3) sion through the use of a variety of materials.
Basic techniques, tools, materials of costume construction.
Crew assignment on departmental production required. 295. Studies in Theatre. (1-3 to a maximum of 9) ∆
{Fall, Spring} Lecture and studio study on various topics in Theatre. {Fall,
Spring}
196. Introduction to Stage Lighting. (3) [4]
Basic techniques of stage lighting. Crew assignment on 296. Lighting Methods and Equipment. (3)
departmental production required. {Fall, Spring} Theory and practice of lighting for the stage. Crew assign-
ment on departmental production required.
199. Production Lab. (1 to a maximum of 3) ∆ Prerequisite: 196. {Fall, Spring}
The purpose of this course is to provide a laboratory for stu-
dents in which they can acquire practical artistic skills, which 297. Sound for Performance. (3)
culminates in a public presentation. Introduction to the equipment and techniques of sound
Prerequisite: 192 and 194 and 196. for performance. Hands on experience with microphones,
mixers, processors, digital recordings, CDs and computer
programs for sound production.
320. Acting Characterization. (3) 387. Design History and Styles. (3)
Methods for developing a wide range of characters with A multimedia introduction to the craft, history and styles of
an emphasis on developing physical, vocal and emotional costume, lighting, scenery and theatre space design for
skills that allow the actor to stretch away from type. {Fall performance. A study of the influence of seminal figures in
alternate years} design from the renaissance to the present.
322. Topics in Physical Theatre. [Physical Theatre.] (3 390. Scenic Painting for Stage and Screen. (3)
to a maximum of 12) [3] ∆ Principles and practice of scenic painting techniques, includ-
This course explores advanced movement techniques ing: color mixing, textures, faux finishes, and large scale
through text, scenes, monologues and in-class exercises. backdrop painting.
We will work in-depth with imagination, and the concepts of Prerequisite: 192 and 292.
psychological gesture and invisible body.
Prerequisite: 120 and 224. 391. Advanced Scenic Techniques. (3 to a maximum
of 12) [3] ∆
324. Speech and Diction for the Stage. (3) Principles and practice of advanced scenic techniques includ-
The basics of standard American stage speech, clear articu- ing rigging, structural analysis, OSHA safety, scene painting
lation and an introduction to the use of the international and technical direction.
phonetic alphabet as a tool for correcting regionalisms and
learning stage dialects. 392. Introduction to Scenic Design for Performance
Prerequisite: 224. and New Media. [Fundamentals of Design Theory for
Performance and New Media.] (3)
326. Acting for the Camera. (3) Course covers the techniques, goals and concepts of sce-
Introduction to performance before the camera, including: nic design for theatre, television, film, and new media.
terminology, acting technique, audition skills and technical Theoretical, conceptual, and practical issues are addressed.
experience for television, film, video and beyond. Students complete a series of conceptual design projects.
Prerequisite: 220. Prerequisite: 105 and 292.
methods to teach drama and to use drama to teach other 458./558. Screenwriting. (3 to a maximum of 6) ∆
subjects in the school curriculum. Investigation of the art of writing the feature-length film. Study
is performed in tandem with the development of a treatment
419./519. Children’s Theatre. (3) and a script with revisions.
An overview of theatre for children and youth in the U.S.
and Europe. Examination of age-appropriate scripts and 460./560. Comedy Writing I. (3)
production approaches. Possible participation in workshop Short skits, sketches, monologues and musical satires have
production. become a living reminder of the old adage, “Brevity is the
sole of wit.” This course teaches how to write comedy in the
420. Acting-Topics in Classical Styles. (3) short form.
Focuses on a textual and physical approach to the perfor-
mance of Shakespearean and Grecian texts, with numerous 461./561. Comedy Writing II. (3)
performance opportunities that build upon the work done in Can comedy co-exist with tragedy? Writers of full-length
Mastering Classical Language. comedies such as “Life is Beautiful” and “M*A*S*H” believe
Prerequisite: 221 or 424. it not only can, but must. This course focuses on writing this
combination of opposites.
421./521. Acting-Entering the Profession. (3)
Preparation for a career as a performer, with focus on the- *467. Performance Study (Acting Skills Tutorial). (1-3,
atrical and film auditions, callbacks and interviews. Includes may be repeated 3 times) ∆
practical information on professional etiquette, marketing and Emphasis on acting skills in the preparation of dramatic
creating a strong career plan. materials.
Prerequisite: 221. Prerequisite: 221.
422./522. Acting-Topics in Modern Styles. (3) 470./570. Architectural Modeling, Visualization, and
Development of acting skills necessary to perform plays Presentation for Designers. (3)
written in a variety of modern and post modern styles that For students wishing to use computers to explore the
depart from realism. aesthetics of space/time/volume. Covers techniques in high-
Prerequisite: 221. end modeling/animation of spaces/environments, sophisti-
cated visualization software, and advanced presentation via
424./524. Mastering Classical Language. (3) image, sound and video.
Consideration of Grecian and Shakespearean texts with an
eye towards a more expansive vocal approach and a clear 471./571. Video Content Production. [Multimedia
method that allows for greater success in the analysis and Production for Designers.] (3)
performance of these challenging texts. Course explores technological and artistic potential of com-
Prerequisite: 221 and 224. puters for creating and presenting productions utilizing
moving images, sound and text. Includes computer image
*426. Performance Art. [Performance Arts.] (3) manipulation, video/sound editing, programming presenta-
Students create and perform original acts of live art com- tions. For theatrical designers, media producers, artists,
bining various performance disciplines. Studio work will be journalists.
supplemented by lectures examining performance art and
artist. The role of performance in our lives will be probed. 472./572. 3-D Modeling and Animation for Designers. (3)
This course explores the technology and techniques of
428. Topics in Musical Theatre. (3 to a maximum of computer based 3-D illustration, 3-D modeling and 2-D/3-
9) ∆ D animation. Students will learn a variety of techniques
Course material varies, including: training in audition prepa- and computer programs and create a series of conceptual
ration, ensemble performance, repertoire, musical theatre projects.
movement and cabaret performance.
Prerequisite: 328. Pre- or Corequisite: 121. Restriction: 473. Interactive Design and Technology. (3)
permission of instructor. Course explores the technology and techniques for planning,
creating and presenting interactive events, whether for live
438./538. Topics in Theatre History and Criticism. (3 to performance, installations, the web, or other applications.
a maximum of 9) ∆ Students will incorporate video, sound, imagery, and interac-
Subject differs by semester. May include eras, genres, move- tive technology in a series of projects.
ments, individuals or theories, e.g., melodrama, feminism
and theatre, non-western traditions, Brecht and Artaud, popu- 475./575. Special Topics in Computers for Design. (1-3
lar entertainments, postcolonial theatre. Advanced lecture/ to a maximum of 6) ∆
Intensive study and practice in computers and technology for
FINE
FINE ARTS
discussion.
design and performance. Topics vary. {Offered on demand}
439./539. Theories of Theatre. (3 to a maximum of 6) ∆
An interdisciplinary, historical, multinational survey of the- 482. Scene Design Project. (1-3 to a maximum of 3) ∆
ARTS
atrical and non-aesthetic performance theories. Focus on Advanced production work in set design for an actual
the intersection of theatre practice and assumptions about performance under the supervision of the design faculty.
everyday life. Lecture/discussion. Presentation of portfolio on finished project to design commit-
Prerequisite: 335 or 336. {Spring} tee necessary for final grade. Admission by portfolio.
Prerequisite: 392.
444./544. Outreach Company. (1-3 to a maximum of 4) ∆
Participation in Theatre and/or Dance productions or projects 483. Lighting Design II. (3)
which tour into the community. {Fall, Spring} Emphasis on designing for various types of stages. Crew
assignment on departmental production required.
*455. Seminar in Playwriting. (3 to a maximum of 6) ∆ Prerequisite: 396. {Spring}
Emphasis upon analysis of student-written plays.
*484. Evaluating the Arts. (3)
*456L. Playwriting Laboratory. (3 to a maximum of 6) ∆ (Also offered as ARTH, DANC, MA, MUS 484.) Examines the
Offered to provide playwriting students opportunities to work practice of criticism, with emphasis on critical processes that
in response to the staging of their developing playscripts. penetrate a variety of art forms. Also explores aesthetic theo-
ries and cultural outlooks that underpin practical criticism.
457. Advanced Dramatic Writing Workshop. (3 to a Restriction: permission of instructor.
maximum of 6) ∆
For advanced writers to develop applications of dramatic
structure through creation of an original longer form play
and to study examples from the history of dramatic literature.
{Fall}
486. Lighting Design Project. (1-3 to a maximum of 503. Performance Theory. (3)
3) ∆ The development of methods of interpretation and formation
Advanced production work in lighting design for an actual of theories suitable for both traditional and non-traditional
performance under the supervision of the design faculty. theatre and dance performance. {Spring of even numbered
Presentation of portfolio on finished project to design commit- years}
tee necessary for final grade. Admission by portfolio.
Restriction: permission of instructor. 504./404. Topics in Directing. (3, no limit) ∆
Advanced study of the special problems in directing required
487./587. Contemporary Interdisciplinary Topics. (3 to a by specific styles and stagings. Directing of a one-act script
maximum of 6) ∆ is required. Topics vary.
(Also offered as ARTH, DANC, MA, MUS 487.) Analyzes Prerequisite: 403. {Spring}
major instances of interdisciplinary influence and collabora-
tion in the present day. 506. Critical Issues in the Performing Arts. (3)
Restriction: Permission of instructor. {Spring} Examination of major problems and questions arising from
interaction between the performing arts and the political,
491. Professional Apprenticeship. (1-6, no limit) ∆ economic and social conditions in which they live. Survey of
Qualified students accepted by a professional company major figures in contemporary performing arts.
(e.g., The Santa Fe Opera, New Mexico Repertory Theatre,
Ringling Bros. Barnum and Bailey Circus) may register for 512. Graduate Seminar. (3 to a maximum of 9) ∆
technical production or acting credit. Topical seminars in the areas of Dramatic Writing, Directing
Restriction: permission of instructor. {Summer, Fall, Spring} and Theatre Education.
492. Advanced Scenic Design for Stage, Screen, and 515./415. Theatre for Educational and Social Change.
New Media. [Scene Design II: Theatrical.] (3) (3)
Study of the practice and techniques of scenic design for Methods for using interactive theatre techniques (e.g. Boal’s
theatre, opera and dance. Emphasis on developing personal Forum Theatre) and collaborative creation of plays for conflict
artistic vision in a collaborative art form. Students complete resolution, community building and examining social issues
conceptual design projects. in schools, theatre outreach programs and social service
Prerequisite: 392. organizations.
493. Art Direction for TV/Film. (3) 518./418. Creative Drama. (3)
Overview of the role, task and techniques of the Art Director/ Techniques for using informal, improvisational drama as a
Production Designer for television, film and electronic media. developmental tool with children, youth and special popula-
Covered are graphics, set design, location scouting, special tions in educational and recreational settings. Exploration of
effects, research, storyboarding, model making and computer methods to teach drama and to use drama to teach other
pre-visualization. subjects in the school curriculum.
495. Studies in Theatre. (1-3 to a maximum of 9) ∆ 521./421. Acting-Entering the Profession. (3)
Lecture and studio study on various topics in theatre. Preparation for a career as a performer, with focus on the-
atrical and film auditions, callbacks and interviews. Includes
496./596. Student Production Project. (1-3 to a maxi- practical information on professional etiquette, marketing and
mum of 9) ∆ creating a strong career plan.
Advanced studies in Theatre under the supervision of an indi-
vidual faculty member. This study must conclude in a project. 522./422. Acting-Topics in Modern Styles. (3)
This study may not be substitute for any course offered by Development of acting skills necessary to perform plays writ-
the Theatre Program. ten in a variety of modern and post-modern styles that depart
Restriction: permission of instructor. from realism. {Spring, alternate years}
497./597. Independent Study. (2-3 to a maximum of 9) ∆ 524./424. Mastering Classical Language. (3)
Advanced studies and research in Theatre under the super- Consideration of Grecian and Shakespearean texts with an
vision of an individual faculty member. This study must eye towards a more expansive vocal approach and a clear
conclude in a written project. This study may not substitute for method that allows for greater success in the analysis and
any course offered by the Theatre Program. All projects must performance of these challenging texts.
be approved by the Department. Prerequisite: 324. {Spring, alternate years}
498. Design Seminar. (3) 538./438. Topics in Theatre History and Criticism. (3 to
Explores current topics and trends in contemporary design a maximum of 9) ∆
aesthetics, portfolio and resume preparation, and discussions Subject differs by semester. May include eras, genres, move-
on the business of theatrical design and related industries. ments, individuals or theories, e.g., melodrama, feminism
Capstone course intended for students preparing for gradu- and theatre, non-western traditions, Brecht and Artaud, popu-
ation. {Fall} lar entertainments, postcolonial theatre. Advanced lecture/
discussion.
499. Departmental Honors. (3-6 to a maximum of 6) ∆
Students achieving an overall grade point of 3.50 will qualify 539./439. Theories of Theatre. (3 to a maximum of 6) ∆
to apply for departmental honors which requires a research or An interdisciplinary, historical, multinational survey of the-
creative project with supporting written document. atrical and non-aesthetic performance theories. Focus on
Restriction: permission of instructor. the intersection of theatre practice and assumptions about
everyday life. Lecture/discussion.
500. Introduction to Graduate Studies. (3) Prerequisite: 335 or 336. {Spring}
Research methods for performing arts including development
of working bibliography, types of documentation, investigation 544./444. Outreach Company. (1-3 to a maximum of 6) ∆
of research materials and resources in theatre and dance. Participation in Theatre and/or Dance productions or projects
Includes a survey of main types of studies undertaken in which tour into the community. {Fall, Spring}
theatre arts and dance. Required of all entering graduate
students. {Fall}
556. Dramatic Writing II. (4 to a maximum of 12) ∆ 587./487. Contemporary Interdisciplinary Topics. (3 to a
Phase #2 of an integrated experience in playwriting in which maximum of 6) ∆
experimental playwriting is explored, with an emphasis on (Also offered as ARTH, DANC, MUS 587 and MA 487.)
modern and post-modern examples. Original concepts are Analyzes major instances of interdisciplinary influence and
developed into plays to be read and revised. collaboration in the present day. {Spring}
557. The Writer’s Stage III. (4 to a maximum of 12) ∆ 593. Art Direction for TV/Film. (3)
Phase #3 of an integrated experience in playwriting. New Overview of the role, task, and techniques of the Art Director/
works are cast, rehearsed and presented to the public in the Production Designer for television, film, and electronic media.
form of concert readings or in special cases, more elaborate Covered are graphics, set design, location scouting, special
settings. effects, research, storyboarding, model making, and com-
puter pre-visualization.
558./458. Screenwriting. (3 to a maximum of 12) ∆
Investigation of the art of writing the feature-length film. The 596./496. Student Production Project. (1-3 to a maxi-
analysis of concept, premise and social arena to develop mum of 6) ∆
the student’s own original screenplay to include at least one Advanced studies in Theatre under the supervision of an indi-
major set of revisions. vidual faculty member. This study must conclude in a project.
This study may not be substitute for any course offered by
559. Topics in Dramatic Writing. (3 to a maximum of the Theatre Program.
12) ∆ Restriction: permission of instructor.
Selected topics for the professional dramatic writer. Includes:
screenwriting, writing for the stage (including musical the- 597./497. Independent Study. (2-3 to a maximum of 6)
atre), film, television and other media. Topics will be offered in ∆ {Fall, Spring}
response to student demand and guest artist availability.
598. Master’s Essay in Theatre and Dance. (3)
560./460. Comedy Writing I. (3) Offered for students who have been advanced to candidacy
Short skits, sketches, monologues and musical satires have and who have elected Plan II.
become a living reminder of the old adage, “Brevity is the
sole of wit.” This course teaches how to write comedy in the 599. Master’s Thesis. (1-6, no limit) ∆
short form. Offered on a CR/NC basis only.
moving images, sound and text. Includes computer image techniques and styles. Course fee required. {Fall, Spring}
manipulation, video/sound editing, programming presenta-
tions. For theatrical designers, media producers, artists, 113. Introduction to Historical Dance Forms. (3)
ARTS
431./531. Writing About Dance. [Dance Criticism.] (3) 499. Departmental Honors. (3-6 to a maximum of 12) ∆
Observation and written analysis of dance events with an Students achieving an overall grade point of 3.50 will qualify
emphasis on contemporary theories and performances. for departmental honors, which requires a research or cre-
Course fee required. {Spring of even-numbered years} ative project with supporting written document. Permission
of the department.
450./550. Movement Analysis III. (3)
Specialized problems in the effort, space harmony and 500. Introduction to Graduate Study. (3)
fundamentals of Laban Movement Theory. Students enrolled Research methods for performing arts including development
in 550 will submit a substantial final project, either written or of working bibliography, types of documentation, investigation
choreographic. Course fee required. of research materials in theatre and dance. Required of all
Prerequisite: 250. {Offered upon demand} entering graduate students. Course fee required. {Fall}
penetrate a variety of art forms. Also explores aesthetic theo- ways of constructing dance movement and composing new
ries and cultural outlooks that underpin practical criticism. works. Course fee required. {Fall}
Restriction: permission of instructor. Restriction: permission of instructor.
ARTS
531./431. Writing About Dance. [Dance Criticism.] (3) 579./479. Flamenco Choreography. (3)
Observation and written analysis of dance events with an Designed for advanced students with knowledge of Flamenco
emphasis on contemporary theories and performances. structure and improvisation, cante, palmas, and three levels
Course fee required. {Spring of even numbered years} of Flamenco technique, investigation of choreography in
Flamenco movement and rhythms. {Fall}
549. Dance Technique for Graduate Student. (1-4) ∆ Prerequisite: 379. Restriction: permission of instructor.
Regularly-scheduled technique course. Students must enroll
in the appropriate section by dance genre and level. Course 587./487. Contemporary Interdisciplinary Topics. (3 to a
fee required. {Fall, Spring} maximum of 6) ∆
(Also offered as ARTH, MUS, THEA 587 and MA *487.)
550./450. Movement Analysis III. (3) Analyzes major instances of interdisciplinary influence and
Specialized problems in the effort, space harmony and collaboration in the present day. Course fee required.
fundamentals of Laban Movement Theory. Students enrolled
in 550 will submit a substantial final project, either written or 596./496. Student Production Project. (1-3 to a maxi-
choreographic. Course fee required. mum of 12) ∆
Prerequisite: 250. {Offered upon demand} Independent project culminating in a formal, informal or video
performance. {Summer, Fall, Spring}
551–552. Problems (1-3 to a maximum of 12) ∆
597./497. Independent Study. (1-3 to a maximum of 12) ∆
562./462. Dance History I. (3) Independent project culminating in a final paper. Students
A study of the history of dance from tribal culture to 19th- must submit a proposal to instructor and Dance Program
century Romantic ballet. Extensive readings culminating in a Head. {Summer, Fall, Spring}
research paper will be required. Course fee required.
598. Master’s Essay in Theatre and Dance. (3)
563./463. Dance History II. (3) Offered for students who have been advance to candidacy
A survey of the origins of modern ballet and modern dance and who have elected Plan II. {Summer, Fall, Spring}
from the late 19th century to the beginning of Modernism.
Extensive readings culminating in a formal research paper. 599. Master’s Thesis. (1-6, no limit) ∆
Course fee required. Offered on a CR/NC basis only.
SCHOOL OF LAW
Kevin K. Washburn, Dean
School of Law, Bratton Hall
Introduction
MSC11 6070 The State Bar of New Mexico having previously adopted a
1University of New Mexico resolution to that end and the Legislature having financial
Albuquerque, NM 87131-0001 provision, the Regents of The University of New Mexico,
(505) 277-4700 on March 31, 1947, as expressly authorized by Laws 1889,
Ch. 138, Sec. 15, approved the establishment of a School
Professors of Law.
Marsha Baum, M.S.L.S., Columbia University; J.D., SUNY
at Buffalo
Norman C. Bay, J.D., Harvard University Accreditation
Reed Benson, J.D., Michigan
Barbara E. Bergman, J.D., Stanford University, (Associate The school is fully accredited; it was approved by the
Dean, Academic Affairs) American Bar Association on February 24, 1948, and mem-
Sherri L. Burr, J.D., Yale University bership in the Association of American Law Schools was
Louis Calderia, J.D., Harvard University granted in December 1948.
James W. Ellis, J.D., University of California (Berkeley)
Denise Fort, J.D., Catholic University of America
Christian G. Fritz, Ph.D., University of California (Berkeley);
Degree Program
J.D., University of California, Hastings College of Law The University of New Mexico School of Law offers a full-time
Laura Gomez, J.D., Ph.D., Stanford University course of study leading to the degree of Juris Doctor (J.D.).
Ellen Gauna, J.D., The University of New Mexico
Scott Hughes, LL.M., Temple University
April Land, LL.M., Georgetown University Admission Requirements
John P. LaVelle, J.D., University of California (Berkeley)
Information about the procedure for applying to the School of
Nathalie Martin, LL.M., Temple University
Law is contained in the School of Law Catalog. All applicants
Alfred D. Mathewson, J.D., Yale University
for admission to the School of Law are required to take the
Jennifer Moore, J.D., Harvard University
Law School Admission Test (LSAT), to register for the Law
Margaret Montoya, J.D., Harvard University
School Data Assembly Service and to have a baccalaureate
J. Michael Norwood, J.D., The University of New Mexico,
degree from an accredited college or university before time of
(Associate Dean for Clinical Affairs)
registration. Application material is available after September
Mario E. Occhialino, Jr., J.D., Georgetown University
1; the application deadline is February 1.
Elizabeth Rapaport, Ph.D., Case Western Reserve
University; J.D., Harvard University Beginning law students will be admitted at the opening of the
Antoinette Sedillo Lopez, J.D., University of California- fall semester only. No part-time students are admitted.
Los Angeles, (Associate Dean)
Carol Suzuki, J.D., Columbia University
Gloria Valencia-Weber, J.D., Harvard University Graduation Requirements
Kevin Washburn, J.D., Yale University
Christine Zuni Cruz, J.D., The University of New Mexico Detailed information about graduation requirements for the
School of Law is contained in the School of Law Bulletin and
Associate Professors Handbook of Policies. To be graduated from the University of
Eric Gerding, J.D., Harvard University New Mexico with a J.D. degree, a student must meet all of
Jose L. Martinez, J.D., University of California (Berkeley) the following requirements:
Sergio Pareja, J.D., Georgetown University 1. Residence. The student must spend the equivalent of at
Carol Parker, J.D., Wayne State University MSI, University least two full academic years in residence at accredited
of Michigan (Director of Library) law schools.
2. Credit hours. The student must earn at least 86 hours of
Assistant Professors law credit.
Camille Carey, J.D., University of California- Los Angeles 3. Grade point average. The student must attain at least a
Barbara Creel, J.D., University of New Mexico 2.00 overall grade point average.
4. Required Courses.
Legal Writing Instructors
a. First-year. The student must take the full first-year
Barbara Blumenfeld, J.D., Wayne State University
curriculum offered upon entrance.
Steven Homer, J.D., Harvard University
b. Professional responsibility. The student must take
Megan Argo, J.D., Widener University
and pass a professional responsibility course: Ethics
Professors Emeriti (LAW 750).
Michael B. Browde, J.D., Georgetown University c. Clinic. The student must participate satisfactorily
Robert J. Desiderio, J.D., Boston College in at least 6 hours of clinical law school credit, as
Charles T. DuMars, J.D., University of Arizona prescribed by the faculty. No extern field experience
Willis H. Ellis, J.D., Indiana University courses or skills courses apply toward this require-
Myron Fink, M.S.L.S., Columbia University; LL.M., New York ment. There are prerequisites and/or corequisites
Law School for all clinical courses.
Richard A. Gonzales, J.D., New York University d. Advanced writing requirement. Students are required
Frederick Hart, LL.M., New York University to complete the Advanced Writing Requirement by
G. Emlen Hall, J.D., Harvard University the beginning of their sixth semester.
LAW
1. Duplicating and Computer fees. All law students will 508. Property I. (2-4) 1
be charged a basic annual fee for duplicating and
computer costs. This fee is $300.00 ($150.00 paid each 510. Torts. (3-4) 1
semester. This fee may change without notice.)
2. Malpractice insurance. New Mexico does not mandate 512. Civil Procedure I. (2-4) 1
practicing lawyers to carry malpractice insurance. The
School of Law Clinic, however, believes it is fundamen- 513. Advocacy. (3-4) 1
tal professional responsibility to protect clients from Footnote:
potential harm which may be caused by our negligence. 1 Required.
The Clinic negotiates a new malpractice insurance
premium each year, buying the most coverage for
the most reasonable rate. To keep the cost down for
Second and Third Year Courses
each student, all students enrolled in Clinical courses 505. International Law. (2-3)
are required to pay an equitable share of the cost of
maintaining this insurance. This fee is approximately 509. Disabilities Law. (2-3)
$120.00. Students are informed of the actual rate no
later than the first day of Clinic classes and will pay their 511. Education Equity and the Law. (2-3)
fee to the School of Law during the semester in which
the student is enrolled in Clinical courses. 514. Access to Justice. (2-3)
3. Student Bar Association dues. All students registered
in the School of Law become members of the Student 515. Conflicts Indian Law. (1-3)
Bar Association (SBA). SBA officers collect one time,
516. Entertainment Law. (2-3)
voluntary dues charge of $90.00 from first year students
during the first week of the fall semester. Payment of 517. Trial Practice. [Trial Practice Workshop.] (2-3)
these dues entitles each student to a locker and allows
participation in SBA-sponsored activities. 518. Administrative Practice. (1-4)
528. Legal Research I. (1) 567. National Mock Trial Competition. (1-3)
Offered on a CR/NC basis only.
529. Criminal Procedure I-4th, 5th, 6th Amendments.
(1-3) 568. Natural Resources Journal III. (3)
Offered on a CR/NC basis only.
530. Federal Estate and Gift Tax. (1-3)
569. Natural Resources Journal IV. (3)
531. Health Law. (1-5) Offered on a CR/NC basis only.
532. Evidence. (2-4) 570. Introduction to Alternate Methods of Dispute
Resolution. (2-3)
533. Family Law I. (3-4)
571. Native American Rights. (2-3)
534. Federal Income Tax. (3-4)
572. Theory of Conflict. (2-3)
535. Health Law Moot Court. (1-2) Offered on a CR/NC
basis only. 573. Computer Law. (2-3)
536. Endangered Species. (2-3) 574. Federal Public Lands and Resources Law. (1-3)
537. Labor Law. (1-3) 575. Western Water Policy. (2-3)
538. Natural Resources Journal I. (2-3) 576. Energy Law. (2-3)
Offered on a CR/NC basis only.
577. Spanish for Lawyers I. (2)
539. Natural Resources Journal II. (2-3)
Offered on a CR/NC basis only. 578. Natural Resources: Indian Country. (1-3)
543. Animal Law Moot Court Competition. (1) 582. Economic Development in Indian Country. (2-3)
545. Estate and Retirement Planning. (2-3) 584. Indian Law. (2-3)
546. Antitrust Law I. (2-3) 585. Tribal Law Journal III-Staff. (1)
Offered on a CR/NC basis only.
547. Water Law. (2-3)
586. Tribal Law Journal IV-Editors. (2)
548. Refugee and Asylum Law. (2-3) Offered on a CR/NC basis only.
550. Basic Mediation Training. (2) 587. Tribal Law Journal IV-Staff. (1)
Offered on a CR/NC basis only. Offered on a CR/NC basis only.
551. Family Mediation Training. (2) 588. Legal History of New Mexico. (1-3)
Offered on a CR/NC basis only.
589. Information, Technology and Law. (2-3)
552. Federal Jurisdiction. (2-3)
590. Child Health Policy & Practice. (1-5)
553. Financial Literacy. (1-2)
591. Critical Race Theory. (2-3)
554. Indian Water Law. (2-3)
592. Constitutional Law Topics. (1-3)
555. Jurisprudence. (2-3)
593. Topics in Law. (1-9, no limit) ∆
556. National Hispanic Moot Court. (1-2)
Offered on a CR/NC basis only. 594. Independent Research. (1-3)
Offered on a CR/NC basis only.
557. Wills and Trusts. (1-4)
595. Tribal Law Journal I-Staff. (1)
558. Frederick Douglas Moot Court Competition. (1) Offered on a CR/NC basis only.
559. National Native American Moot Court. (1-2) 596. Tribal Law Journal I-Editors. (1-2)
Offered on a CR/NC basis only. Offered on a CR/NC basis only.
560. Gender and the Law. (2-3) 597. Tribal Law Journal II-Editors. (2)
LAW
603. Jessup International Moot Court. (1-2) 646. Environmental Law Moot Court Competition. (1)
Offered on a CR/NC basis only.
647. Employment Discrimination. (1-3)
605. Advanced Constitutional Rights. (2-3)
648. Indian Gaming. (2-3)
606. Civil Procedure II. (3-4)
649. Latin American Law. (3)
607. Employment Law. (2-3)
650. Mental Health and Retardation Law. (2-3)
608. Property II. (3-4)
652. Problems in Commercial Transactions. (1-3)
609. Advanced Legal Writing (2-3)
654. State & Local Tax. (2-3)
610. Advanced Bankruptcy. (2-3)
655. First Amendment Rights. (1-3)
611. Real Estate Planning. (1-3)
656. State Constitutional Law. (2-3)
612. AIDS & the Law. (2-3)
657. Global Issues in Financial Institution Regulation
613. Sexual Orientation and the Law. (2-3) (3)
616. Health Law Ethics & Policies. (1-5) 662. Mental Disability and Criminal Law. (1-3)
619. International Petroleum Transactions. (2-3) 665. First Amendment Rights: Church and State. (2-3)
622. Payment Systems. (1-3) 668. New Mexico Law Review III. (3)
Offered on a CR/NC basis only.
623. Sales of Goods. (2-3)
669. New Mexico Law Review IV. (3)
624. Mexican Legal Systems (2-3) Offered on a CR/NC basis only.
625. Supreme Court Decision-Making. (2-3) 670. Animal Law. (2-3)
626. International Criminal Law. (2-3) 671. Advanced Tort Litigation. (2-3)
627. Criminal Procedure II-Bail to Jail. (2-3) 679. International Business Transactions. (2-3)
628. Law of Indigenous People. (2-3) 683. Advanced Legal Research. (1-2)
629. Bankruptcy. (1-3) 690. Bioethics. (1-5)
630. Environmental Problems. (2-3) 691. Intellectual Property Law. (2-3)
631. Remedies. (2-4) 710. Pre-Trial Practice. (2-3)
632. Evidence/Trial Practice. (3-6) 714. Law Office Management. (1-3)
633. Advanced Evidence and Trial Practice. (2-6) 718. Interviewing, Counseling and Negotiations. (1-3)
634. Children’s Law. (2-3) 720. Mexican Externship Program (2-3)
635. Land Use Regulation. (2-3) 729. Advanced Clinic. (1-3)
Offered on a CR/NC basis only.
636. NAFTA: A Comparative Approach. (2-3)
730. Criminal Law in Practice. (4-6)
637. Medical Liability. (2-3)
750. Ethics. (2-3) 1
638. New Mexico Law Review I. (1-3 to a maximum of
3) [1-2] D Footnote:
Offered on a CR/NC basis only. 1 Required.
LAW
HEALTH
HEALTH SCIENCES
HEALTH SCIENCES CENTER
SCIENCES
Paul B. Roth, Dean ing of facts to teaching students the skills they will need to be
School of Medicine effective lifelong learners. Current educational initiatives are
Health Sciences & Services Building aimed at improving the integration of the basic sciences and
MSC09 5399 clinical medicine, shifting teaching and learning to ambulatory
1 University of New Mexico and community settings, integrating problem-based learning
Albuquerque, NM 87131-0001 throughout the curriculum and emphasizing computer literacy
(505) 272-5849 and information management skills.
The establishment of a school of basic medical sciences was The four-year curriculum, incorporates successful aspects of
authorized by the Regents and the faculty of The University conventional (lecture-based) medical school curricula with
of New Mexico in 1961. The first entering class was enrolled innovative aspects of small group learning found in prob-
in September 1964, and progress to the full four-year pro- lem-based curricula. These aspects include problem-based
gram was approved by the New Mexico State Legislature in and student-centered learning; early clinical skills learning
1966. Full accreditation by the Liaison Committee on Medical coupled with sustained, community-based learning; the incor-
Education was granted in 1968. poration of a population and behavioral perspective into the
clinical years; peer teaching; computer-assisted instruction;
The University of New Mexico Health Sciences Center was and biweekly seminars on professional responsibility. The
created in 1994 by bringing together The University of New new curriculum also addresses the historically unmet as well
Mexico’s existing health care teaching and treatment orga- as changing health care needs of our population and chang-
nizations. Individually, these components have a legacy of ing learning needs of future physicians.
contributions to the educational, research and patient care
missions of The University of New Mexico. Collectively, they
are the largest health care teaching, research and patient Admissions
care organization in the state.
See http://hsc.unm.edu/som/admissions for additional infor-
The strength of the Health Sciences Center lies in the mation regarding the application and admission process.
interdependence of its education, patient care and research
programs. This atmosphere of continuous exploration, cou-
pled with a “hands on” approach to learning, has improved B.A./M.D. Combined Program
the quality of care to all New Mexicans.
For information on the B.A./M.D. program, see the Health,
The four academic strengths of the Health Sciences Center Medicine and Human Values Program in the Arts and
include 819 faculty members and more than 2,000 students Sciences section of this Catalog.
in the School of Medicine, College of Nursing, College of
Pharmacy and Health Sciences Center Library.
M.D./M.P.H. Dual Degree Program
The six clinical facilities serving the state treat more than The dual status M.D./M.P.H. reauires five years of integrated
120,000 patients each year. These include: Children’s lerning. This integrated learning enhances opportunities for
Hospital of New Mexico, Children’s Psychiatric Hospital, medical students to acquire public health knowledge and
Cancer Research and Treatment Center, Carrie Tingley skills with the goals of 1) reducing disparities in health status
Hospital, Mental Health Center and University Hospital. within New Mexican populations 2) strengthening physician
advoca y and leadership skills in health policy development
The Health Sciences Center is committed to developing solu- 3) fostering evidence-based interventions and 4) using
tions for New Mexico’s health problems through expanding assessment skills to better determine population needs and
its interdisciplinary, programmatic research in addition to its interventions. Each M.D./M.P.H. student would be able to
educational and community service programs. The Health successfully complete both degrees in an integrated fashion.
Sciences Center provides a vital support network, i.e., con-
tinuing professional education, the Locum Tenens service, Student applies simultaneously to both the M.D. and the
Health Sciences Center library services, etc., that serve M.P.H. progrms and indicates on the two application that they
the needs of New Mexico’s widely-dispersed health profes- are applying for dual status. Students must meet the require-
sionals. This statewide role for the Health Sciences Center ments of both programs and be accepted into both programs
requires a strong interdependence of education, research in order to be considered dual status.
and patient care.
The academic programs at the Health Sciences Center are of General Information
the highest quality. For example, the School of Medicine has
been recognized as one of the top ten schools in the country The School of Medicine is publicly supported and has an
in primary care, rural medicine and family medicine. The implied obligation to train students who are likely to serve
clinical service programs at the Health Sciences Center are the State’s expanding medical needs. For this reason, resi-
recognized for their comprehensive approach to health care. dents of New Mexico are given primary consideration for
The Health Sciences Center has also responded to many admission to the school. The university is also a member
requests from the state and local communities to address of the Western Interstate Commission for Higher Education
problems in health professions manpower and service provi- (WICHE). Therefore, secondary consideration is given to resi-
sions in rural communities. This tremendous array of services dents of participating states that at present have no medical
and accomplishments make the Health Sciences Center a schools (i.e., Montana and Wyoming). WICHE applicants and
recognized resource for the entire state. residents of other states (including former New Mexico resi-
dents) must have at least the average MCAT/GPA threshold
as the last years entering class, to be given consideration for
The Doctor of Medicine Degree admission. The 2006 entering class average MCAT composite
was 28.4 and the average GPA composite was 3.61
The School of Medicine has gained national and international
recognition for its constantly evolving curricular innovations
which have aimed at adapting adult learning theory to medical
education. Educational emphasis has shifted from the learn-
Application Dates
Regular application earliest date: June 1, latest: November
15.
Assistant Professors
BIOMEDICAL SCIENCES
HEALTH
HEALTH SCIENCES
Chris Arndt, M.D., The University of New Mexico
Elizabeth Baker, M.D., Texas Tech University
Ruth Burstrom, M.D., Medical College of Wisconsin SOM Office of Research
Michael Crabtree, M.D., The University of New Mexico MSC08 4560
James Dunagan, M.D., University of Texas, Medical Branch 1 University of New Mexico
at Galveston
SCIENCES
Albuquerque, NM 87131-0001
Ricardo Falcon, M.D., The University of New Mexico (505) 272-1887
Hilary Ford, M.D., The University of New Mexico
Neal Gerstein, M.D., The University of Vermont
Frank Jaime, M.D., University of Texas Health Sciences
Center
Introduction
The Biomedical Sciences Graduate Program (BSGP) offers
Eugene Koshkin, M.D., University of California M.S. and Ph.D. degrees in the basic biomedical sciences
Harvey Mallory, M.D., University of Texas and offers a joint M.D./Ph.D. degree program with the
John Rask, M.D., The University of Utah School of Medicine M.D. program. Applications to the
Robert Rudawsky, M.D., St. George’s University School of joint M.D./Ph.D. program should be made through the
Medicine M.D. degree application process. Contact the Biomedical
Codruta Soneru, M.D., University of Medicine and Sciences Graduate Program Office for more information at
Pharmacy, Iulia Hatienganu (Romania) http://hsc.unm.edu/som/research/bsgp/ or bsgp@salud.unm.
Brian Starr, M.D., The University of New Mexico edu. A certificate in university level science teaching may be
Elizabeth Steele, M.D., University of North Carolina obtained by completing 15 credit hours of specialized course
Eli Torgeson, M.D., The University of New Mexico work teaching, and an independent project.
Firoz Vagh, M.D., Kilpauck Medical College (India)
Tony Yen, M.D., University of Texas Other graduate degrees offered through Biomedical Sciences
Arpad Zolyomi, M.D., Semmelweis University of Medicine are the Masters in Public Health, Masters in Occupational
(Hungary) Therapy and Masters in Physical Therapy. See the respec-
tive entries in this catalog for admission information, course
requirements and course descriptions. A new Master of
Science in Biomedical Sciences with concentration in Clinical
BIOCHEMISTRY AND Research is currently offered.
MOLECULAR BIOLOGY December 1st is the preferred deadline for admission applica-
tions, although applications are accepted until March 1. Early
application is strongly encouraged.
William L. Anderson, Chairperson
The University of New Mexico School of Medicine The Biomedical Sciences Graduate Program is an integrated,
Basic Medical Science Building 249 interdepartmental program in the basic medical sciences
MSC08 4670 leading to the Ph.D., M.D./Ph.D. or M.S. degrees. The
1 University of New Mexico program provides students with a broad-based, one-year
Albuquerque, NM 87131-0001 core curriculum followed by focused course work and thesis/
(505) 272-3333 dissertation research. Research is conducted in faculty
laboratories in the various basic science departments in the
See Arts and Sciences; Biochemistry School of Medicine. In addition to our School of Medicine
Professors faculty, the BSGP is complemented by affiliated faculty in the
Jeffrey K. Griffith, Ph.D., Purdue University UNM College of Pharmacy, Lovelace Respiratory Research
Tudor I. Oprea, M.D., Ph.D., University of Medicine and Institute and Los Alamos National Laboratory who may direct
Pharmacy, Timisoara, Romania graduate student research. To receive their degree, students
fulfill the requirements of the Biomedical Sciences Graduate
Associate Professors Program in one of the content areas:
William L. Anderson, Ph.D., University of Minnesota Biochemistry and Molecular Biology; Cell Biology
Chien-An Andy Hu, Ph.D., Ohio State University and Physiology; Pathology; Molecular Genetics
Robert A. Orlando, Ph.D., University of California (Irvine) and Microbiology; Neurosciences; Toxicology and
Marcy P. Osgood, Ph.D., Rensselaer Polytechnic Institute Pharmaceutical Sciences.
Vallabh Shah, Ph.D., Maharaja Sayajirao University, Baroda, NOTE: The Master of Science in Biomedical Sciences
India has one formal concentration in Clinical Research.
Assistant Professors The time frame for completion of the degree requirements is
William Sherman Garver, Ph.D., New Mexico State generally four to six years for the Ph.D. degree and two to
University three years for the M.S. degree.
Karlett J. Parra, Ph.D., State University of New York
(Syracuse)
Marco Bisoffi, Ph.D., University of Basel Admission Requirements
Research Associate Professors The minimum requirements for admission to the program
Cristian G. Bologa, Ph.D., Romanian Academy of Science, include:
Timisoara, Romania 1. B.S., B.A. or equivalent from an accredited U.S. institu-
Laurel O. Sillerud, Ph.D., University of Minnesota tion or a recognized international institution.
Dorothy J. VanderJagt, Ph.D., The University of New Mexico 2. The following courses are prerequisite to the first-year
core courses:
Research Assistant Professor
Biological Science two semesters
Natalie Adolphi, Ph.D., Washington University, St. Louis
General Chemistry two semesters
Charlotte Mobarak, Ph.D., The University of New Mexico
Organic Chemistry two semesters
Professors Emeriti Biochemistry one semester
Robert H. Glew, Ph.D., University of California (Davis) Calculus one semester
Robert B. Loftfield, Ph.D., Harvard University Physics two semesters
Andrzej Pastuszyn, Ph.D., University of Vienna 3. Overall 3.00 GPA.
Edward Reyes, Ph.D., University of Colorado 4. GRE score must total at least 1000 and 3.50 for analyti-
Robert E. Royer, Ph.D., The University of New Mexico cal writing. GRE scores obtained before Fall 2002 must
David L. Vander Jagt, Ph.D., Purdue University total 1500.
Beulah M. Woodfin, Ph.D., University of Illinois (Urbana)
of a final portfolio designed to enhance competitiveness for More information concerning the M.S. and Ph.D. pro-
HEALTH
HEALTH SCIENCES
careers that include teaching in the basic sciences. In addi- grams may be requested from the Biomedical Sciences
tion to practical teaching experience, students gain exposure Graduate Program, SOM Office of Research, MSC08 4560,
to, and hands-on experience with, multiple approaches 1 University of New Mexico, Albuquerque, NM 87131-0001
to teaching through workshops, discussions, and project or obtained from the BSGP Web site at http://hsc.unm.edu/
design, thereby developing creative, critical thinking, and som/research/bsgp/. E-mail inquiries are welcomed at bsgp@
communication skills that are also essential to successful salud.unm.edu.
SCIENCES
research. The 15 credit hours required for the Certificate are
included in (not in addition to) the 66 credits required for the
Ph.D. degree. Joint M.D./Ph.D. Program
Qualifications
Introduction
Students must have successfully completed their first year of The M.D./Ph.D. program is designed to provide comprehen-
the BSGP and passed the Qualifying Exam. sive training in both clinical sciences and a basic biomedical
science discipline. The intent of the program is to provide
Curriculum students with an integrated and cohesive training experience
while obtaining the M.D./Ph.D. degree. Students participate
Required Courses and Activities (11 credits)
in activities common to both programs while involved in the
BIOM 525 Cell and Molecular Basis of
M.D. curriculum or engaged in Ph.D. dissertation research.
Disease Journal Club 4
BIOM 540 University Teacher Training 2 Currently, the program consists of 18 months of the medi-
BIOM 542 Teaching Assistant Practicum 2 cal school (M.D.) curriculum followed by 3-4 years of Ph.D.
BIOM 543 Independent Education Immersion dissertation research and the graduate school curriculum.
for Teaching Scholars 3 Students conclude with the remaining two years of the
Elective Courses and Activities (4 credits) medical school curriculum. The joint M.D./Ph.D. program is
BIOM 541 Teacher Training Workshops 1 designed to be completed in 7-8 years. The Ph.D. and M.D.
Workshops offered through the Teacher degrees are awarded simultaneously at the end of the entire
and Educational Development Office of the training period. Students will take two one-month long rota-
SOM can be bundled to provide the tions in research laboratories during the initial 18 months of
required 15 contact hours. the program. These experiences are meant to broaden the
BIOM 544 Human Anatomy 4 research experience of the students as they decide in what
Students successfully completing this course research area they wish to specialize. Students can pursue
will be eligible for teaching assistantships in many lines of research activity performed by investigators in
the Human Structure, Function, and biomedical research in the School of Medicine.
Development Block of the Phase I medical
curriculum. For more information visit the web site or contact us:
BIOM 542 Teaching Assistant Practicum variable M.D./Ph.D. Program
Provides additional teaching experience. credits SOM Office of Research
BIOM 543 Independent Education Immersion MSC08 4560
for Teaching Scholars up to 4 1 University of New Mexico
additional credits Albuquerque, NM 87131-0001
beyond the 3 required 505/272-1887
CJ 583 Teaching the Basic Course 1
EDPY 510 Principles of Classroom Learning 3 Visit our Web site at http://hsc.unm.edu/som/programs/
EDPY 572 Classroom Assessment 3 mdphd/index.shtml
LEAD 529 The Adult Learner 3 E-mail inquiries are welcomed at bsgp@salud.unm.edu.
Teaching Portfolio
Documentation of all activities leading to a Certificate will be
Admission Requirements
assembled into a Teaching Portfolio, which will also include a The minimum requirements for the M.D./Ph.D. Program are
statement of teaching philosophy. identical to the M.D. degree requirements:
Overall GPA 3.00
Ph.D. Program Fellowships MCAT SCORE 28
The BSGP Director, with the advice of the Steering Committee, Research experience is highly desirable. The commitment
awards a number of stipends to highly qualified first-year stu- of the 7-8 year program requires an understanding of what
dents. The fellowship for 2008-2009 will be approximately a research environment is like. Heavy emphasis is placed on
$23,000 plus additional support for tuition/fees and health whether or not a candidate has any research background.
insurance. Early application (December 1st) insures consid-
eration for this financial package worth over $30,000. After
the first year, students are funded by their dissertation advi-
Required Course Work
sor, training grants or the advisor’s department. The only change from the M.D. curriculum takes place
during the summer of the first academic year. In place of
the Practical Immersion Experience (PIE) the M.D./Ph.D.
General Program Information students take laboratory research rotations during their
The School of Medicine participates in programs which Research Intensive Experience (RIE).
provide educational opportunities in biomedical research
In addition the M.D. degree curriculum the M.D./Ph.D.
for students from under-represented minority groups, e.g.
students are required to take the following courses in the
Initiatives for Minority Student Development (IMSD), Minority
BSGP:
Access to Research Careers (MARC) and Bridges to the
Ph.D. The BSGP is committed to training for a diverse sci- BIOM 501 Fundamentals for Graduate Research 1
entific workforce. BIOM 506 Special Topics in Biomedical
Research 3 credits total
Completion of 48 credit hours plus 18 dissertation hours is BIOM 507 Advanced Molecular Biology
required for the Ph.D. degree and 24 credit hours plus 6 the- BIOM 508 Advanced Cell Biology 4
sis hours is required for the M.S. degree. Due to the intense BIOM 525 Cell and Molecular Basis of Disease
research nature of both degree programs, students often Journal Club 2
complete more than the minimum requirements for each BIOM 530 Cell and Molecular Basis of Disease
degree prior to graduation. Seminar 1
BIOM 555 Problem Based Research Bioethics 2
Credit is given for up to six credit hours for the SOM curricu- 543. Independent Education Immersion for Teaching
lum. In addition the M.D./Ph.D. students must take 3 credit Scholars. (1-4, may be repeated once) ∆
hours from an approved list of course offerings including: Emphasizes skill development as an independent instructor.
Requires development or implementation of independent
BIOM 509 Principles of Neurobiology 3
teaching or educational project. Scholars are evaluated on
BIOM 510 Physiology 3
teaching materials, oral and written communication skills,
BIOM 514 Immunobiology 3
and project design and tool development. Arrangements for
BIOM 515 Cancer Biology 3
service as course instructor are made on an individual basis.
BIOM 516 Molecular Genetics and Genomics 3
Prerequisite: 542. Restriction: permission of instructors.
Other available courses offered for M.D./Ph.D. students
through the BSGP are listed under the BSGP courses. 553. Biochemistry of Disease I. (1-3)
(Also offered as BIOC 563.) Five 3-week topics, each
A total of 48 credits hours plus 18 dissertation hours and good designed to develop some basic concepts of biochemistry,
standing throughout the SOM curriculum is required for the cell and molecular biology in the context of disease states.
M.D./Ph.D. degree. {Fall}
540. University Teacher Training. (2) 508. Advanced Cell Biology. (4)
An introduction to the principles of how people learn and (Also offered as BIOL 582.) Course covers advanced topics
methods of teaching and assessment. Special workshops in cell biology, including microscopy, the nucleus, protein and
provide hands-on experience with effective lecture prepara- membrane trafficking, cytoskeleton signal transduction, cell
tion and tutorial group facilitation for problem-based learn- cycle and division and extracellular matrix.
ing. Prerequisite: 507. {Fall}
Restriction: permission of instructor.
509. Principles of Neurobiology. (3)
541. Teacher Training Workshops. (1-2, may be This course covers cellular structure of neurons and glia, the
repeated twice) ∆ electrical properties of neurons, intercellular communication,
Workshops emphasizes skill development in education the- and the formation, maintenance and plasticity of chemical
ory and curriculum development or student assessment and synapses.
feedback through didactic lectures and hands-on experience.
510. Physiology. (3)
Workshops are led by School of Medicine Teacher Education
Course in regulatory and systems biology, and cardiovascular
and Development (TED) Office and the Teaching Assistant
and pulmonary biology.
Resource Center (TARC) faculty.
Prerequisite: 508. {Spring}
Prerequisite: permission of instructor.
514. Immunobiology. (3)
542. Teaching Assistant Practicum. (1-4, may be
This is a comprehensive, fundamentals-based immunology
repeated three times) ∆
course for graduate students in the biomedical sciences or
BSGP students enrolled in this course earn course
related fields. The course will have a problem-based com-
credit for serving as teaching assistants. The num-
ponent that will introduce students to experimental design in
ber of credits is determined by the number of contct
immunological research.
hours. Arrangements are made on an individual basis.
Prerequisite: graduate status. {Spring}
Prerequisites: 540 or 541.
515. Cancer Biology. (3) 537. Advanced Topics in Neuroscience. (1-3 to a maxi-
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Fundamental elements of cancer development and progres- mum of 9) ∆
sion will be the focus of this course. Basic biochemical and Study Projects in the literature of Neuroscience.
genetic mechanisms of tumorigenesis, including genomic Restriction: permission of instructor.
instability, principles of tumor cell invasion and growth dys-
regulation will be emphasized. 544. Human Anatomy for Basic Scientists. (4)
Biomedical Sciences Graduate Program students may take
SCIENCES
516. Molecular Genetics and Genomics. (3) the lecture and laboratory portions of the Human Structure,
Covers genetic and genomic approaches in model organ- Function, and Development block of the SOM curriculum, mak-
isms (prokaryotes, fungi, worms, mouse and fruit flies) and ing them eligible for teaching assistanships in the block in sub-
humans to study biological processes at the molecular, cel- sequent years. {Spring} Restriction: permission of instructor.
lular, tissue, organism, population and evolutionary levels.
Provides an introduction to bioinformatic and computational 548. Biochemistry and Molecular and Cellular Biology
methods used in such studies. Seminar. (1 to a maximum of 10) ∆
Prerequisite: 507, 508. {Fall, Spring}
522. Experimental Design and Methods in Molecular 580. General Toxicology I. (3)
and Cellular Biosciences. (3) An in-depth introduction to the basic principles and concepts
This case-based course is intended for first year graduate of toxicology. Categories of chemicals causing toxic effects,
students and focuses on practical issues of how to design, the manner of exposure to toxic substances, the environ-
plan and conduct scientific studies through appropriate use mental and biological effects, and the laws and regulations
of experimental methods and data analysis. will be considered.
525. Cell and Molecular Basis of Disease Journal Club. 581. Colloidal Nanocrystals for Biomedical
(2 to a maximum of 4) ∆ Applications. (3)
Course offers new graduate students experience in oral (Also offered as ECE, NSMS 581.) Intended for students
presentation skills, experience in reading and discussing sci- planning careers combining engineering, materials science,
entific literature and exposure to research seminars. Student and biomedical sciences. Covers synthesis, nanocrystals
led discussions partner with weekly Cell and Molecular Basis characterization, biofunctionalization, biomedical nanosen-
of Disease Seminar. {Fall, Spring} sors, FRET-based nanosensing, molecular-level sensing/
imaging, and applications in cell biology, cancer diagnostics
530. Cell and Molecular Basis of Disease Seminar. (1 to and therapy, neuroscience, and drug delivery.
a maximum of 5) ∆
The Cell and Molecular Basis of Disease Seminar is a cross- 583. Pathology Seminar. (1 to a maximum of 6) ∆
cutting, interdepartmental seminar series offered for gradu- Weekly presentations of current topics in pathology.
ate credit. Weekly seminars are presented by preeminent {Summer, Fall, Spring}
scientists on a wide variety of broadly relevant research
topics. {Fall, Spring} 590. Topics in Biochemistry. (1-3 to a maximum of 9 ∆)
Restriction: permission of instructor.
555. Problem-Based Research Bioethics. (1)
This is a problem-based discussion course on topics in bio- 594. Topics in Environmental Disease. (1-3 to a maxi-
ethics such as publication credits and authorships; conflict of mum of 3) ∆
interest and fraud, scientific misconduct, human genomics Advanced readings in topics relating to toxicology and
and other relevant issues. {Fall} environmental disease, including areas such as chemical
teratogenesis, reactive oxygen species, respiratory toxi-
576. Molecular and Cellular Pharmacology. (3) cology, receptor-medicated toxicology and environmentally
Basic principles and recent advances underpinning modern induced cancer.
molecular and cellular pharmacology. Topics include receptor Prerequisite: PHRM 580. {Fall, Spring}
theory, drug metabolism and biotransformation, pharma-
cogenomics, receptors and signal transduction, rationale 605. Membrane Trafficking Seminar. (1 to a maximum
drug design and selected topics in organ-system based of 4) ∆
pharmacology. A weekly journal club style course for advanced graduate stu-
Prerequisite: 507, 508. {Spring} dents to participate in journal club presentations and discus-
sion of current literature in the field of intracellular membrane
599. Master’s Thesis. (1-6, no limit) ∆ trafficking. {Fall, Spring}
Offered on a CR/NC basis only.
615. Signal Transduction and Cell Adhesion Seminar.
695. Research in Basic Medical Sciences. (1-6, no (1, no limit) ∆
limit) ∆ Weekly presentation of current topics in signal transduction
and cell adhesion research. {Fall, Spring}
699. Dissertation. (3-12, no limit) ∆
Offered on a CR/NC basis only. 616. Molecular Virology. (3)
Fundamental principles related to interactions of animal
Biomedical Science Advanced Courses viruses with host cells. Topics include virus chemical and
physical properties, virus classification, virus cultivation and
532. Neurochemistry. (3) assay, viral replication and morphogenesis, persistent infec-
(Also offered as BIOC 521.) An introduction to neurochemistry tions, viral oncology and other pertinent subjects.
and neuropharmacology, with heavy emphasis on student par- Pre- or corequisite: 511, BIOL 450, BIOL 456. Restriction:
ticipation, by reading and evaluating current publications. permission of instructor. {Fall, odd years}
Restriction: permission of instructor. {Fall, even years}
620. Molecular Genetics and Microbiology Seminar. (1
533. Neurophysiology and Neuroanatomy. (4) to a maximum of 3) ∆
Provides a background and understanding of the structure Weekly presentations of current topics in Immunology and
and function of the mammalian nervous system. The course Microbiology. {Fall, Spring}
includes both lectures and laboratory experiences.
Prerequisite: 509. {Fall, odd years} 624. Proteomics. (3)
This course is designed to probe for knowledge of the immune
535. Neuroscience Seminar. (1 to a maximum of 10) ∆ system by looking at molecular mechanisms responsible for
Weekly presentation of current topics in clinical neuroscience the generation and regulation of immune responses.
and in neuroscience basic research. Prerequisite: introductory course in immunology, 512L.
{Alternate years}
625. Advanced Topics in Immunology & Microbiology. 558. Study Implementation and Project Management in
(1-3 to a maximum of 9) ∆ Clinical and Translational Research. (1 to a maximum
May be taken three times to a maximum of 9 credit hours. of 6) ∆
Prerequisite: biochemistry, general microbiology or equiva- This course trains researchers in the management of clinical
lent. {Offered upon demand} and translational research studies, including organizational
processes to implement and conduct a funded research
642. Advanced Topics in Cell Biology. (1-3 to a maxi- study, with financial, personnel, and business management
mum of 9) ∆ and compliance issues.
An advanced graduate-level course in which current informa- Restriction: permission of course director.
tion in a variety of rapidly advancing areas of cell biology
research is taught. This course is usually taught in seminar 559. Biostatistics in Clinical and Translational
format. Subject area varies depending on the need for educa- Research. (1 to a maximum of 6) ∆
tion in a particular area and the faculty member involved. Overview of the basic principles and methods of biostatistics
Restriction: permission of instructor. {Summer, Fall, Spring} designed specifically for clinical and translational research
scientists. Computer software is used to analyze clinical and
646. Advanced Topics in Molecular Biology. (1-3 to a translational data sets.
maximum of 9) ∆ Restriction: permission of course director.
An advanced graduate-level course in which current informa-
tion in a variety of rapidly advancing areas of molecular biology 560. Current and Emerging Technologies in Clinical and
research is taught. This course is usually taught in seminar for- Translational Research. (1 to a maximum of 6) ∆
mat. Subject area varies depending on the need for education Course covers key biomedical research technologies cur-
in a particular area and the faculty member involved. rently in use for studies at the cellular and molecular, clinical
Restriction: permission of instructor. {Summer, Fall, Spring} and community levels, concentrating on the advantages and
disadvantages of technologies for application to specific
652. Immunopathogenesis of Infectious Diseases. (2) translational research studies.
This course will cover basic models of immunopathogenesis Restriction: permission of course director.
and immune evasion mechanisms using well-characterized
infectious disease models. Topics will include host mecha- 561. Patient Outcomes in Clinical and Translational
nisms of microbial clearance, immune-mediated inflammation Research. (1 to a maximum of 6) ∆
and pathological effects of pathogens and microbial mecha- Overview health care economics and patient outcomes
nisms of avoiding host attacks. research, including public policy issues associated with the
rising cost of health care, patient-reported outcomes, clinical
657. Advanced Topics in Cellular and Systems outcomes, and economic outcomes, and evaluation of patient
Physiology. (1-3 to a maximum of 9) ∆ outcomes research.
This is an advanced graduate level course covering current, Restriction: permission of course director.
rapidly changing topics in physiology. Taught in a combination
lecture/seminar format, the subject area varies depending on 562. Epidemiology in Clinical and Translational
the expertise of the faculty member(s) involved. Research. (1 to a maximum of 6) ∆
Restriction: permission of instructor. Course introduces the student to Epidemiology, the study of
causes, distribution and control of disease in populations. A
659. Regulatory and Systems Biology Seminar. (1 to a methodology to identify risk factors for disease and to deter-
maximum of 10) ∆ mine optimal treatment approaches.
Weekly presentations of current topics in regulatory and Restriction: permission of course director.
systems biology.
563. Conducting Clinical and Translational Research
672. Structure and Function of the Cell Nucleus. (3) within Health Care Systems. (1 to a maximum of 6) ∆
A survey of experimental approaches to study the relationship This course will cover the dimensions of a variety of health
between nuclear structure and function and eukaryotic gene care systems and settings and discuss potential areas for
expression. Students must reserve a place in the course by investigation; challenging learners to consider the opportuni-
contacting the instructor. ties where research can contribute to system improvements.
Prerequisite: (507 and 508) or (BIOL 420 and 449). Restriction: permission of course director.
677. Muscle Cell Biology. (1 to a maximum of 6) ∆ 564. Biomedical Informatics in Clinical and
An in-depth overview of muscle structure and function, mus- Translational Research. (1 to a maximum of 6) ∆
cle cell gene expression, and neuromuscular diseases. This course covers information technology tools and bio-
Restriction: permission of instructor. medical informatics strategies to optimize collection, storage,
retrieval, and intra-/inter-institutional sharing of quantitative
701. Post Doctoral Research. (1-6 to a maximum of 6) ∆ and qualitative data in support of clinical and translational
A course in techniques, laboratory methods and administra- research.
tion. May be taken nine times to a maximum of 54 credit hours. Restriction: permission of course director.
Offered on a CR/NC basis only. {Summer, Fall, Spring}
565. Cultural Competence in Clinical and Translational
Research. (1 to a maximum of 3) ∆
MS-BIOMED-CR: Domains/Courses, This course covers the impact of culture including values,
Seminar & Thesis tradition, history and institutions, sources of health care dis-
parities, how culture influences in the way patients respond
556. Research Design for Clinical and Translational to medical services, prevention and physician delivery of
Research. (1 to a maximum of 6) ∆ services.
This course will introduce the variety of study designs that are Restriction: permission of course director.
used to conduct clinical and translational research, including
qualitative, observational, experimental, quasi experimental, 566. Grantsmanship in Clinical and Translational
non-experimental and mixed methods designs. Research. (1 to a maximum of 3) ∆
Restriction: permission of course director. Grant preparation fundamentals focused on writing and
submitting a competitive research or fellowship application
557. Measurement in Clinical and Translational that meets prevailing guidelines, addresses an important
Research. (1 to a maximum of 6) ∆ hypothesis-driven research question and is responsive to
This course will cover qualitative and quantitative instrument critical feedback and review.
design, construction, theory, and implementation; qualitative Restriction: permission of course director.
data analysis and interpretation; assessment of measure-
ment reliability, validity, accuracy, precision, specificity and
sensitivity.
Restriction: permission of course director.
567. Biomedical Ethics and Regulatory Compliance in 540. Radiation Oncology Physics. (3)
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Clinical and Translational Research. (1 to a maximum (Also offered as CHNE 540) The course will cover the
of 6) ∆ operation of linear accelerators, measurement of absorbed
History and development of biomedical ethics in theory and dose and quality of x-ray beams, dose distribution and scat-
practice within health care, tenets of autonomy, beneficience, ter analysis, and clinical dose calculations for electron and
non-malfeasance and justice as they pertain to human clinical photon beams. Techniques such as IMRT, total body irradia-
research and the development of health care public policy. tion, and SRS will be discussed. Brachytherapy treatment
SCIENCES
Restriction: permission of course director. planning including HDR, LDR and intravascular treatments
will be covered.
568. Seminar in Clinical and Translational Research. (1 Corequisite: 541L. Restriction: permission of instructor.
to a maximum of 3) ∆
Includes integration and synthesis of concepts integral to clin- 541L. Radiation Oncology Physics Laboratory (3)
ical and translational research, providing problem-based and (Also offered as CHNE 541L) Complete a number of clinical
cross-cutting case studies for analysis/discussion, networking treatment plans, participate in the annual calibration of a
opportunities and a platform to demonstrate competencies. linear accelerator, acquire basic photon and electron dose
Restriction: permission of course director. data for a computerized treatment planning system, perform
several brachytherapy treatment plans including HDR and
LDR plans, and perform an IMRT QA validation.
Medical Physics (MPHY) Corequisite: 540. Restriction: permission of instructor.
Victoria Sanchez, Dr. P.H., M.P.H., University of North required. Complete detailed instructions are included in the
Carolina, Chapel Hill application packets.
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Joint Degrees: Concentrations: One Other Course from M.P.H. Core Courses
• M.P.H./M.S.N. • Epidemiology (3 credit hours)
M.P.H./M.D. • Community Health PH 505 Social and Cultural Theories and Models:
26-31 credits will be taken from the core curriculum. Community Interventions
SCIENCES
PH 552 PH Program Planning
Electives–The balance of credits toward the 42 credit PH 506 Environmental/Occupational Health
requirement can be taken in the Masters in Public Health PH 507 Health Care Systems
Program or throughout the University in departments such as PH 510 Public Health and Health Care Management
Health Education, Public Administration, Communications &
Journalism, Anthropology, Community and Regional Planning, Electives (6 credit hours)
Law and others, under the supervision of an M.P.H. advisor. Students may choose other M.P.H. courses constituting a
Students taking courses in other departments must do so in minimum of 6 credit hours. It is expected that these courses
consultation with their faculty advisor and with approval by will further the student’s own research or professional project.
the M.P.H. Program Director. All courses must be completed with a ‘B’ or better.
596. Professional Paper. (1-3 to a maximum of 3) ∆ credits, additional 10 page paper and 3 credits will include
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The professional paper allows the student to engage in additional data analysis.
analyzing or solving a real public health problem. {Summer, Restriction: permission of instructor.
Spring, Fall}
SCIENCES
will conduct a computer-based systematic review of the epi- Provides a good understanding of the principles and methods
demiologic and health intervention literature, perform epi data involved in the design, conduct, analysis and interpretation of
analysis and apply other planning and evaluation techniques epidemiologic research.
to develop a prevention plan for a New Mexico population. Prerequisite: 502 and STAT 538 or STAT 527. {Spring}
Restriction: enrolled in M.P.H. degree program.
522. Seminar in Epidemiology. (0-1 to a maximum of
598. Public Health Practicum. (1-6 to a maximum of 4) ∆
6) ∆ Guest speakers will lecture on various topics in the field of
Individually arranged field experience to develop and refine epidemiology. To receive credit students must attend at least
professional public health skills. Offered on CR/NC basis 12 seminars during two consecutive semesters and make a
only. {Summer, Spring, Fall} 20-minute presentation. Offered on CR/NC basis only.
Restriction: permission of instructor. Prerequisite: 502. {Fall, Spring}
STAT 539. Biostatistics Methods II–Introduction to 559. The History of Public Health. (3)
Statistical Modeling. (3) A survey of public health issues from the ancient world to the
Covers basic models used in the statistical analysis of stud- modern world including plague, syphilis, smallpox and AIDS.
ies in the medical sciences and public health field, with an Addresses interrelation of history, philosophy, economics
emphasis on epidemiology. Linear regression, analysis of and disease.
variance, logistic regression and survival models are studied.
Prerequisite: Biostat I. {Spring} 560. Special Topics in Public Health. (1-3, no limit) ∆
STAT 574. Biostatistical Methods: Survival Analysis and 561. Maternal Child Health Issues. (3)
Logistic Regression. (3) This course provides an overview of Maternal and Child
A detailed overview of methods commonly used to analyze Health in context of principles and practices of public health.
medical and epidemiological data. Topics include the Kaplan- Students will explore historical trends and contemporary
Meier estimate of the survivor function, models for censored MCH issues in U.S. and New Mexico.
survival data, the Cox proportional hazards model, methods
for categorical response data including logistic regression 562. Women’s Health Issues. (2-3)
and probit analysis, generalized linear models. This course will provide an overview of Women’s Health
Prerequisite: 528 or 540. issues in the context of principles and practices of public
health and to develop critical understanding of contempo-
rary Women’s Health issues in the United States and New
Other General Electives Mexico.
512. Public Health Proposal Writing Workshop. (1)
Prepares students to write their professional paper, thesis or 563. Social Medicine in Latin America. (2)
completing another MPH culminating experience. Participants Reviews critically several topics in Latin American social
must be ready to write either their professional paper pro- medicine; the history of social medicine; national and interna-
posal or drafts of their professional paper. Offered on CR/ tional groups working in social medicine; health policy analy-
NC basis only. sis; occupational and environmental health; social class and
Restriction: enrolled in M.P.H. degree program. health outcomes; gender issues; social epidemiology-content
and methods and educational reform.
521. Introduction to Epidemiology. [Web-Based
Introduction to Epidemiology.] (1-3 to a maximum of 3) ∆ 565. Public Health: Law Policy and Ethics. (3)
Designed for students pursuing an Public Health certificate. This course will deal with the role of law in public health,
Provides students with basic epidemiologic background and history of American public health, history of law concerning
methods to analyze and interpret disease occurrence in pop- public health, ethics of modern epidemiology, early research,
ulations. Emphasizes community assessment, surveillance, public health and public accountability, and issues in public
problem solving, health promotion, and disease prevention. health.
530. Pro-Seminar in Health Policy. (1 to a maximum 569. American Indian Health Issues. (2)
of 10) ∆ Descriptive overview of health-related topics and issues of
(also offered as POLS 530.) An interdisciplinary introduction American Indian and Alaska Native people. Provides an
to the study of health policy and health disparities under the understanding of the most important, health-related chal-
auspicies of the Robert Wood Johnson Center for Health lenges these communities face. Topics include: population,
Policy at the University of New Mexico. Restriction: permis- Indian tribes, major health conditions, the Federal Trust rela-
sion of instructor. tionship, Indian Health Service and self-determination.
533. Public Health Research Methods. (2-3) 572. Community Health Intervention Models. (2)
Gives students an understanding of the principles and skills The present course examines the current models for health
of doing social science research, using qualitative and quan- interventions at the community level. In contrast to the
titative approaches, in public health settings. traditional focus on behavior change at the individual level,
Prerequisite: 502 and (STAT 527 or 538). this course is designed to provide a broad exposure to the
foundations for preventive health interventions at the com-
540. Disparities in Health: Introduction to Public Health munity level.
for Medical Students. (3)
This course creates a conceptual framework for understand- 573. Introduction to Public Health Planning and
ing health and illness from a socio-ecological perspective Evaluation. (1-2)
and lays the groundwork for public health and health equity Basics of public health planning and evaluation. Overview of
concepts that will be reinforced and augmented throughout the concepts of prevention, risk/needs assessment, health
medical school. promotion theory and models, intervention development
Restriction: M.D. students only. including prioritizing, objectives and strategies and evalua-
tion. The course will be partially problem-based so students
541. Epidemiology and Biostatistics. (1-4 to a maximum have an opportunity to apply the concepts.
of 4). ∆
Fundamental elements of study design and statistical analy- 574. Community Health Improvement Strategies. (1)
sis are presented to enable students to critically evaluate/ Designed to assist public health professionals in identifying
interpret the medical/scientific literature, conduct sound and avoiding system features that result in program imple-
research, and gain a broad perspective of factors that influ- mentation failure. It applies the methods of systems thinking
ence health and disease. and continuous quality improvement to program implementa-
Restriction: M.D. students only. tion at the state and community level.
542. Community-Based Service Learning. (3) 575. Public Health Leadership on Facilitation. (1-2)
Students will spend 4-6 weeks in a New Mexico community Facilitation skills for public health settings such as coali-
examining community health issues, identifying solutions and tions, working in teams and community meetings. Explores
devising interventions for these issues. methods, role of facilitator, assumptions behind different
Restriction: M.D. students only. styles, setting priorities and action planning. Variable credit to
meet professional and graduate student needs. For 1 credit,
557. International Health. (2) a 5 page problem analysis; for 2 credits, additional 10 page
This class applies economic, sociologic and anthropologic literature review.
perspectives to health care problems across national and
international groups. Strategies for analyzing needs in a 576. Public Health Leadership in Cross Cultural
cultural context are stressed. Communication and Conflict. (1-2)
Explores the legacy of historical trauma and colonization on
population health among diverse populations. Divided into
practice sessions to enhance participants’ capacity for com-
munication and problem solving in intercultural public health 593. Independent Studies. (1-3, no limit) ∆
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situations. Variable credit to meet professional and graduate Students work individually with faculty members on projects
student needs. For 1 credit, a 5 page problem analysis; for 2 with individual supervision.
credits, additional 10 page literature review.
SCIENCES
Explores theories of power and powerlessness and how
social constructions are used in policy debates. Case studies AND PHYSIOLOGY
illustrate how interest groups access and affect the political
agenda. Paul McGuire, Chairperson
The University of New Mexico School of Medicine
579. New Mexico Border Health. (2)
Basic Medical Sciences Building, Room 149
Provides an overview of history of U.S./Mexican Border.
MSC08 4750
In particular, the course focuses on current relevant public
1 University of New Mexico
health problems, policies and health care delivery to address
Albuquerque, NM 87131-0001
this issue. For example, this course will also examine how the
(505) 272-5556, FAX (505) 272-9105
North American Free Trade Agreement has impacted public
and environmental health. Immigration Policy and effects of Professors
the Maquiladora Industry will also be examined. David G. Bear, Ph.D., University of California (Santa Cruz)
Oscar Bizzozero, Ph.D., University of Buenos Aires
581. Fundamentals of Public Health. (1-2)
Nancy Kanagy, Ph.D., Michigan State University
Provides basics of public health, its history and development,
Paul McGuire, Ph.D., Colorado State University
the current organization of public health activities, the con-
Eric Prossnitz, Ph.D., University of California (Berkeley)
cept of population as a unit of measurement, epidemiology,
Benjimen Walker, Ph.D., State University of New York
the determinants of disease, surveillance, monitoring and
planning. Variable credit to meet professional and graduate Professors Emeriti
student needs. For 1 credit, a 5 page problem analysis; for Alonzo Atencio, Ph.D., University of California
2 credits, additional 10 page literature review. Leonard Napolitano, Ph.D., St. Louis University
John Trotter, Ph.D., University of Washington
582. Basic Public Health Epidemiology. (1-2)
Robert Waterman, Ph.D., University of Washington
Acquaints public health professionals working in the field
with those basic epidemiology fundamentals and uses of Associate Professors
data that are important for understanding the distribution and Rebecca Hartley, Ph.D., Universitiy of Washington
determinants of disease. Variable credit to meet professional Helen Hathaway, Ph.D., Rutgers University
and graduate student needs. For 1 credit, a 5 page problem Sherry Rogers, Ph.D., University of Michigan
analysis; for 2 credits, additional 10 page literature review. Thomas Resta, Ph.D., The University of New Mexico
583. Health Systems and Globalization. (2) Assistant Professors
Analyzes relationships among medicine, public health, and Laura V Gonzalez Bosc, Ph.D., University of Buenos Aires
social structure in a comparative international perspective. Nikki Jernigan, Ph.D., The University of New Mexico
Examines public health care and systems under differing
economic systems and the impacts of managed care in Latin Research Assistant Professors
America and Africa. Steven Jett, Ph.D., The University of New Mexico
584. Child Health & Child Rights. (3) Lecturers
Surveys history, development and issues surrounding child Thomas Estenson, Ph.D., The University of New Mexico
health status and children’s rights. Discusses current mea- Norman Taslitz, Ph.D.
sures of child health and international movement in children’s
rights. Specific topics include war, abuse, racism, poverty and The research mission of the Department of Cell Biology and
economic structural adjustment. Physiology is the study of biological structure, fundamental
cellular and physiological processes and the relationship of
585. Public Health Mental Health. (3) these processes to human development and disease. There
Covers the history and epidemiology of mental health, nation- are two major research divisions: (1) cell, developmental and
ally and internationally, and mental health cross-culturally cancer biology and (2) vascular physiology.
and in contexts of age, race, gender, and ethnicity. Also
explores social determinants of mental illness and mental
health promotion.
DERMATOLOGY
586. Public Health Law. (3)
Introduces students to a broad spectrum of legal issues
R. Steven Padilla, M.D., M.B.A., Chairperson
related to public health. Legal emphasis will be placed
The University of New Mexico School of Medicine
on New Mexico statutory law and administrative rules as
1021 Medical Arts Ave., NE
applicable.
MSC07 4240
587. International and US Health Policy Reform. (2) 1 University of New Mexico
Examines international debates about health policy reforms, Albuquerque, NM 87131-0001
privatization, and relationships among adjustment policies. (505) 272-6000
Pharmaceuticals discussed in redefining risk as disease; Professors
objective to understand political economy analysis as applied R. Steven Padilla, M.D., M.B.A., The University of
to the study of health policy reforms. New Mexico
588. Tuberculosis, HIV and Malaria: Local and Global Assistant Professors
Perspectives. (3) Aimee Smidt, M.D., Columbia University College of
Interactive overview of social, natural, and epidemiology Physicians and Surgeons
histories of TB, HIV/AIDS and Malaria. These infectious Phillip Strange, M.D., The University of Texas Health
diseases will be examined regarding how PH interventions Sciences Center at Dallas
are designed to respond to pathology and epidemiology in Barrett J. Zlotoff, M.D., Medical College of Pennsylvania–
specific populations. Hahneman
Dual Appointment
Yubin Miao, Ph.D., College of Pharmacy
Patricia L. Kapsner, M.D., University of New Mexico Rush Pierce, M.D., University of California (San Francisco)
HEALTH
HEALTH SCIENCES
Martin Kistin, M.D., Tufts University Ian Rabinowitz, M.D., University of Witwatersand (South
Janice Knoefel, M.D., MPH, Ohio State University Africa)
Warren Laskey, M.D., New York University Mark J. Ricciardi, M.D., New York University SOM
Richard C. Lauer, M.D., New York Medical College Melanie Royce, M.D., Ph.D., University of Cincinnati
Henry Lin, M.D., State University of New York Anne Simpson, M.D., University of New Mexico
C. Richard Lyons, M.D., University of Texas Health Sciences Akshay Sood, M.D., MPH, All India Institute of Medical
SCIENCES
Center (Dallas) Science
Thomas Ma, M.D., Ph.D., Virginia Commonwealth University Amy Tarnower, M.D., University of Kansas
Medical College Robert Taylor, M.D., University of New Mexico
Aroop Mangalik, M.D., All Indian Institute of Medical Karla Thornton, M.D., M.P.H., University of Texas
Sciences (New Delhi, India) Southwestern
Denis M. McCarthy, M.D., University College, Dublin Dona Upson, M.D., Medical College of Wisconsin
(Ireland) Wyatt Voyles, M.D., Medical College of Georgia
Gregory J. Mertz, M.D., Rush Medical College Charles Wiggins, Ph.D., University of Washington
Pope L. Moseley, M.D., University of Illinois Ellen Yee, M.D., MPH, Brown University
Glen H. Murata, M.D., Johns Hopkins University
Larry A. Osborn, M.D., Tulane University Assistant Professors
Yehuda Patt, M.D., Hebrew University, Jerusalem Abinash Achrekar, M.D., Michigan State University
Arti Prasad, M.D., Gandhi Medical College (India) William Adler, M.D., University of New Mexico
Veena Raizada, M.D., Lady Harding Medical College (India) Mara Archambault, M.D., University of New Mexico
Carlos Roldan, M.D., University of San Carlos (Guatemala) Cynthia Arndell, M.D., University of New Mexico
David S. Schade, M.D., Washington University Madhu Arora, M.D., Armed Forces Medical College
Mark R. Schuyler, M.D., University of Wisconsin Jehad Barakat, M.D., University of Damascus (Syria)
Karen Servilla, M.D., University of New Mexico Julie Bauman, M.D., Tufts University
Wilmer L. Sibbitt, Jr., M.D., University of New Mexico Lisa Berle, D.O, West Virginia School of Osteopathic
Christine Stidley, Ph.D., University of New Mexico Medicine
Corey Tancik, M.D., University of Colorado Janet L. Blanchard, M.D., University of Iowa College of
Elaine Thomas, M.D., University of Washington Medicine
Craig Timm, M.D., Stanford University Michel Boivin, M.D., McGill University Montreal Quebec
Antonios H. Tzamaloukas, M.D., Athens University (Greece) Canada
Claire Verschraegen, M.D., University Libre de Bruxelles Marcos Burgos, M.D., University of California at San Diego
Dennis Villareal, M.D., Cebu Institute of Medicine Elizabeth Burpee, M.D., University of New Mexico
Carolyn Voss, M.D., University of California (San Francisco) Amandeep Chadha, M.D., Government Medical College,
S. Bruce Williams, M.D., MPH, University of North Carolina Patiala Punjab, India
Bronwyn E. Wilson, M.D., M.P.H., University of Pennsylvania Jason Cohen, M.D., Oregon Health and Science University
Philip G. Zager, M.D., Tulane University Yvonne Dalton-Etheridge, M.D., University of Arizona
Zoneddy Dayao, M.D., University of the Philippines College
Associate Professors of Medicine
William Abeyta, M.D., University of New Mexico Nicole Emil, M.D., University of New Mexico
Paul Anthony, M.D., Medical University of Ohio M. Houman Fekrazad, M.D., University School of Medicine
Peter Barnett, M.D., M.P.H., University of Hawaii, School of (Iran)
Medicine Holly Fleming, M.D., University of Missouri
Julie Broyles, M.D., University of Kansas Robert Fritch, D.O., Michigan State University College of
H. Katrina Busby, M.D., Cornell Medical College Osteopathic Medicine
Betty Chang, M.D., McGill University, Montreal, Quebec, James Gibb, M.D., Eastern Virginia Medical School (Norfolk)
Canada Ambreen Gul, M.D., Aga Khan University Medical College,
Gerald Charlton, M.D., University of Utah Karachi, Pakistan
Kathleen Colleran, M.D., University of Wisconsin Farzana Harji, M.D., University of New Mexico
George D. Comerci, M.D., University of Arizona Diedre Hofinger, M.D., University of New Mexico
Dana Davis, M.D., University of New Mexico Michelle J. Iandiorio, M.D., State University of New York
Ravi Durvasula, M.D., McGill University Huining Kang, Ph.D., University of New Mexico
Kevin Edwards, M.D., Indiana University Anthony Karabanow, M.D., University of Connecticut
Edward Fancovic, M.D., St. Louis University SOM Sepehr Khashaei, M.D., American University of the
David Garcia, M.D., University of Alabama Caribbean Montserrat, British West Indies
Wendy Gerstein, M.D., University of New Mexico Teodora Konstantinova. M.D., Academy of Medicine
Melissa Gonzales, Ph.D., University of California, Berkley (Bulgaria)
Diane Hanfelt-Goade, M.D., University of New Mexico Erik Kraai, M.D., University of New Mexico
Michelle S. Harkins, M.D., University of Texas at Dallas Irene Krokos, M.D., Wayne State University Medical School
Milton V. Icenogle, M.D., University of California (Detroit)
(San Francisco) Samuel Lee, M.D., Boston University School of Medicine
Shmuel Inbar, M.D., Technion– Israel Institute of Technology, Sang-Joon Lee, Ph.D., Texas A&M University
Haifa, Israel Margaret Lieberman, M.D., Northwestern University
Jennifer R. Jernigan, M.D., University of Texas (Galveston) Benny Liem, M.D., Baylor College of Medicine, (Houston)
Curtis O. Kapsner, M.D., University of Minnesota Robert Mickelsen, M.D., University of New Mexico
Susan M. Kellie, M.D., Columbia University Lorene Montgomery, M.D., Loma Linda University School
Denece O. Kesler, M.D., M.P.H., University of South Dakota of Medicine
Konstantin Konstantinov, M.D., Academy of Medicine Devon Neale, M.D., Stanford University
(Bulgaria) Leonard Noronha, M.D., Jefferson Medical College,
Fa-Chyi Lee, M.D., St. Louis University SOM (Philadelphia)
Robert Leverence, M.D., University of Iowa David Olson, Jr., M.D., University of New Mexico
Edward N. Libby, M.D., University of Texas (Houston) Donna Jean Parker, M.D., Temple University School of
Lisa Marr, M.D., University of Maryland Medical School Medicine
(Baltimore) Percy Pentecost, M.D., University of Colorado SOM, Denver
Melissa Martinez, M.D., University of New Mexico Mel Peralta, M.D., University of Texas
Elizabeth McGuire, M.D., University of New Mexico Arun V. Pillai, M.D., Pondicherry University (India)
Ann Morrison, M.D., University of Illinois Sandra Qaseem, M.D., University of New Castle
Gulshan Parasher, M.D., University Medical Science and Shazia Rafiq, M.D., Fatima Jinnah Medical College
GTB, New Delhi (Pakistan)
Douglas J. Perkins, Ph.D., Ohio State University Frank Ralls, M.D., University of Wisconsin - Madison
Deepti Rao, M.D., Northeastern Ohio Universities’ College Isabella Vernge, Ph.D., University of Toulouse, France
of Medicine John O’Rourke, Ph.D., Ohio State University
Kanwaldeep Rasila, M.D., Punjab University, Dayanand
Medical College (India) Professors Emeritus
D. Michelle Ratliff, M.D., University of New Mexico Thomas Baker, Ph.D., Case Western Reserve University
Kendall Rogers. M.D., University of New Mexico Leroy McLaren, Ph.D., University of California (Los Angeles)
Mark Rohrscheib, M.D., University of New Mexico Roger Radloff, Ph.D., California Institute of Technology
Subhajlt Sarkar, M.D., University of Cambridge, UK Joseph V. Scaletti, Ph.D., Cornell University
Thomas Schroeder, M.D., University of New Mexico Jesse W. Summers, Ph.D., The University of Texas at Austin
Montaser Shaheen, M.D., Damascus University Sei Tokuda, Ph.D., University of Washington
Mark Sheldon, M.D., State University of New York, Buffalo
Mohammad Siddiqui, M.D., Baba Raghaua Das Medical
College, Gorakhpur, (U.P. India)
J. Mitchell Simson, M.D., University of New Mexico NEUROLOGICAL SURGERY
Eric Stone, M.D., Indiana University School of Medicine
Yijuan Sun, M.D., Henan Medical University Howard Yonas, M.D., Chairperson
April Volk, M.D., University of New Mexico The University of New Mexico School of Medicine
Anthony Worsham, M.D., University of Colorado HSC University Hospital Ambulatory Care Center
Joshua Young, M.D., University of Texas (Houston) Second Floor
Eleana Zamora, M.D., University of New Mexico MSC10 5615
1 University of New Mexico
Research Professors Albuquerque, NM 87131-0001
Irena King, Ph.D., University of Washington, (Seattle) (505) 272-3401
Assistant Professors
OBSTETRICS AND GYNECOLOGY
HEALTH
HEALTH SCIENCES
Elaine Edmonds, M.D., Ph.D., University of Arizona
Joanna Katzman, M.D., University of California, (Los
Angeles) William F. Rayburn, M.D., M.B.A., Chairperson
Kenneth Mladinich, M.D., Emory University School of The University of New Mexico School of Medicine
Medcine Department of Obstetrics and Gynecology
Jose Padin-Rosado, M.D., Universitatis Centralis Caribensis,
SCIENCES
MSC 10 5580
Puerto Rico 1 University of New Mexico
Surojit Paul, Ph.D., Indian Institute of Chemical Biology, Albuquerque NM 87131-0001
India (505) 272-4051 Fax (505) 272-6385
Sarah Pirio Richardson, M.D., University of New Mexico
School of Medicine Professors
Ranjana Poddar, Ph.D., Indian Institute of Chemical Biology, Leah L. Albers, Ph.D., (College of Nursing), University of
India North Carolina – Chapel Hill
J. George Quintana, M.D., The University of New Mexico Dale C. Alverson, M.D., (Pediatrics), University of Michigan
Saeid Taheri, Ph.D., The University of New Mexico Maxine H. Dorin, M.D., University of California – Davis
Yi Yang, Ph.D., Chongqing University of Medical Science, Rebecca J. Hall, Ph.D., Union Institute Graduate School
China Carla J. Herman, M.D., M.P.H., (Internal Medicine-
S. Sarah Youssof, M.D., University of California, San Geriatrics), University of Minnesota
Francisco School of Medicine Carolyn Y. Muller, M.D., University of Pennsylvania
Lucille A. Papile, M.D., (Pediatrics), Medical College of
Adjunct Professor Pennsylvania
Douglas Barrett, M.D., University of Washington Sharon T. Phelan, M.D., University of New Mexico
Hideaki Ishibashi, M.D., Ph.D., National Kochi Medical William F. Rayburn, M.D., M.B.A., University of Kentucky
School, Japan Rebecca G. Rogers, M.D., Harvard Medical School
Renate D. Savich, M.D., (Pediatrics), Northwestern
Associate Joint Appointment Professors
University
Robert Annett, Ph.D., (Pediatrics), Loyola University of
Alan G. Waxman, M.D., University of Colorado
Chicago
Cosette M. Wheeler, Ph.D., (Molecular Genetics &
Alison Reeve, M.D., (Psychiatry), University of Connecticut
Microbiology), University of Arizona
Professors, Joint Appointment Associate Professors
Cheryl Aine, Ph.D., (Radiology), University of North Carolina Francis W. Byrn, M.D., University of New Mexico
Kathleen Haaland, Ph.D., (Psychiatry), University of Elaine M. DiFederico, M.D., M.P.A., George Washington
Rochester, NY University
Janice Knoefel, M.D., (Geriatrics) Eve L. Espey, M.D., M.P.H., University of California – Irving
Mario Kornfeld, M.D., (Pathology) Shauna F. Jamison, M.D., University of Nevada – Las Vegas
Wilmer Sibbitt, M.D., (Internal Medicine) Kathleen A. Kennedy, M.D., Wayne State University
Laurence A. Leeman, M.D., (Family Practice), University of
California – San Francisco
NEUROSCIENCES Paul C. Magarelli, M.D., Ph.D., University of Arizona –
Tucson
J. Anthony Ogburn, M.D., University of Florida
Daniel D. Savage II, Ph.D., Chairperson Michelle A. Ozbun, Ph.D., (Molecular Genetics &
The University of New Mexico School of Medicine Microbiology), Baylor College of Medicine
Department of Neurosciences Valerie J. Rappaport, M.D., Vanderbilt University
MSC08 4740 Meggan M. Zsemlye, M.D., Medical College of Virginia
1 University of New Mexico
Albuquerque, New Mexico 87131-0001 Assistant Professors
(505) 272-4411 Timothy J. Hurley, M.D., University of New Mexico
Yuko M. Komesu, M.D., University of Michigan
Professors Lisa E. Moore, M.D., Duke University
Lee Anna Cunningham, Ph.D., University of Illinois at Alice A. Robinson, M.D., Michigan State University
Champaign-Urbana Teresa L. Rutledge, M.D., Texas A&M University
Lloyd Donald Partridge, Jr., Ph.D., University of Washington Rameet H. Singh, M.D., M.P.H., University of Utah
Nora I. Perrone-Bizzozero, Ph.D., University of Buenos Aires Betsy J. Taylor, M.D., University of Oklahoma
Linda C. Saland, Ph.D., City University of New York
Research Professor
Daniel D. Savage II, Ph.D., University of Pennsylvania
Laurence A. Cole, Ph.D., Medical College of Wisconsin
C. Fernando Valenzuela, M.D., Ph.D., Columbian School of
Medicine and University of California, Riverside Research Associate Professor
Michael C. Wilson, Ph.D., University of Zurich Suzy Davies, Ph.D., Bartholomew’s Hospital, London,
England
Associate Professors
Andrea M. Allan, Ph.D., State University of New York at Fellows
Binghamton Adanna C. Amanze, M.D., Michigan State University
Kevin K. Caldwell, Ph.D., University of Colorado Matthew C. Brennan, M.D., Medical College of Wisconsin
James A. Wallace, Ph.D., University of California at Davis Lesley de la Torre, D.O., Nova Southeastern University
C. William R. Shuttleworth, Ph.D., University of Melbourne Sarah L. Hammil, M.D., Creighton University
Xinyu Zhao, Ph.D., University of Washington Mamta M. Kulkarni, M.D., University of Zimbabwe
Michael D. Wolfe, M.D., University of Kansas
Assistant Professors
Erin D. Milligan, Ph.D., University of Colorado Emeritus Faculty
Dorothy M. Barbo, M.D., University of Wisconsin – Madison
Research Professor Luis B. Curet, M.D., University of Puerto Rico
John A. Connor, Ph.D., Northwestern University Gertrude J. Frishmuth, M.D., Medical College of Georgia
Effie E. G. Medford, M.D., University of New Mexico
Professor Emeritus Gloria E. Sarto, M.D., Ph.D., University of Wisconsin
William C. Buss, Ph.D., University of Oregon Susan M. Scott, M.D., (Pediatrics), Loyola University –
Stritch
Research Professor
PATHOLOGY Bruce S. Edwards, Ph.D., University of Colorado
HEALTH
HEALTH SCIENCES
Lea Davies, M.D. (Pulmonary)
Susan Defrancesco, Ph.D. (Prevention and Population
Loretta Cordova de Ortega, M.D., Chairperson Sciences)
The University of New Mexico School of Medicine Walter Dehority, M.D. (Infectious Diseases)
Department of Pediatrics Andrea Duncan, M.D. (Neonatology)
Truc-Ha Duong, M.D. (General Pediatrics)
SCIENCES
MSC10 5590
1 University of New Mexico Anna Duran, M.D. (Critical Care)
Albuquerque, NM 87131-0001 Erika Fernandez, M.D. (Neonatology)
(505) 272-5551 James Fisk, M.D. (General Pediatrics)
Janell Fuller, M.D. (Neonatology)
Professors Jessica Goodkind, M.D. (Prevention and Population
Javier Aceves, M.D. (General Pediatrics) Sciences)
Dale C. Alverson, M.D. (Neonatology) Deborah Hall, M.D. (Child Development)
Robert Annett, Ph.D. (Neurobehavioral) Gillian Harris, M.D. (General Pediatrics)
John Brandt, M.D., MPH (Nephrology) Amber Hayes, Psy.D. (Child Development)
Patricia Burtner, Ph.D., OTR/L (Occupational Therapy) Elizabeth Henderson, M.D., (General Pediatrics)
Loretta Cordova de Ortega, M.D. (General Pediatrics) Vlad Ianus, M.D. (Neonatology)
Terry K. Crowe, Ph.D., OTR/L (Occupational Therapy) Randall Knott, M.D. (General Pediatrics)
Sally Davis, Ph.D. (Prevention and Population Sciences) Alberta Kong, M.D. (Adolescent Medicine)
Jeffrey Fahl, M.D. (Gastroenterology) Judy Ledman, M.D. (Child Development)
Nancy Greger, M.D. (Endocrinology/Metabolism) Lanier Lopez, M.D. (Critical Care)
Richard Heideman, M.D. (Hematology/Oncology) Jon Love, M.D. (Cardiology)
Randall Heidenreich, M.D. (Dysmorphology/Genetics) Yasmin Magdaleno, M.D. (Critical Care)
Sheila Hickey, M.D. (Infectious Diseases) Melinda Marsh, M.D. (General Pediatrics)
Andrew Hsi, M.D. (General Pediatrics) Megan Martins, Ph.D. (Child Development)
Courtney Johnson, M.D. (Rheumatology) Susan Mathew, M.D. (Allergy/Immunology)
Prasad Mathew, M.D. (Hematology/Oncology) Heather McKnight, M.D. (Critical Care)
Cate McClain, M.D. (Child Development) Susan Miller, Psy.D. (Child Development)
Jane McGrath, M.D. (General Pediatrics) Tito Monge, M.D. (Critical Care)
James Noel, M.D. (Gastroenterology) Rebecca Moran, M.D. (Neonatology)
Robin Ohls, M.D. (Neonatology) Marcia Moriarta, Psy.D. (Child Development)
Renee Ornelas, M.D. (General Pediatrics) Martha Muller, M.D. (Infectious Diseases)
Diane Parham, Ph.D., OTR/L (Occupational Therapy) Sandra Murdock, M.D. (Critical Care)
Ronald Poland, M.D. (Neonatology) Holly Nelson, M.D. (General Pediatrics)
Janet Poole, Ph.D., OTR/L (Occupational Therapy) A. Chester Ogborn, M.D. (Pulmonary)
Edward L. Rose, M.D. (Gastroenterology) Theresa Petrenchik, Ph.D., OTR/L (Occupational Therapy)
Renate Savich, M.D. (Neonatology) Kristine Pleacher, M.D. (Critical Care)
Victor Strasburger, M.D. (Adolescent Medicine) Michael Pleacher, M.D. (General Pediatrics)
Deane Waldman, M.D. (Cardiology) Carlos Ramos, M.D. (Neonatology)
Kristi Watterberg, M.D. (Neonatology) Mary Ramos, M.D. (General Pediatrics)
Sandra Whisler, M.D. (General Pediatrics) Meredith Reynolds, M.D. (General Pediatrics)
Stuart Winter, M.D. (Hematology/Oncology) Daniel Rifkin, M.D. (General Pediatrics)
Amy Scott, M.D. (General Pediatrics)
Associate Professors Emile Sebesta, M.D. (General Pediatrics)
Theresa Anaya, M.D. (General Pediatrics) Krista Singleton, M.D. (Critical Care)
Teresa Anderson, M.D. (General Pediatrics) Amy Staples, M.D. (Nephrology)
Annalisa Behnken, M.D. (General Pediatrics) Alex Stelzner, M.D. (General Pediatrics)
Elaine Bradshaw, M.D. (General Pediatrics) Leslie Strickler, D.O. (Critical Care)
Lance Chilton, M.D. (General Pediatrics) Denise Taylor, M.D. (Rehabilitation/Physical Medicine)
Denise Coleman, M.D. (Critical Care) Chandler Todd, M.D. (General Pediatrics)
Mark R. Crowley, M.D. (Critical Care) Teresa Vigil, M.D. (General Pediatrics)
M. Beth Goens, M.D. (Cardiology) Nicole Veitenheimer, M.D. (General Pediatrics)
Benjamin Hoffman, M.D. (General Pediatrics) Kathryn Young, M.D. (Critical Care)
Aaron Jacobs, M.D. (Critical Care)
Dawn Joseph, M.D. (Critical Care) Lecturers
Piyadasa Kodituwakku, Ph.D. (Child Development) Heidi Sanders, OTR/L (Occupational Therapy)
James McKinnell, M.D. (Hematology/Oncology) Gail Stockman, OTR/L (Occupational Therapy)
Lucille McLoughlin, M.D. (Gastroenterology)
Sylvia Negrete, M.D. (General Pediatrics) Professors Emeritus
Mark Pedrotty, Ph.D. (Rehabilitation/Physical Medicine) Carol Clericuzio, M.D. (Genetics)
Linda Penaloza, Ph.D. (Prevention and Population Stewart Duban, M.D. (Child Development)
Sciences) Stan Handmaker, M.D., Ph.D. (Development Disabilities)
Hengameh H. Raissy, Pharm.D. (Pulmonary) William H. Kelly, Pharm.D. (Pulmonary)
Betsy Vanleit, Ph.D., OTR/L (Occupational Therapy) Shirley Murphy, M.D. (Pulmonary)
Mareth Williams, M.D. (Child Development) Gary D. Overturf, M.D. (Infectious Diseases)
Craig Wong, M.D., MPH (Nephrology) LuAnn Papile, M.D. (Neonatology)
Susan Scott, M.D. (Endocrinology)
Assistant Professors
Joseph Aguirre, M.D. (General Pediatrics)
Ibrahim Ahmed, M.D. (Hematology/Oncology)
Margaret Armstrong, M.D. (Rehabilitation/Physical Medicine)
PSYCHIATRY
Koh Boayue, M.D. (Hematology/Oncology)
Keri Bolton Oetzel, M.D. (General Pediatrics) Samuel J. Keith, M.D., Chairperson
Penny Brandt, D.O. (General Pediatrics) The University of New Mexico School of Medicine
Shannon Brown, M.D. (Child Development) 2400 Tucker NE
Linda Butros, M.D. (Hematology/Oncology) Family Medicine Center, 4th Floor
Francine Caffey, M.D. (Pulmonary) MSC09 5030
Karen Campbell, M.D. (Adolescent Medicine) 1 University of New Mexico
Connie Connors, M.D. (General Pediatrics) Albuquerque, NM 87131-0001
(505) 272-0518
UNM CATALOG 2010–2011 Symbols, page 653.
550 HEALTH SCIENCES CENTER
HEALTH
HEALTH SCIENCES
Steven C. Eberhardt, M.D., Wayne State University Erica Bennett, M.D., University of Southern California
Philip Wiest, M.D., University of Nevada School of Medicine
Kevin Williams, M.D., The University of New Mexico Gary Cuttrell, D.D.S., The University of Texas at Houston
Michael Davis, M.D., The University of New Mexico
Assistant Professors Dusanka Deretic, Ph.D., The University of Texas Health
Scott Carter, M.D., University of Texas HSC at Houston Sciences Center at San Antonio
SCIENCES
Brad W. Cushnyr, M.D., Medical College of Ohio Charles A. Dietl, M.D., University of Buenos Aires, Argentina
Adam N. Delu, M.D., University of Texas Houston Medical Elaine Dils, R.D.H., M.A., The University of New Mexico
School Lawrence J. Gibel, M.D., Jefferson College
Joanna R. Fair, M.D., Ph.D., Washington University School Peter Jensen, D.D.S., University of Detroit School of
of Medicine Dentistry
Reyaad Hayek, M.D., Northeastern Ohio Universities David G. Lemon, M.D., University of Washington School of
College of Medicine Medicine
Carolyn C. McCarty, D.O., Touro University College of Stephen Lu, M.D., The George Washington University
Osteopathic Medicine School of Medicine
Mary S. McKee, M.D., The University of New Mexico John Marek, M.D., University of Cincinnati
Gary W. Mlady, M.D., St. Louis University Tim Nelson, M.D., University of California
Jennifer Pohl, M.D., Ph.D., University of Nevada Garth Olson, M.D., University of Arizona
William G. Schaeffer, M.D., University of Pennsylvania David E. Pitcher, M.D., The University of New Mexico
School of Medicine Ashwani Rajput, M.D., Case Western Reserve University
Berndt P. Schmit, M.D., Tufts University School of Medicine Cynthia Reyes, M.D., Harvard Medical School
Jessica B. Williams, M.D., University of Texas Southern Mark L. Schluter, M.D., The University of New Mexico
Medical School Michael Spafford, M.D., University of Illinois College of
Medicine
Research Professor Charles D. Tatlock, D.D.S., Baylor College of Dentistry
Cheryl J. Aine, Ph.D., University of North Carolina Jon Wagner, M.D., University of Missouri (Kansas City)
Philip H. Watkins, M.D., University of Kansas
Lecturers III Jason Wilson, M.D., The University of Texas Health
Rebecca Blankley C.R.T., M., C.T., The University of New Sciences Center at San Antonio
Mexico
Elizabeth Greer, R.T., The University of New Mexico Assistant Professors
Sheldwin Yazzie, R.T., The University of New Mexico Robert Avery, M.D., Baylor College of Medicine
Gregory Chambers, M.S., C.N.M.T., A.R.R.T., N., The Arlene Bagga, M.D., Rush Medical College
University of New Mexico Mark Beauchamp, M.D., New Jersey Medical School
Daniel J. Sandoval, M.S., The University of New Mexico Kristin Biggs M.D., University of Texas San Antonio Texas
Lynnette M. Trujillo, R.T., The University of New Mexico Diana Burnham, R.D.H., M.A., The University of New
Mexico
Adjunct Professor Kimberly Espinoza, D.D.S., University of Southern California
Jose F. Garcia, M.D., Medical School of Buenos Aires Ralph Stuart Ford, M.D., University of Arkansas
Robert J. Telepak, M.D., University of Colorado, Denver VIcki Gianopoulis, M.D., The University of New Mexico
Glenroy Heywood, M.D., State University of New York
Working Retiree Health Sciences Center at Syracuse.
Charles Kelsey, Ph.D., Notre Dame Carey Hill, M.D., Albany Medical College
Darra Kingsley, M.D., University of Nebraska Medical Center
Professors Emeritus
Wayne Kuang, M.D., Stanford University School of Medicine
Andrew J. Meholic, M.D., Marquette University
Seth Lowell, M.D., Duke University
Fred A. Mettler, Jr., M.D.
Jonathan Marinaro, M.D., University of Colorado
Angela Martin, M.D., Loma Linda University School of
Medicine
SURGERY Bruce Mathis, M.D., The University of Texas Health
Sciences Center at San Antonio
Melissa McDougal Plese, R.D.H., M.A., The University of
John Russell, M.D., Chairman New Mexico
The University of New Mexico School of Medicine TIm Perez, M.D., New Jersey Medical School
Ambulatory Care Center, 2nd Floor Amber Rollstin, M.D. The University of New Mexico
MSC10 5610 Melissa Ravago, M.D., Tufts University (Boston)
1 University of New Mexico Linda Rose, M.D., Ph.D., University of Maryland
Albuquerque, NM 87131-0001 Yassin Said, M.D., Damascus University School of Medicine,
(505) 272-6869 Syria
Jess Schwartz, M.D., New York University School of
Professors Medicine
John D. Corson, M.D., University of Edinburgh, Scotland Satyan Shah, M.D., Robert Wood Johnson Medical School,
Arup Das, M.D., Ph.D., Medical College, Univesity of Camden, NJ
Calcutta (India) Isaac Tawil, M.D., Sackler School of Medicine
Gerald B. Demarest III, M.D., Columbia University Anthony Vigil, M.D., The University of New Mexico
Thomas Howdieshell, M.D., Medical College of Georgia Philip Vitale, M.D., New Jersey College of Medicine
School of Medicine Anne Marie Wallace, M.D., University of Arizona
Mark Langsfeld, M.D., Medical College of Georgia LIbby Watch, M.D., Sackler School of Medicine, Tel Aviv
Demetra Logothetis, R.D.H., M.S., University of Missouri University
(Kansas City) Sonlee West, M.D., UT Houston Medical School
Christine Nathe, R.D.H., M.S., Old Dominion University Ismael Zamilpa, M.D., The University of Texas
John C. Russell, M.D., Harvard Medical School
Anthony Y. Smith, M.D., The University of Texas at Dallas Professors Emeritus
Jorge A. Wernly, M.D., Universidad Nacional de Rosario Thomas A. Borden, M.D., University of Chicago
(Argentina) Albert M. Brettner, D.D.S., Temple University
Donals E. Fry, M.D., Ohio State University School of
Associate Professors Medicine
Richard Allen, M.D., Baylor College of Medicine, Houston, Fred Herzon, M.D., University of Illinois
Texas Stuart B. Pett, Jr., M.D., University of Utah
HEALTH
HEALTH SCIENCES
DEHY 401 Clinical Dental Hygiene Lecture III 2 credit 400 upper-division courses and selection of area of
DEHY 402 Clinical Dental Hygiene III 3 focus in one of several areas including education, advanced
DEHY 475 Periodontology II 2 clinic, management, research or public health. The program
DEHY 422 Dental Public Health 3 is self-paced and designed to serve the needs of the practic-
DEHY 410 Dental Hygiene Research Methodology 3 ing hygienist.
DEHY 480 Local Anesthesia and Pain Control 3
SCIENCES
16 This program is available to selected students who have
Semester 8 Professional received an Associate Degree or a Certificate in Dental
DEHY 403 Clinical Dental Hygiene Lecture IV 2 Hygiene from a school accredited by the Commission on
DEHY 404 Clinical Dental Hygiene IV 4 Dental Accreditation. Applicants for admission to the bache-
DEHY 442 Principles of Practice 2 lor’s degree program must meet the following requirements.
DEHY 400 Current Issues 3
DEHY 423 Dental Pub Health II 1 Bachelor of Science Degree Completion
DEHY 440 Extramural Experience 3
15
Program Admission Requirements
Total 126 1. Completion of an CODA-accredited program in dental
hygiene.
2. A satisfactory academic GPA of at least 2.5 on a 4.0
Admission Requirements scale.
3. Completed application to the Degree Completion
Program.
Bachelor of Science in Dental Hygiene 4. A copy of official transcripts of all prior college courses
1. Applications/Academic Credentials undertaken.
a. The University of New Mexico Application: Students 5. A $50.00 application fee made payable to the Division
presently enrolled in a degree-seeking status at of Dental Hygiene.
The University of New Mexico need not reapply. All 6. A copy of national dental hygiene examination board
others must submit an application for admission to score.
The University of New Mexico. Application forms are 7. A copy of current and active license in any state.
available from the Office of Admissions. Complete 8. Interview with Admissions Committee.
and return application to the Office of Admissions. 9. Application to The University of New Mexico.
b. Application to the Division of Dental Hygiene:
Applications are available from the Division of Bachelor of Science Degree
Dental Hygiene and must be submitted to the
Division of Dental Hygiene.
Completion Requirements
c. Academic Credentials (submit a copy to the Division 1. Satisfactory completion of 12 hours of 400 level Dental
of Dental Hygiene with your completed application). Hygiene core courses, to include 6 hours of Extramural
1. Official transcripts from all previous institutions of Experience in an area of focus as approved by the
higher education B.S.D.H. Program Coordinator.
2. Official listing of courses in progress. 2. Satisfactory completion of a minimum of 128 total
2. Admissibility to The University of New Mexico as semester credit hours including the above. Thirty of
described in Admissions section in this catalog. these hours must be completed at The University of
3. Completion of pre-professional curriculum. Courses in New Mexico, exclusive of extension courses. Fifteen
progress and those to be completed by January of the of these hours must be completed after 92 hours have
year in which the application is made will be considered. been earned.
Proof of successful completion of these courses must 3. At least a 2.00 grade point average in all hours
be submitted to both The University of New Mexico attempted at The University of New Mexico and a 2.50
Office of Admissions and the Division of Dental Hygiene average in all dental hygiene courses.
at the end of each semester which they are taken. An 4. Written application for graduation to be submitted to the
official, final transcript must be forwarded to both The Division of Dental Hygiene office in Novitski Hall during
University of New Mexico Admissions and Division of the semester prior to expected graduation date. This
Dental Hygiene as soon as it becomes available. is to be submitted to the Division of Dental Hygiene
4. Minimum overall grade point average of 2.40 on a Degree Completion Coordinator.
4.0 scale will be considered. Courses with pass/fail 5. Unanimous recommendation for graduation by the full-
(CR/NC) grading will not be considered for fulfillment of time faculty of the Division.
the requirements. All DH prerequisites courses must be
taken for a letter grade. An individual curriculum for each student will be developed.
This curriculum will be designed to meet the needs of the
Deadline: Both applications (The University of New Mexico practicing hygienist who wishes to enroll as a part-time stu-
and Dental Hygiene) and credentials are due no later than dent as well as the full-time continuing student.
September 1. Admission is for the Spring semester only.
Those applicants who are provisionally selected will be noti- First Semester
fied in December. DEHY 400 Current Issues 3
DEHY 440 Extramural Experience 3
All applicants will be notified of their admissions status. Areas of concentration: (education, advanced clinic,
Selection will be given to qualified persons regardless of their management, public health, research) additional
race, color, religion, gender, national origin, age, qualified related electives (such as DEHY 407 1-3)
disability or military involvement. Equal opportunity for admis- (as approved by program coordinator) 6–12
sion is given to all qualified applicants. 12–18
Advisement sessions are required and are available each Second Semester
month at the Division of Dental Hygiene. Call the office at DEHY 410 Dental Hygiene Research Methodology 3
(505) 272-4513 to attend the monthly sessions. DEHY 440 Extramural Experience 3
Areas of focus: (education, advanced clinic,
management, public health, research) additional
Bachelor of Science–Dental Hygiene related electives (such as DEHY 407 1-3)
Degree Completion Program (as approved by program coordinator) 6–12
12–18
The Bachelor of Science in Dental Hygiene (B.S.D.H.) degree
completion program expands the basic skills and knowledge Students graduate under the catalog requirements of the
acquired in an Associate of Science in Dental Hygiene degree year in which they enroll, provided they complete graduation
program. requirements within a continuous three-year period. Students
who interrupt attendance and are absent from the program Admission Requirements
one or more years must reapply and follow the same proce-
dures as a new applicant. Formal admission to The University is an initial requirement
for admission to the Master of Science Degree Program in
Master of Science in Dental Hygiene Dental Hygiene. Applications for graduate admission are
available from the Division of Dental Hygiene, University of
Degree Program Requirements New Mexico. The Division of Dental Hygiene will recommend
The Master of Science in Dental Hygiene degree program acceptance to the program. The Office of Graduate Studies
follows a required four semester graduate level curriculum, will offer final determination of admissions. The following
which begins each year during the fall semester. Resources documents must be submitted to the Division of Dental
limit each class size to no more than 5 students. In addition Hygiene for admittance to the program:
to tuition, housing, books and other usual school expenses 1) Application to the Office of Graduate Studies.
will apply. Fees are subject to change on a yearly basis. 2) Application to the Division of Dental Hygiene.
Students are responsible for transportation fees to and from 3) Photocopy of the National Dental Hygiene Board
externships at off campus sites. Examination results.
Plan I: Thesis Option 4) Possession of a bachelor degree in dental hygiene or
Semester 1 a related field and, in the latter case, have completed
DEHY 510 Dental Hygiene Research 3 an accredited certificate or associate program in Dental
DEHY 502 Instructional Strategies 3 Hygiene. Proof should be provided by official college
DEHY 505 Clinical Teach/Admin 4 transcripts.
5) Evidence of an undergraduate overall quality point
Semester 2 average of at least 3.0 on a 4.0 scale.
DEHY 500 Current Issues 3 6) Three letters of recommendation.
DEHY 501 Dental Hygiene Manag/Admin 3 7) Interview with Admissions Committee.
DEHY 503 Oral Medicine 3
Deadline: Both applications are due no later than April 15th.
Semester 3
Early admission due date is January 31. Those applicants
DEHY 599 Thesis 3
who are provisionally selected will be notified in May. All appli-
STAT 579 Selected Topics in Stats 3
cants will be notified of their admission status. Selection will
Semester 4 be given to qualified persons regardless of their race, color,
DEHY 504 Dental Hygiene Internship 6 religion, national origin, age, qualified disability or military
DEHY 599 Thesis 3 involvement. Equal opportunity for admission is given to all
TOTAL 34 qualified applicants.
Plan II: Nonthesis Specialty Advisement sessions are available from the Division of
Semester 1 Dental Hygiene.
DEHY 510 Dental Hygiene Research 3
DEHY 502 Instructional Strategies 3 Call the office at (505) 272-8147 for an appointment.
DEHY 505 Clinical Teach/Admin 4
Semester 2
DEHY 500 Current Issues 3
Graduation Requirements
DEHY 501 Dental Hygiene Manag/Admin 3 A. Satisfactory completion of all graduate courses.
DEHY 503 Oral Medicine 3 B. Students who have completed graduate-level course
Semester 3 work(at a B level or higher) at an accredited institution
DEHY 560 Non-Thesis Project 3 other than UNM may apply for the credit(s) to be trans-
STAT 579 Selected Topics in Stats 3 ferred.
(Graduate Course from Specialty) 3 C. Students must maintain a 3.00 GPA or higher.
Semester 4 D. Student must complete the Master’s Examination and/
DEHY 504 Dental Hygiene Internship 6 or Thesis Requirement.
(Graduate Course from Specialty) 3 E. All work toward a Master degree including transferred
TOTAL 37 course work must be completed within a seven-year
period.
*Satisfactory completion of Master’s Exam Mandatory for F. Students must inform their graduate unit and the Office
Graduation. of Graduate Studies in writing of their intention to gradu-
ate at the end of a particular semester by submitting a
Plan II: Nonthesis Dental Hygiene Practitioner Option
“Notification of Intent to Graduate” form.
Semester 1
G. Unanimous recommendation for graduation by the
DEHY 510 Dental Hygiene Research 3
full-time faculty of the Division of Dental Hygiene and
DEHY 502 Instructional Strategies 3
School of Medicine.
DEHY 505 Clinical Teach/Admin 4
Semester 2
DEHY 500 Current Issues 3 Dental Hygiene (DEHY)
DEHY 501 Dental Hygiene Manag/Admin 3
205. Introduction to Dental Hygiene. (2)
DEHY 503 Oral Medicine 3
Introduction to Dental Hygiene is a comprehensive overview
Semester 3 of major topics and issues germane to the practice of dental
DEHY 561 Advanced Dental Hygiene Clinic 6 hygiene. Topics selected in this course are intended to pro-
STAT 579 Selected Topics in Stats 3 vide entering dental hygiene students with an understanding
Semester 4 of the role of the dental hygienist in disease prevention,
DEHY 504 Dental Hygiene Internship 6 therapeutic services provided by dental hygienists and pro-
DEHY 562 Primary Dental Care 3 fessional growth. {Spring}
TOTAL 37 Restriction: DH majors only.
*Satisfactory completion of Master’s Exam Mandatory for 210. Head and Neck Anatomy. (3)
Graduation. Anatomy of head and neck with emphasis on oral structures
and their function. Three lectures. {Spring}
Restriction: DH majors only.
250. Gen/Oral Hist and Embrey. (2) 400./500. Current Issues in Dental Hygiene. (3)
HEALTH
HEALTH SCIENCES
Study of cells, tissues, organ systems and embrology with In depth discussions focusing on current issues facing the
emphasis on the oral structure. dental hygiene discipline.
Restriction: DH majors only. Restriction: DH majors only.
301. Clinical Dental Hygiene Lecture I. (3) 401. Clinical Dental Hygiene Lecture III. (2)
Provides student with the theoretical basis to perform clinical Advanced clinical concepts and procedures.
SCIENCES
dental hygiene. Topics covered include: intra- and extraoral Restriction: DH majors only.
examination procedures, periodontal tissue characteristics,
occlusion and basic dental hygiene instrumentation. 402. Clinical Dental Hygiene III. (3)
Restriction: DH majors only. Students refine DH skills while learning new techniques.
Emphasis is placed upon the quality of care the student
302. Clinical Dental Hygiene I. (2) renders.
Dental Hygiene 302 provides the student with hands-on Restriction: DH majors only.
experiences in a clinical setting. Students practice dental
hygiene evaluative and instrumentation skills learned in 301. 403. Clinical Dental Hygiene Lecture IV. (2)
Restriction: DH majors only. This course is designed to emphasize treatment of medically
compromised patients. Guest speakers representing various
303. Clinical Dental Hygiene Lecture II. (2) dental specialties are also included.
Theories and clinical performance of specific dental hygiene Restriction: DH majors only.
treatment concerns as well as biomedical/dental concerns
are emphasized. Content includes nutritional counseling, 404. Clinical Dental Hygiene IV. (4)
intraoral photography, periodontal debridement and micro- Clinical course which helps the student develop time man-
scopic evaluation of plaque samples. agement skills necessary for private practice and provides
Restriction: DH majors only. an environment necessary to further develop the students
periodontal skills through routine periodontal treatment and
304. Clinical Dental Hygiene II. (3) periodontal surgery.
DH 304 refines assessment and instrumentation skills. Restriction: DH majors only.
Emphasis is focused upon developing case management
skills relative to periodontal debridement, dietary counsel- 407. Problems. (1-3 to a maximum of 9) ∆
ing, desensitization, phase contrast microscopy, subgingival Topical research and new procedures that cannot be accom-
irrigation and other related preventive skills. modated in the regular dental hygiene curriculum. Hours
Restriction: DH majors only. arranged. Offered on a CR/NC basis only.
Restriction: DH majors only.
312. Dental Radiology/Lab. (3)
Didactic, laboratory and clinical course which includes basic 410./510. Dental Hygiene Research Methodology. (3)
concepts for radiation physics, radiation biology and protec- Developing of research in regard to special areas in dental
tion, exposure techniques, film processing and mounting, hygiene with emphasis on writing reports.
quality assurance and radiographic appearance of normal Restriction: DH majors only.
and some abnormal anatomic landmarks.
Restriction: DH majors only. 422. Dental Public Health I. (3)
Study of the dental care delivery system in the world today
320. Dental Bio-Materials. (2) and a global perspective of the science of oral disease
A survey of materials used in dentistry and dental hygiene prevention.
and dental laboratory procedures. Restriction: DH majors only.
Restriction: DH majors only.
423. Dental Public Health II. (1)
330. Dental Health Education I. (2) Application of principles and objectives studied in 422.
This course includes the Etiology of prevalent oral diseases Students will plan and develop specific educational programs
with a focus upon developing the education skills necessary for schools, hospitals, nursing homes, mental retardation
to counsel dental hygiene patients. Dental and periodontal centers and other groups in the community.
charting techniques are introduced. Prerequisite: 422. Restriction: DH majors only.
Restriction: DH majors only.
440. Extramural Experience. (1-6 to a maximum of 9) ∆
335. Dental Office Emergencies. (2) Provides the student with the opportunity to achieve educa-
An introduction to emergency situations in the dental office tional and clinical skills and in depth knowledge in various
with emphasis on taking and recording health/dental history dental care delivery systems.
and procedures required to prevent occurrence of an emer- Restriction: DH majors only.
gency situation. {Fall}
Restriction: DH majors only. 442. Principles of Practice. (2)
Introduction to dental hygiene professional ethics, profes-
340. General and Oral Pathology. (3) sional association, principles, laws, regulations and office
Pathology of the head and neck and the major diseases that management.
affect the oral cavity. Two lectures. {Spring} Restriction: DH majors only.
Restriction: DH majors only.
470. Periodontology I. (3)
360. Pharmacology. (3) Didactically covers basic biological principles and the preven-
Basic principles of pharmacology and their application to tion and treatment of periodontal disease. Three lectures.
drugs currently used in dentistry; mechanisms of action with {Fall}
emphasis on drugs specifically used by dental professionals Restriction: DH majors only.
and possible interactions between other medications and
these drugs. 475. Periodontology II. (2)
Restriction: DH majors only. {Spring} Didactically covers periodontal surgeries maintenance and
support periodontal services.
370. Special Care in Dental Hygiene. (2) Restriction: DH majors only.
A didactic course with topics covered to include medically
and physically compromised patients, management of the 480. Local Anesthesia and Pain Control. (3)
geriatric population and hospital dentistry. Assigned rotations Instruction and clinical practice in the administration of local
with affiliated health care facilities are a part of 440. anesthetic agents and other pain control treatment modali-
Restriction: DH majors only. ties.
Restriction: DH majors only.
504. Dental Hygiene Internship. (1-6 to a maximum of 6) ∆ Students may enter the program with or without EMS licen-
Restriction: DH majors only. sure. Students with previous EMS licensure must discuss
options for receiving credit with the program academic advi-
505. Clinical Teaching and Administration. (4) sor. The program accepts academic credit from accredited
Restriction: DH majors only. institutions of higher education for course work deemed
equivalent to program requirements. Of the 132 hours
507. Problems. (1-3 to a maximum of 6) ∆ required for the degree, a minimum of 30 credit hours in the
Topical research and new procedures that cannot be accom- EMS major must be taken at the University of New Mexico to
modated in the regular dental hygiene curriculum. satisfy University residency requirements.
Restriction: DH majors only.
EMERGENCY MEDICINE Although EMS licensure is not required for admission to the
program, those students with out-of-state licensure should
contact the New Mexico EMS Bureau regarding reciprocity
Michael Richards, M.D., MPA, Chairperson prior to taking paramedic core courses. All students must
The University of New Mexico School of Medicine have current New Mexico licensure at the EMT-Basic or EMT-
Department of Emergency Medicine Intermediate level prior to taking paramedic core courses.
Albuquerque, NM 87131
(505) 272-5062
Contact: (505) 272-5757, Jodi Perry, Academic Advisor Program Requirements
Professors Students must maintain an overall GPA of 2.5 throughout
Michael Richards, M.D. the program. While in the paramedic core courses students
must maintain a current CPR for healthcare providers course
Director and Medical Director completion card and a current New Mexico EMT license.
Marc-David Munk, M.D., M.P.H.
HEALTH
HEALTH SCIENCES
92 hours have been earned. EMS 220 Medical Emergencies 3
2. Completion of general education requirements the first EMS 221 EMS Operations 3
and second years. Completion of paramedic school the EMS 230 Special Patient Populations in EMS 3
third year, and completion of listed electives during the EMS 231 Trauma Emergencies 3
fourth year. EMS 242 Paramedic Lab II 2
3. Minimum overall GPA of 2.5, EMS course GPA 3.0. EMS 252 Paramedic Clinical Rotation II 2
SCIENCES
4. Submission of an application for graduation. Total 16
5. Approval of the full-time program instructional staff.
Semester III
EMS 243 Paramedic Lab III 2
General Education Requirements EMS 252 Paramedic Clinical Rotation III 2
EMS 254 Paramedic Field Internship 4
MATH 121 College Algebra 3 Total 8
-or-
MATH 150 Pre-Calculus Mathematics 3 Paramedic Core Total 40
-or-
Additional Required EMS Courses
MATH 180 Calculus I 3
EMS 470 EMS Research and Analysis 3
ENGL 101 Composition I 3
Total 3
ENGL 102 Composition II 3
ENGL 220 Expository Writing 3
-or- Fourth Year Requirements
ENGL 290 Introduction to Professional Writing 3
PSY 105 General Psychology 3 Students must complete 27 credit hours, with a grade of C or
BIOL 123 Biology for Health Related Sciences better, choosing from the courses below:
and Non-Majors 3 EMS 398 EMS Topics 1-3
BIOL 124L Lab for Biology for Health Related EMS 399 EMS Problems 3
Sciences and Non-Majors 1 EMS 400 Advanced Assessment 3
CHEM 121 General Chemistry I 3 EMS 401 AICP 3
-and- EMS 402 PNICP 3
CHEM 123L General Chemistry I Lab 1 EMS 403 Mountain Medicine 3
-or- EMS 407 Aeromedical EMS 3
CHEM 122 General Chemistry II 3 EMS 410 EMS Administration 3
-and- EMS 421 EMS Education Internship 3
CHEM 124L General Chemistry II Lab 1 EMS 441 EMS Education 3
BIOL 237 Human Anatomy & Physiology I for EMS 471 EMS Research and Publication 3
the Health Sciences 3 EMS 472 EMS Research Independent Study 1-3
BIOL 247L Human Anatomy and Physiology Lab I 1 EMS 473 EMS Journal Club 1
BIOL 238 Human Anatomy & Physiology II for EMS 498 EMS Topics 1-3
the Health Sciences 3 EMS 499 EMS Problems 3
BIOL 248L Human Anatomy and Physiology Lab II 1 BIOL 201 Molecular and Cell Biology 4
STAT 145 Introduction to Statistics (or equivalent) 3 BIOL 203L Ecology and Evolution 4
PHIL 101 Introduction to Philosophical Problems 3 BIOL 204L Plant and Animal Form and Function 4
PHIL 245 Professional Ethics 3 BIOL 239L Microbiology for Health Sciences
CJ 130 Public Speaking 3 and Non-Majors 3
ANTH 101 Introductory Anthropology or BIOC 423 Introductory Biochemistry 3
–or– SOC 101 Introductory Sociology 3 CHEM 301 Organic Chemistry I 3
Fine Arts Elective 3 CHEM 301 Organic Chemistry II 3
Foreign Language 3 HED 471 Introduction to Community Health 3
Total 52 HED 482 Introduction to Health Education
and Multicultural Heath Beliefs 3
Pre-Paramedic Required EMS Courses HIST 417 History of Modern Medicine 3
MATH 180 Calculus 3
EMS 113 EMT-Basic 8* MATH 181 Calclulus II 3
EMS 120 Introduction to EMS Systems 3 PHYC 151 General Physics I 3
EMS 142 EMT-Basic 2* PHYC 152 General Physics II 3
Total 13
*Students may substitute the 2-semester equivalent of EMS
113 and 142 consisting of EMS 114, 115, 140, and 141. Emergency Medicine (EMS)
Students entering the program as licensed EMT-Basics
may substitute 6 hours of approved electives, which may 106. Emergency Medical Responder. (4)
include EMS 143, 151, and 180, if not licensed as an EMT- Emergency Medical Responder is a 60-hours course
Intermediate. designed specifically for personnel who are first at the scene
of an accident or emergency. This course offers a foundation
for advanced EMS courses.
Paramedic Core Courses
113. EMT-Basic. (8) [6]
Paramedic core courses can be competed at any time in the Meets the 1998 EMT-Basic National Standard Curriculum
program, so long as prerequisites are achieved, however, the requirements and incorporates New Mexico EMT-B scope of
courses must be completed in the sequence below in con- practice. Provides lecture instruction to prepare the student to
secutive semesters, including one summer session. sit for New Mexico and National Registry testing.
Corequisite: 142. Restriction: program permission.
Semester I
EMS 209 Introduction to Prehospital Advanced 114. EMT-Basic I. (3)
Life Support 3 First half of a 2-semester option for EMT-Basic based on the
EMS 210 Prehospital Pharmacology 3 National Standard Curriculum and New Mexico EMT-B scope
EMS 211 Patient Assessment and Airway of practice. Provides lecture instruction to prepare the student
Management 2 for EMS 115, EMT-Basic II.
EMS 212 Cardiac and Respiratory Emergencies 3 Corequisite: 140. Restriction: program permission.
EMS 241 Paramedic Lab I 2
EMS 251 Paramedic Clinical Rotation I 3
Total 16
115. EMT-Basic II. (3) 212. Cardiac and Respiratory Emergencies. (3)
Second half of a 2-semester EMT-Basic course based on Introduces the paramedic student to the assessment and
National Standard Curriculum and New Mexico EMT-B scope management of patients with cardiac and respiratory prob-
of practice. Provides instruction to prepare the student to sit lems. Includes cardiac rhythm interpretation.
for New Mexico and National Registry testing. Corequisite: 209 and 210 and 211 and 241 and 251.
Prerequisite: 114 and 140. Corequisite: 141. Restriction: Restriction: program permission.
program permission.
220. Medical Emergencies. (3)
120. Introduction to EMS System. (3) Introduces paramedic students to the assessment and
Covers the history of emergency medical services and the management of the adult patient with a variety of medical
development of EMS systems and current trends and issues problems, including infectious illness, anaphylaxis, diabetes,
in EMS. Ideal for students considering a career in EMS. and gastrointestinal emergencies.
Corequisite: 221 and 242 and 252. Restriction: program
121. EMT Vehicle Extrication. (1) permission.
Teaches fundamental techniques of basic and light vehicle
rescue. Primary focus is on vehicle extrication. 221. EMS Operations. (3)
Prerequisite: 113 and 142. Introduces the paramedic student to the operational aspects
of prehospital emergency care, including rescue and extrica-
140. EMT-Basic Lab I. (1) tion, hazardous materials response, disaster response, and
First half of a 2-semester option for EMT-Basic based on the incident command.
National Standard Curriculum and New Mexico EMT-B scope Corequisite: 220 and 242 and 252. Restriction: program
of practice. Provides lab instruction to prepare the student for permission.
EMS 141, EMT-Basic Lab II.
Corequisite: 114. Restriction: program permission. 230. Special Patient Populations in EMS. (3)
Provides an introduction to the prehospital emergency man-
141. EMT-Basic Lab II. (1) agement of medical and traumatic problems in pediatric,
Second half of a 2-semester option for EMT-Basic based on geriatric, and pregnant patients.
the National Standard Curriculum and New Mexico EMT-B Corequisite: 231 and 243 and 253. Restriction: program
scope of practice. Provides lab instruction to prepare the stu- permission.
dent to sit for New Mexico and National Registry testing.
Prerequisite: 114 and 140. Corequisite: 115. Restriction: 231. Trauma Emergencies. (3)
program permission. Introduces the paramedic student to prehospital advanced
life support assessment and management of patients with
142. EMT-Basic Lab. (2) traumatic injury.
Meets the 1998 EMT-Basic National Standard Curriculum Corequisite: 230 and 243 and 253. Restriction: program
requirements and incorporates New Mexico EMT-B scope of permission.
practice. Provides lab instruction to prepare the student to sit
for New Mexico and National Registry testing. 241. Paramedic Lab I. (2)
Corequisite: 113. Restriction: program permission. Provides instruction in and practice application of advanced
life support skills in patient assessment, airway manage-
143. EMT-Intermediate Lab. (1) ment, medication administration, and advanced cardiac life
Meets New Mexico requirements for EMT-Intermediate skills support.
training, including intravenous fluid administration and phar- Corequisite: 209 and 210 and 211 and 212 and 251.
macology. Restriction: program permission.
Prerequisite: 113 and 142. Corequisite: 180. Restriction:
program permission. 242. Paramedic Lab II. (2)
Provides instruction in and practice application of advanced
151. EMT-I Clinical and Field Experience. (2) life support skills in the assessment and management of
Meets New Mexico requirements for EMT-Intermediate field patients with medical emergencies. Practice in vehicle extri-
and clinical training, including emergency department and cation skills.
prehospital experience. Corequisite: 220 and 221 and 252. Restriction: program
Prerequisite: 113 and 142. Corequisite: 180 and 143. permission.
Restriction: program permission.
243. Paramedic Lab III. (2)
180. EMT-Intermediate. (5) [3] Provides instruction in and practice application of advanced
Meets New Mexico requirements for EMT-Intermediate lec- life support skills in the assessment and management of
ture content, including intravenous fluid administration and pediatric, geriatric, and pregnant patients, as well as in
pharmacology. trauma management.
Prerequisite: 113 and 142. Corequisite: 143. Restriction: Corequisite: 230 and 231 and 253. Restriction: program
program permission. permission.
209. Introduction to Prehospital Advanced Life Support. 251. Paramedic Clinical Rotation I. (3)
(3) Facilitates paramedic students’ progress toward entry-level
Provides students with an understanding of foundational clinical competence by providing the opportunity to integrate
concepts in emergency medical services, including EMS classroom knowledge and skills with professional practice
systems, paramedic roles and responsibilities, and a review under the supervision of clinical instructors.
of anatomy and physiology. Corequisite: 209 and 210 and 211 and 212 and 241.
Corequisite: 210 and 211 and 212 and 241 and 251. Restriction: program permission.
Restriction: program permission.
252. Paramedic Clinical Rotation II. (2)
210. Prehospital Pharmacology. (3) Observation and supervised care of emergency patients in
Provides the paramedic student with an overview of drug the emergency department, inpatient units, and prehospital
classes, actions, and metabolism, as well as an understand- setting.
ing of considerations in medication administration. Corequisite: 220 and 221 and 242. Restriction: program
Corequisite: 209 and 211 and 212 and 241 and 251. permission.
Restriction: program permission.
253. Paramedic Clinical Rotation III. (2) 470. EMS Research Analysis. (3)
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Observation and supervised care of emergency patients in This course provides the student with an overview of the
the emergency department, in-patient units, and prehospital research process and teaches skills in critical analysis of
setting. medical literature.
Corequisite: 230 and 231 and 243. Restriction: program Prerequisite: STAT 145.
permission.
471. EMS Research and Publication. (3)
SCIENCES
254. Paramedic Field Internship. (4) The student designs an original research project under the
Paramedic students develop EMS team-leadership skills and guidance of department faculty. Emphasis is on literature
learn to operate independently, under supervision, at entry- review, research design, and completing institutional review
level competence. board requirements.
Prerequisite: 230 and 231 and 243 and 253. Restriction: Prerequisite: 470.
program permission.
472. EMS Research Independent Study. (1-3 to a maxi-
398. EMS Topics. (1-3 to a maximum of 15) [1-3 to a mum of 6) ∆
maximum of 6] ∆ Designed as a follow-up to EMS 471. The student will con-
tinue with the project developed in EMS 471, including data
399. EMS Problems. (1-3 to a maximum of 6) ∆ collection and analysis.
Prerequisite: 471.
400. Advanced Assessment. (3)
Provides paramedics with an in-depth understanding of 473. EMS Journal Club. (1)
patient history and physical examination techniques. Seminar course involving reading, presentation, and discus-
Prerequisite: 212 and 241 and 251. Restriction: program sion of emergency medicine literature.
permission. Restriction: program admission.
401. Adult Intensive Care Paramedic. [Mobile Intensive 498. EMS Topics. (1-3 to a maximum of 15) [1-3 to a
Care Paramedic.] (3) maximum of 6] ∆
Introduces the paramedic to advanced pathophysiology,
procedures and critical thinking skills used in the critical 499. EMS Problems. (1-3 to a maximum of 6) ∆
care transport environment. Topics include advanced airway
management and assessment, cardiac and hemodynamic
monitoring and advanced 12 lead ECG interpretation.
Prerequisite: 211 and 212 and 220 and 241 and 242.
Restriction: program permission. MEDICAL LABORATORY
402. Pediatric and Neonatal Intensive Care Paramedic.
(3)
SCIENCES
Instructs students to perform as a member of highly special-
ized pediatric and neonatal critical care transport teams pro- Leslie Danielson, Director
viding inter-facility transport of critically ill pediatric patients. Medical Laboratory Sciences
Topics include ventilator management, congenital heart The University of New Mexico School of Medicine
defects, and pharmacology. Health Sciences and Services Bldg., Rm. 217
Prerequisite: 230 and 243. Restriction: program permission. MSC09 5250
1 University of New Mexico
403. Mountain Medicine. (6) Albuquerque, NM 87131-0001
The Mountain Medicine course is intended for medical (505) 272-5434
professionals who participate in mountain recreation or are
mountain professionals such as guides or Mountain Rescue Faculty
personnel with a current EMT-Intermediate, Paramedic or Margaret Alba, B.S., CLS, BB(ASCP), University of Texas
Nurse license. Restriction: program permission. at El Paso
Leslie Danielson, Ph.D., MT(ASCP), The University of
407. Aeromedical EMS. (3) New Mexico
Provides paramedics with an overview of rotary and fixed- Bonnie L. Griffin, B.S., MT(ASCP), University of Albuquerque
wing air medical transport, including ground operations, flight Barbara Masten, Ph.D., MT(ASCP, NCA), Texas Tech
physiology, and patient management. University Health Sciences Center
Prerequisite: 212 and 220 and 241 and 242. John Scariano, Ph.D., MT(ASCP), The University of
New Mexico
410. EMS Administration. (3)
An introduction to all aspects of EMS service agency admin-
istration. Topics include political and regulatory structures, Introduction
personnel management, and fiscal management.
Prerequisite: 113 and 120 and 142. The Medical Laboratory Sciences Program trains students to
enter the fast paced world of the Medical Technologist (MT)/
421. EMS Education Internship. (3) Clinical Laboratory Scientist (CLS). This career encompasses
The student is assigned to an instructor mentor and will par- clinical testing in the fields of chemistry, hematology, micro-
ticipate, under supervision, in the planning, implementation, biology, immunology, urinalysis, and blood banking. With the
and evaluation of EMS training programs. significant advances in medical research, health care has
Prerequisite: 441. become increasingly dependent on a growing number of
complex laboratory tests and procedures to diagnose and
441. Principles of EMS Education. (3) treat diseases. The MT/CLS student will become an important
This course covers the development, design, implementation, member of the health care team who will be responsible for
and evaluation of EMS training programs. providing this essential service.
Prerequisite: 143 and 153 and 180.
The MT/CLS profession requires a broad general science
453. Aeromedical EMS Clinical Rotation. (1) background and specialized laboratory education to become
Practical application of content learned in EMS 403. Student proficient in the performance of laboratory procedures.
will work under the preceptorship of a fixed-wing flight crew. After graduation, our students will be able to choose from a
Pre- or corequisite: 407. variety of career paths ranging from management to clinical
bench work in a hospital or research laboratory. They will be
responsible for the quality and accuracy of these lab results,
providing critical information for diagnosis and treatment applicants will be notified of their admission status. Selection
of patients. Our trained professionals will find challenging will be given to qualified persons regardless of race, color,
opportunities for employment in hospitals and independent religion, gender, national origin, age, qualified handicap or
laboratories, physicians’ offices, clinics, research, industry, military involvement. Residents of New Mexico receive pref-
and educational institutions. erence in admission.
are assigned to an affiliated clinical laboratory for practical BIOM 508 Advanced Cell Biology 4
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experiences in the rotation courses. Hospital and reference BIOM 555 Problem Based Research Bioethics 1
laboratories currently used are: SED Medical Laboratories, STAT 538 Biostatistical Methods Public Health/
TriCore Reference Laboratories, and VA Medical Center and Medical 3
hospitals located throughout the state of New Mexico. MEDL 500 Selected Topics in Laboratory Medicine 2
MEDL 550 Laboratory Management Seminar 2
**Electives 6
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Medical Laboratory Sciences Program–
Masters Degree Non-thesis Plan
63-64 semester hours MEDL 600 Non-thesis Apprenticeship in
234 Introduction to Clinical Immunology 3 research/specialty clinical lab 10
300L Introduction to Medical Laboratory Sciences 2 Cytology, Genetics & Cytometry,
310 Introduction to Clinical Chemistry 3 Biochemistry, Cell Biology or Immunology
311L Introduction to Clinical Chemistry Lab 2 Total: 36
315L Clinical Serology 2 **Elective Courses:
320 Introduction to Clinical Hematology/Hemostasis 4 Techniques:
321L Clinical Hematology/Hemostasis Lab 2 BIOM 524 Electron Microscopy 1
330 Introduction to Clinical Microbiology 3 BIOM 522 Experimental design and
331L Introduction to Clinical Microbiology Lab 2 methods in Molecular/Cellular 3
340L Introduction to Clinical Immunohematology 2 BIOL 546 Advanced Techniques in Light Microscopy 4
350L Clinical Urinalysis 2 CHEM 566 Spectroscopy 4
410L Advanced Clinical Chemistry 3
Neurosciences:
420L Advanced Clinical Hematology/Hemostasis 3
BIOM 509 Principles of Neurobiology 3
430 Advanced Clinical Microbiology 3
BIOM 532 Neurochemistry 3
431L Advanced Clinical Microbiology Lab 2
BIOM 533 Neurophysiology and Neuroanatomy 4
432L Clinical Parsitology 2
BIOM 535 Neuroscience Seminar 1
440L Advanced Clinical Immunohematology 2
445 Clinical Lab Management and Education 2 Cell Biology/Physiology
475 Interdisciplinary Case Studies (Elective) 1 BIOM 510 Physiology 3
44-45 BIOM 515 Cancer Biology 3
BIOM 516 Molecular Genetics and Genomics 3
Clinical Rotation Courses: BIOM 576 Molecular and Cellular Pharmacology 3
351 Basic Clinical Chemistry Rotation 3 BIOM 580 General Toxicology 3
352 Basic Hematology/Hemostasis Rotation 3 BIOM 644 Mechanisms of Gene Expression 3
355 Clinical Urinalysis Rotation 1 BIOL 510 Genome and Computational Biology 3
451 Advanced Clinical Chemistry Rotation 1 BIOL 544 Genomes and Genomic Analyses 4
452 Advanced Hematology and Hemostasis Rotation 2
453 Clinical Microbiology Rotation 5 Immunology/Infectious Disease:
454 Clinical Immunohematology Rotation 4 BIOM 514 Immunobiology 3
19 BIOM 652 Immunopathogenesis 2
Deadline: Applications are due no later than June/October mented by the use of case studies. Development of critical
15th. Admission is for the Fall/Spring semester of the same thinking and problem solving techniques is emphasized.
year of application. Those applicants who are provisionally Restriction: must be enrolled in B.S.M.L.
selected will be notified in early July/November. However all
applicants will be notified of their admission status. Selection 320. Introduction to Clinical Hematology/Hemostasis. (4)
will be given to qualified persons regardless of their race, A thorough study of the development, identification and
color, religion, national origin, age, qualified disability or mili- abnormalities associated with blood cells and hemostasis.
tary involvement. Equal opportunity for admission is given to The principles of routine laboratory procedures and basic
all qualified applicants. instrumentation will be included.
Corequisite: 321L. Restriction: must be enrolled in B.S.M.L.
Advisement and Interview sessions will be scheduled through
the Program of Medical Lab Sciences. 321L. Clinical Hematology/Hemostasis Lab. (2)
Laboratory experiences in the performance and/or study of
Call the office at (505) 272-5434 for an appointment. routine procedures and basic instrumentation of the clinical
hematology and coagulation laboratory.
Corequisite: 320.
Graduation Requirements:
• Satisfactory completion of all graduate courses. 330. Introduction to Clinical Microbiology. (3)
• Students who have completed graduate-level course A basic study of some of the most common medically impor-
work (at a B level or higher) at an accredited institution tant bacteria and fungi with an emphasis on techniques,
other than UNM may apply for the credit(s) to be trans- methods and differential media used to isolate and identify
ferred. pathogens.
• Students must maintain a 3.00 GPA or higher. Corequisite: 331L. Restriction: must be enrolled in B.S.M.L.
• Students must complete the Master’s Apprenticeship
Requirement in an approved laboratory. 331L. Introduction to Clinical Microbiology Lab. (2)
• All work toward a Master’s degree, including transferred Laboratory experiences in the performance of and/or study of
course work must be completed within a seven-year procedures used in a clinical microbiology laboratory.
period. Corequisite: 330.
• Students must inform their graduate unit and the Office
of Graduate Studies in writing of their intention to gradu- 340L. Introduction to Clinical Immunohematology. (2)
ate at the end of a particular semester by submitting a Study of the basic theory of blood group systems, antibody
“Notification of Intent to Graduate” form. detection and identification, compatibility testing and blood
• Unanimous recommendation for graduation by the collection and component preparation. Includes laboratory
full-time faculty of the Medical Lab Sciences Graduate practice of basic procedures performed in a clinical immu-
Program, the Department of Pathology and the School nohematology lab.
of Medicine. Restriction: must be enrolled in B.S.M.L.
430. Advanced Clinical Microbiology. (3) 500. Selected Topics in Pathology. (2)
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A continuation of the study of medically important bacteria An advanced graduate-level course in which current informa-
and fungi with an emphasis on a thorough study of body tion important in research techniques and administration of a
systems and their related infections. A comprehensive study research laboratory will be discussed. The course is a prob-
of normal flora of the body versus pathogenic flora and lem-based learning model given by multiple instructors.
interpretation of representative cultures. Critical thinking and
problem solving will be emphasized. 550. Lab Management Seminar: Selected Topics. (1 to
SCIENCES
Prerequisite: 330 and 331L. Corequisite: 431L. a maximum of 2) ∆
A graduate-level course in which current information impor-
431L. Advanced Clinical Microbiology Lab. (2) tant in laboratory techniques and administration of a private
Laboratory experiences in the interpretation of cultures of clinical laboratory will be discussed. The course is a problem-
the different areas of the body. Emphasizes interpretation of based learning model given by multiple Pathology Clinical
direct exams and cultures, differentiating normal flora from and Research faculty.
pathogens, as well as critical thinking and problem solving.
Corequisite: 430. 600. Medical Lab Sciences Master’s Degree
Apprenticeship Program. (1-4 to a maximum of 10) ∆
432L. Clinical Parasitology. (2) This course will serve as the non-thesis culmination of the
A study of medically important parasites including staining MLS master’s degree. It will involve clinical or research
and wet prep procedures, life cycles, morphologic identifica- apprenticeships in established laboratories either on the
tion and diseases. The major emphasis is on the appropriate UNM campus or in the Albuquerque area.
methods of collection and handling of specimens, laboratory
techniques and the microscopic appearance of the diagnostic
stages of human parasites.
Restriction: enrolled in B.S.M.L.
• Neuroscience of Occupation (OCTH 634L) 1 credit • Additional Fieldwork Level II sessions may be taken
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• Neuroanatomy (OCTH 522L) 3 credits up to 36 credits.
• Graduate Seminar (OCTH 594/599) 1 credit – CR/NC • All required FW II must be completed within 24
months of completion of the academic courses.
Summer Year 1
• Each FW II placement is usually for three months
• Plan II Elective OR OCTH 690 – 3 credits ** May be
(total of six months).
taken in any semester.
• Students are responsible for tuition, transportation to
SCIENCES
• Work on Thesis or Project
and from the fieldwork centers and living expenses
Fall Year 2 (16-17 credits) while on fieldwork. Fieldwork opportunities will be
• Applied Occupations II (OCTH 604L) 5 credits – PBL available in New Mexico; however, students can
• Applied Occupations III (OCTH 614L) 5 credits – PBL travel to other states.
• Advocacy, Communication and Leadership (OCTH Masters Examination: Occupational Therapy Student
624L) 3 credits – CR/NC Performance Assessment (OTSPA)
• Organization and Administration (OCTH 654) 2 credits
• Additional Information
(will be offered either fall or spring)
Independent Study OCTH 690 may be taken any
• Graduate Seminar (OCTH 599/594) 1-2 credits –
semester.
CR/NC
Fieldwork Level I and II is an important part of occu-
Spring Year 2 (13-14 credits) pational therapy education. Short term fieldwork (FW
• Applied Occupations IV (OCTH 664L) 6 credits – PBL I) is arranged in coordination with specific courses
• Community Health (OCTH 674L) 4 credits – PBL (OCTH 514L, 564L, 604L,614L, 664L, 674L). Full-time
• Organization and Administration (OCTH 654) 2 credits Fieldwork II (OCTH 675) follows successful comple-
(will be offered either fall or spring) tion of didactic course work, Thesis/Project, and the
• Graduate Seminar (OCTH 599/594) 1-2 credits – OTSPA.
CR/NC
• Master’s examination, Occupational Therapy Student
Performjance Assessment (OTSPA) Occupational Therapy (OCTH)
Summer Year 2 (12-13 credits) 499. Occupational Therapy Independent Study. (2-4)
• Fieldwork Level II (OCTH 675) 12 credits – CR/NC Self-directed learning in occupational therapy with opportunity
• Master’s Thesis (OCTH 599) 1 credit – CR/NC, *, ** to explore an area of interest in depth. Develop experience
Fall Year 3 (12-13 credits) with designing, revising and implementing a study or project.
• Fieldwork Level II (OCTH 675) 12 credits – CR/NC Students may only complete one independent study for credit.
• Master’s Thesis (OCTH 599) 1 credit – CR/NC, *, **
508. Interdisciplinary Leadership in Family and
* Plan I Master’s Thesis (6 credits, continuous enrollment Community Partnerships. (1)
in OCTH 599) Provides necessary information and practice to enable
** Plan II Master’s Project (3 credits of OCTH 594, plus students to develop and maintain partnerships between
3 credits Elective) health care practitioners, parents, families, and community
organizations in order to ensure the best family-centered
care for children with developmental disabilities. Offered on
Graduation Requirements a CR/NC basis only.
Successful completion of 82 credits including required didac- Restriction: acceptance in LEND program and permission
tic course work, assessments, and masters examinations. of instructor.
Students must complete all Office of Graduate Studies
514L. Introduction to Occupation and Health. (4)
requirements including Plan I or Plan II requirements with a
Introduction to understanding occupation and health as it
minimum 3.00 GPA.
relates to self, clients, and the occupational therapy assess-
• Plan I Masters Thesis (students will be required to ment and intervention process. The emphasis is on richness
complete 82 credits if they select this option) of occupation including: motivation, meaning, roles, cultural
52 Credits didactic course work factors and societal influences.
6 Credits Thesis OCTH 599
• Continuous enrollment. 518. Interdisciplinary Leadership in Advocacy and
• Masters Thesis must be completed prior to begin- Public Policy. (2)
ning Fieldwork Level II. This course offers an in-depth view of the operations of the
• Defense of the Masters Thesis will be the culminat- State of New Mexico legislature and provides specific skills
ing event in the last semester. to advocate for persons with disabilities and other health
24 Credits Fieldwork level II (two 12 week sessions) care issues.
• Additional Fieldwork Level II sessions may be taken Restriction: acceptance in LEND program and permission
up to 36 credits. of instructor.
• All required FW II must be completed within 24
months of completion of the academic courses. 522L. Neuroanatomy. (3)
• Students are responsible for tuition, transportation to Anatomy of the brain and spinal cord with emphasis on
and from the fieldwork centers and living expenses integration of sensory and motor systems. Synthesis of neu-
while on fieldwork. Fieldwork opportunities will be roanatomical, neurochemical and neurophysiological basic
available in New Mexico; however, students can science principles relevant to clinical practice in adult and
travel to other states. pediatric neurorehabilitation.
Masters Examination: Occupational Therapy Student Prerequisite: 521L.
Performance Assessment (OTSPA)
524L. Kinesiology of Occupation. (3)
• Plan II Masters Project Apply the principles of kinesiology and biomechanics to the
52 Credits didactic course work study of occupations. Arthrology, tissue mechanics, gonio-
3 Credits Project OCTH 594 (Additional Project 594 metrics, muscle strength testing, kinesiological and biome-
chanics analysis of occupations will be presented in lecture
credits may be taken as needed). lab and problem-based learning formats.
• Masters Project must be completed prior to begin-
ning Fieldwork Level II (FWII). 528. Interdisciplinary Leadership in Research. (2-3)
• Defense of the Masters Project will be the culminat- Provides necessary information and practice to enable stu-
ing event in the last semester. dents to acquire knowledge and experience various aspects
3 Credit Graduate Level Elective of research related to people with disabilities.
24 Credits Fieldwork level II (two 12 week sessions) Restriction: acceptance in LEND program and permission
of instructor.
534. Introduction to Evidence-Based Practice. (3) 624L. Advocacy, Communication and Leadership. (3)
Introduction to applied research for physical and occupational Advocacy skills (grant writing, marketing and policy forma-
therapists. The central focus of this course is how information tion), communication skills and leadership skills (professional
from physical and social science-based research is gathered, development, professional presentations and leadership
analyzed, reported and used to inform evidence-based roles) as they relate to occupational therapy are empha-
practice. sized.
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Fall Semester Credits
Physical Therapy is a health care profession whose primary PT 505 Foundations I 5
purpose is the promotion of optimal human performance PT 507L Orthopedics I 7
through the application of sound scientific principles to the PT 521L Human Anatomy 6
prevention, evaluation and treatment of acute and chronic 18
movement disfunction.
SCIENCES
Spring Semester
For information about the profession of physical therapy and PT 508L Orthopedics II 8
other accredited schools, contact the American Physical PT 512 Patient Management and
Therapy Association, 1111 North Fairfax Street, Alexandria, Clinical Decision-Making I 1
VA 22314, 1-800-999-2782. PT 580 Prosthetics 2
PT 534 Introduction to Evidence-Based Practice 3
14
Program Summer Semester
The Physical Therapy Program at the University of New PT 511 Clinical Internship I (8wks) 5
Mexico consists of a three year curriculum of professional 5
graduate course work and clinical training which leads to a Second Year
Doctorate of Physical Therapy (DPT) degree. The program
Fall Semester
is accredited by the Commission of Accreditation in Physical
PT 605 Foundations II 3
Therapy Education (CAPTE). Applicants should contact the
PT 607L Neurologic Physical Therapy I 7
program or visit the program’s Web site at http://hsc.unm.edu/
PT 612 Patient Management and
som/physther/ for specific information.
Clinical Decision-Making II 1
PT 660 Health, Wellness, and Fitness 3
Admission Requirements PT 544 Pathophysiology and Pharmacology 4
18
It is recommended that interested students attend an advise-
Spring Semester
ment session in the Physical Therapy Program during the sum-
PT 608L Neurologic Physical Therapy II 7
mer or fall semesters. Students may sign up for one of these
PT 662L Pediatrics 4
sessions either on-line or by phone. Students are admitted
PT 670 Gerontology 3
once a year, with classes beginning in the fall. The application
PT 622 Psychosocial and Cultural Concepts 2
deadline is December 1.
16
Instructions to submit applications are available on-line through Summer Session
the program’s website http://hsc.unm.edu/som/physther/. PT 610 Cardiopulmonary and Acute Care 5
PT 650 Advanced Differential Diagnosis 2
Applicants who appear to be best qualified will be invited for
PT 632 Advanced Evidence-Based Practice 2
an interview. Final selection will be made from the group of
9
candidates interviewed. The program’s selection process does
not discriminate against any student on the basis of gender, Third Year
age, race, religion, creed or national group. Fall Semester
PT 611 Clinical Internship II (8 wks) 5
Information about general student services at the University of
PT 640 Women’s Health 2
New Mexico, including financial aid, can be obtained by calling
PT 680 Organization and Administration 2
1-800-CALLUNM (255-5866).
PT 623 Psychosocial and Cultural Concepts II 2
For further information, the program may be contacted at the PT 685 Advanced Spinal Manipulation 2
address and phone number below: PT 691 Capstone Project 1
The University of New Mexico School of Medicine PT 651 Patient Managment and
Physical Therapy Program Clinical Decision-Making III 3
Attn: Admissions Chair 17
MSC09 5230 Spring Semester
1 University of New Mexico PT 691 Capstone Project 2
Albuquerque, NM 87131-0001 PT 652 Clinical Internship III (10 wks) 7
(505) 272-5755 PT 654 Clinical Internship IV (10 wks) 7
16
Pre-professional Educational Summer Semester
Requirements PT 653 Advanced Patient Management and
Clinical Decision-Making IV 2
Applicants to the program must have a degree at the bac- PT 681 Administration and Supervision II 1
calaureate level from an accredited university, including 35 PT 691 Capstone Project 3
credits of science prerequisites. Please contact the program PT 692 Board Preparation 1
or visit the program’s website for specific course require- 7
ments. http://hsc.unm.edu/som/physther/
In addition to satisfactory completion of the didactic portion
Only candidates with overall and prerequisite grade point of the curriculum, students must successfully prepare and
averages of 3.0 or higher will be considered. present a Capstone Project. Included in the curriculum are
36 weeks of full time clinical practice. Hospital and health
care facilities throughout New Mexico and a limited number
Professional Curriculum of facilities outside the state are utilized in the clinical educa-
The professional program is nine semesters in length and tion experiences.
begins with the fall session each year. Students take 120
Students in the Physical Therapy program pay tuition-based
credits of professional courses in the theory and practice of
on full-time graduate status at UNM. Estimated tuition and
physical therapy and affiliate at clinical sites for professional
course fee costs for resident students for three years is
experiences that are correlated with classroom activities.
$35,550.00 and for non-residents $73,611.00. The estimated
Professional courses are open only to those students
total for non-tuition expenses while in the program is approxi-
that are admitted to the Physical Therapy Program.
mately $12,900 (includes required personal computer). The
additional costs associated with all clinical education experi-
ences, including transportation, room and board (approxi-
mately $1000/rotation), are borne by the student. Students 521L. Human Anatomy. (6)
are required to carry health and professionally liability insur- Intensive study of the gross anatomy of the musculoskeletal,
ance. Both types are available through the University for a circulatory, respiratory, digestive, reproductive and nervous
reasonable fee. systems. Integration of anatomical information provided in
dissection and palpation laboratory.
Restriction: admission to DPT program.
DPT Completion Track
534. Introduction to Evidence-Based Practice. (3)
Graduates of the UNM Masters in Physical Therapy (MPT)
Introduction to applied research for physical and occupational
degree program will be able to take the Degree Completion
therapists. The central focus on this course is how informa-
Track in order to earn their Doctorate in Physical Therapy
tion from physical and social science-based research is
(DPT) degree. Contact the Physical Therapy Program for
gathered, analyzed, reported and used to inform evidence-
details at either (505) 272-5755 or http://hsc.unm.edu/som/
based practice.
physthe.
Restriction: admission to DPT program.
Students will take a total of 16 credits, including 5 courses
from the entry-level curriculum plus 4 additional courses. 544. Pathophysiology and Pharmacology. (4) [2]
Study of the pathophysiology, clinical presentation and impli-
PT 632 Advanced Evidence Based Practice 2 cr cations to physical therapy practice of common disease enti-
PT 650 Advanced Differential Diagnosis 2 cr ties that affect the human body. Medical and pharmacological
PT 660 Health, Wellness and Fitness 3 cr treament and medication side effects will be addressed.
PT 670 Gerontology 2 cr Restriction: admission to DPT program.
PT 690 Capstone Course 3 cr
Additional courses: 580. Prosthetics. (2) [3]
This course provides students with knowledge and practical
PT 690 Neuroscience 1 cr experience in the therapeutic area of prosthetics. Pathology
PT 620 Understanding Medical Imaging 1 cr and etiology of amputation as well as medical and therapeutic
PT 624 Cultural Awareness 1 cr intervention for the amputee are included.
PT 630 Pharmacology in Rehabilitation 1 cr Restriction: admission to DPT program.
623. Psychosocial and Cultural Concepts II. (2) 680. Organization and Administration. (2)
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The purpose of this course is to further enhance the student’s This course will prepare students to practice in an increas-
awareness of psychosocial and cultural issues of the health ingly complex health care delivery system. Emphasis includes
professional and the patient that are necessary to provide personnel supervision, practice regulatory and legal require-
optimal care to patients. ment issues, reimbursement, litigation, and ethics related to
Restriction: admission to DPT program. service delivery.
Restriction: admission to DPT program.
SCIENCES
632. Advanced Evidence-Based Practice. (2) [3]
This course utilizes the application of search strategies and 681. Administration and Supervision II. (1)
critical apraisal of research, including statistical interpretation This course engages the student in advanced administrative,
to answer foreground and background clinical questions. professional and management concepts, including principles
Restriction: admission to DPT program. of financial management, establishment of a business plan,
marketing and PR, professional advocacy, and involvement in
640. Women’s Health. (2) the legislative and political processes.
The purpose of this course is to develop the student’s knowl- Restriction: admission to DPT program.
edge of physical therapy evaluation, goal setting and treat-
ments related to specific issues of women’s health. 685. Advanced Spinal Manipulation. (2)
Restriction: admission to DPT program. This course will look at advanced spine evaluation and treat-
ment with emphasis on diagnosis, muscle energy and thrust
650. Advanced Differential Diagnosis. (2) techniques as well as therapeutic exercise as it relates to
Evaluation of the complex patient. Emphasis is on the abiity mechanical spinal pain.
to integrate and critically analyze patient examination results Restriction: admission to DPT program.
to identify systemic origins of neuromusculoskeletal pain and
determine the need for medical or other referral. 691. Capstone Project. (1-3 to a maximum of 6) D [3
Restriction: admission to DPT program. or 6]
This course is the academic home for a comprehensive
651. Patient Management and Clinical Decision Making evidence-based practice project that definitively, and in a
III. (3) completely supported manner, answers a focused clinical
This course focuses on integration of clinical and didactic question. A comprehensive paper and platform presentation
knowledge; application of evidence-based practice; inquiry are required. Offered on a CR/NC basis only.
and problem-solving in relation to patient cases. It is con- Restriction: admission to DPT program.
ducted primarily in a small and large group discussion for-
mat. 692. Board Preparation. (1)
Restriction: admission to DPT program. An intensive overview of test-taking and study strategies and
review of all major content areas in the National Physical
652. Clinical Internship III. (7) Therapy Exam.Offered on a CR/NC basis only.
One ten-week clinical internship. The student participates in Restriction: admission to DPT program.
screening, systems review, examination, evaluation, devel-
opment and implementation of a plan of care, discharge
procedures, scheduling, coordination of patient care activities DPT Completion Courses
and supervision of support personnel. Offered on a CR/NC
609. Neuroscience. (1)
basis only.
This course will provide the basic science background of
Restriction: admission to DPT program.
current concepts in CNS neurochemical anatomy, pain and
653. Patient Management and Clinical Decision-Making pain management, neuroplasticity, neurodegeneration and
IV. (2) neuroregeneration.
This course allows the student to integrate recent clinical Restriction: admission to DPT program.
experiences with didactic knowledge and to foster inquiry
620. Understanding Medical Imaging. (1)
and problem-solving in relation to patient cases. It will be
This course addresses recognition of basic types of medical
conducted primarily in a small group discussion format.
imaging including radiographs, MRI, CT, US, and bone scan;
Restriction: admission to DPT program.
and choosing the appropriate imaging for a variety of patholo-
654. Clinical Internship IV. (7) gies common to PT practice.
One ten-week clinical internship. The student participates in Restriction: admission to DPT program.
screening, systems review, examination, evaluation, devel-
624. Cultural Awareness. (1)
opment and implementation of a plan of care, discharge
The course emphasizes the topic of culture, including the
procedures, scheduling, coordination of patient care activities
disabled culture, and cultural competence. Also included
and supervision of support personnel. Offered on a CR/NC
are smaller sections combining prior topics such as cultural
basis only.
issues, and death and dying.
Restriction: admission to DPT program.
Restriction: admission to DPT program.
660. Health, Wellness and Fitness. (3)
630. Pharmacology in Rehabilitation. (1)
Application of current models of physical therapy manage-
Basic science background will provide the basis to under-
ment related to assessment and promotion of health, well-
stand the actions and side effects of specific medications that
ness and fitness throughout adulthood.
affect the CNS, muscle or endocrine systems, and how these
Restriction: admission to DPT program.
may influence rehabilitation treatment strategies.
662L. Pediatrics (4) Restriction: admission to DPT program.
Application of current models of physical therapy manage-
ment, including assessment and intervention, for children with Master’s Degree Courses
various neuromuscular or musculoskeletal conditions during
infancy, childhood and adolescence. 504L. Orthopedics II. (3)
Restriction: admission to DPT program. Continuation of Orthopedics I, addressing remaining regions
of the body. Final practical examination verifies skills and
670. Gerontology. (2 or 3). competencies for both courses at a level adequate to proceed
In-depth study of evaluation and clinical management of the to clinical placements.
geriatric patient/client across the continuum of care. Prerequisite: 503L and 541 and 570L. Restriction: admission
Restriction: admission to DPT program. to MPT program.
510. Introduction to Physical Therapy. (2) 622. Psychosocial and Cultural Concepts I. (2)
This course provides the student with an introduction to The purpose of this course is to enhance the students
the profession of physical therapy. This broad introduction awareness of psychosocial and cultural issues of the health
includes a variety of topics that the students are required to professional and the patient, necessary to provide optimal
retain and integrate in future courses. Students are required care to patients.
to research/write and present a formal paper. The students Restriction: admission to DPT Program.
teach these topics and also critique others presentation styles.
Restriction: admission to MPT program. 631. Research Practicum. (2)
Course is a continuation of PT 534 with further information
522L. Neuroanatomy. (3) on research design. The focus is on development of a thesis
(Also offered as OCTH 522L.) Anatomy of the brain and spi- proposal.
nal cord with emphasis on integration of sensory and motor Prerequisite: 534. Restriction: admission to MPT program.
systems. Synthesis of neuroanatomical, neurochemical and
neurophysiological basic science principles relevant to clini- 641. Survey of Medical Sciences III: Neurology. (3)
cal practice in adult and pediatric neurorehabilitation. This course provides a survey of the medical science of
Prerequisite: 521L. Restriction: admission to MPT program. neurology through weekly lectures. In addition, during the
seminar sessions for the physical therapy students (3 credit
542. Survey of Medical Sciences II: Orthopaedic option), the students present case studies of patients with
Pathology. (2) specific neurological problems and discuss goals and pos-
Survey of orthopaedic conditions, pathophysiology, surgical sible treatment techniques.
indications and procedures and implications for rehabilitation. Prerequisite: 522L. Restriction: admission to MPT program.
Format is guest lecture by orthopaedic surgeons. Students
are expected to integrate current literature into clinical infor- 662L. Pediatrics. (4)
mation presented by guest speakers. Application of current models of physical therapy manage-
Prerequisite: 521L and 541 and 570L. Restriction: admission ment, including assessment and intervention, for children
to MPT program. with various neuromuscular or musculoskeletal conditions
during infancy, childhood and adolescence.
550L. Prosthetics, Orthotics and Cardiopulmonary– Restriction: admission to MPT program.
Principles of Patient Management. (3)
The evaluation and management of patients using orthotic 671L. Clinical Education III and Seminar. (4)
and/or prosthetic devices, as well as, patients with cardiac Two full weeks of supervised clinical experience in affiliated
and pulmonary diagnoses is addressed. This course uti- facilities with emphasis on integration of senior year course
lizes laboratory, lecture, problem-based learning and clini- work. Weekly problem-based learning seminars supple-
cal cases. mented by lecture and laboratories focus on initial orthopedic
Prerequisite: 503L and 521L and 541 and 551L and 570L. patient management.
Restriction: admission to MPT program. Prerequisite: 571L and 572L. Restriction: admission to MPT
program..
572L. Clinical Education II. (2)
Supervised clinical experience in affiliated facilities with 672L. Clinical Education IV and Seminar. (4)
emphasis on integration of first year course work within a Four weeks of supervised clinical experience pertaining
clinical setting, focusing on orthopedic evaluation and basic to pediatric, acute care and neurological diagnoses, with
treatment. Students spend three full weeks/120 hours in clinic. increased responsibility for evaluation, treatment planning
Offered on a CR/NC basis only. and patient care. Problem-based learning seminars empha-
Prerequisite: 503L and 571L. Restriction: admission to MPT size issues in treatment progression and discharge planning.
program. Prerequisite: 571L and 572L and 671L. Restriction: admission
to MPT program.
599. Master’s Thesis. (1-3, no limit) ∆
Supervised program of independent study of a selected topic. 675L. Clinical Education V. (3-12 to a maximum of 21) ∆
The course provides a research experience to foster in the Supervised clinical experience consisting of three eight-week
student the ability to use outside sources to answer relevant full-time placements in various clinical settings. Increased
questions and become an effective problem solver. Offered responsibility in all areas of patient care, with progres-
on a CR/NC basis only. sion to independence as an entry-level practitioner by the
Prerequisite: 534 and 631. Restriction: admission to MPT end of each placement. Offered on a CR/NC basis only.
program. Prerequisite: 571L and 572L and 671L and 672L. Restriction:
admission to MPT program.
600. Development Across the Lifespan. (3)
Age associated changes in body systems with an emphasis 680. Administration and Supervision I. (2)
on neuromusculoskeletal will be discussed. Additionally, cur- This course will prepare students to practice in an increas-
rent health care states, community service and future needs ingly complex health care delivery system. Emphasis includes
for the geriatric population will be explored. personnel supervision, practice regulatory and legal require-
Prerequisite: 521L and 522L and 550L and 570L. Restriction: ment issues, reimbursement, litigation, and ethics related to
admission to MPT program. service delivery.
Restriction: admission to MPT program.
601L. Therapeutic Exercise III. (4)
The neurophysiological and developmental approaches for 690. Directed Study. (1-3 to a maximum of 9) ∆
evaluation and treatment of patients with neuromusculosk- Supervised independent study addressing a question or topic
eletal dysfunction. Review of the literature, comparison of of relevance to physical therapy. May include, but not limited
national guidelines with recommended treatments, and analy- to, working with current faculty research, researching and
sis of current available interventions is expected. addressing a question relative to evidence-based practice,
Prerequisite: 503L and 504L and 506L and 522L and 551L completing an extensive case review or clinical outcome study.
and 550L and 570L. Restriction: admission to MPT pro- Offered on a CR/NC basis only.
gram. Prerequisite: 534 and 631. Restriction: admission to MPT
program.
HEALTH
HEALTH SCIENCES
of 9) ∆
Content varies, students may be registered for several The program has been fully accredited by the Accreditation
sections concurrently. Registration by approval of the Review Commission on Education for the Physician Assistant
Physical Therapy Program director. {Offered upon demand}. since 1999. Graduation from an accredited program is
Restriction: admission to MPT program. required to sit for the National Commission on Certification of
Physician Assistants exam.
SCIENCES
Program Prerequisites
PHYSICIAN ASSISTANT Applicants must have a BA/BS degree or higher by the start
STUDIES of the program. They must complete all prerequisites prior to
the application deadline and receive a grade of C or higher.
A minimum gradepoint average of 2.75 on a 4.0 scale as well
Nikki Katalanos, PhD, PA-C, Director as a science grade point average of at least 3.0 are required.
The University of New Mexico School of Medicine Course numbers listed below refer to the University of New
Department of Family and Community Medicine Mexico courses.
MSC09 5040
Science:
1University of New Mexico
General Biology with lab (123 and 124L) 4 credits
Albuquerque, NM 87131-0001
General Chemistry with lab
(505) 272-9678
(121 and123L and 122 and 124L or 131L and 132L)
e-mail: paprogram@salud.unm.edu
8 credits
For more information about the PA profession and pro- Human Anatomy and Physiology I & II for the
grams contact: Health Sciences with lab (BIOL 237, 247L and
American Academy of Physician Assistants BIOL 238, 248L)
950 North Washington Street 8 credits
Alexandria, VA 22314-1552 General Psychology (105) 3 credits
Phone: (703) 836-2272 Mathematics:
FAX: (703) 684-1924 STAT 145 3 credits
Web site: http://www.aapa.org -or-
PSY 200
New Mexico Academy of Physician Assistants Communication Skills:
Web site: http://www.nmapa.org (all English courses must be taken in the U.S.)
English (writing or literature) 6 credits
For information on financial aid contact:
The Office of Student Financial Aid Highly Recommended for All:
Allied Health Financial Aid Coordinator • Regional language
The University of New Mexico • Biochemistry
Albuquerque, NM 87131-2081 • Organic chemistry
(505) 272-8008 • Integrated organic and biochemistry
• Nutrition
• Microbiology
The Physician Assistant Profession
Physician Assistants (PAs) are health professionals licensed Clinical/Community Experience
to practice medicine with physician supervision. PAs are qual-
ified by graduation from an accredited Physician Assistant We strongly recommend that applicants have worked a
educational program and certification by the National minimum of six months in either a patient care setting or a
Commission on Certification of Physician Assistants. Within significant community care environment. Hands-on patient
the physician/PA relationship, PAs exercise autonomy in care experience is preferred.
medical decision-making and provide a broad range of
diagnostic and therapeutic services. The clinical role of PAs Application for admission is made through the Central
includes primary and specialty care in medical and surgical Application Service for Physician Assistants (CASPA) at
practice settings in rural and urban areas. Physician Assistant https://portal.caspaonline.org. The application and all support-
practice is centered on patient care and may include educa- ing documents must be received at CASPA by September 1
tional, research and administrative activities. each year for the class starting the following June. Applicants
are encouraged to check the status of their CASPA applica-
tion on a weekly basis. Apply early as CASPA may take up to
Physician Assistant Studies Program five weeks to verify and process the application.
The PA program’s mission is to educate Physician For questions or technical assistance call CASPA at (617)
Assistants to practice primary care in medically under- 612-2080, Monday through Friday, 9:00 am to 5:00 pm
served and rural areas of New Mexico. eastern time or e-mail to caspainfo@caspaonline.org. The
University of New Mexico Physician Assistant Program will
This is a program housed in the Department of Family
send a supplemental application after the CASPA application
and Community Medicine within the School of Medicine.
is submitted, if all requirements are met. A separate applica-
Instruction is provided by various departments and faculties
tion to The University of New Mexico is required upon accep-
of the Health Sciences Center. The professional curriculum
tance into the program, if not currently enrolled. Admission to
is based on the principle of problem-based learning in small
the Physician Assistant Program is based on evaluation of
group tutorials. The program is 25 months in length and con-
those applicant qualities and experiences which advance the
sists of didactic and clinical instruction. Students can expect
program’s mission. For this reason residents of New Mexico
to have clinical clerkships in rural and underserved areas
are given primary consideration for admission. The criteria for
of New Mexico. A Master of Science in Physician Assistant
evaluation also include academic and personal record, letters
Studies degree will be awarded upon successful completion
of recommendation and, if selected, a personal interview.
of the curriculum. Entry into this program is very competitive.
525. Foundations of Medical Science IV– Emergency 544. Introduction to Clinical Medicine I– Mechanisms of
HEALTH
HEALTH SCIENCES
Medicine. (2) Disease Infection and Immunity. (2)
This course is designed to prepare students to evaluate This course provides an overview of broad mechanistic con-
and treat common patient problems seen in emergency cepts providing a conceptual structure for approaching disor-
departments. ders of the organ systems related to infection and immunity.
Restriction: admitted to PAST program. Restriction: admitted PAST program.
SCIENCES
530. Foundations of Medical Science II– Clinical Skills I. 545. Introduction to Clinical Medicine II– Neurosciences.
This course begins with an introduction to basic exam skills (4)
and a focus on orthopedic skills and continues as a shared This course provides a foundation in the basic medical and
course with the M.D. program’s Foundations of Clinical clinical science of the nervous system. Focus is on neurology,
Practice. psychiatry, and behavioral medicine .
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
531. Foundations of Medical Science III– Clinical Skills 547. Introduction to Clinical Medicine II– CV-Pulmonary-
II. (1) Renal. (4)
This course serves as a platform for the demonstration of This course provides a foundation in the basic medical and
skills learned in Clinical Skills I. It includes competency clinical science of the cardiovascular, pulmonary, and renal
exams in Neurosciences and Cardiovascular/Pulmonary/ systems, including the pathophysiology associated with com-
Renal Medicine and a 1/2 day/week clinical experience. mon disorders of these organ systems.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
532. Foundations of Medical Science IV– Clinical Skills 550. Introduction to Clinical Medicine III– GI-Nutrition-
III. (1) Metabolism. (4)
This course continues with the demonstration of skills learned This course provides a foundation in the basic medical and
in Clinical Skills I & II. It includes competency exams in GI/ clinical science of the gastrointestinal (GI) tract, including the
Nutrition/Metabolism and Endocrinology/Human Sexuality pathophysiology associated with common disorders of this
and Reproduction, and a 1/2 day/week clinical experience. organ system.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
535. Clinical Seminar I. (1) 552. Introduction to Clinical Medicine III– Human
This course introduces the student to the physician assistant Sexuality, Reproduction, Endocrine. (4)
profession including the history of the profession and current This course provides a foundation in the basic medical and
trends, the PA-MD-patient relationship, scope of practice, clinical science of the endocrine and human reproductive sys-
and an overview of the professional and political PA orga- tems, including the pathophysiology associated with common
nizations. disorders of these organ systems.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
536. Clinical Seminar II. (1) 560. Clerkship Family Practice. (3)
This course focuses on issues relevant to the practice of This supervised clerkship is a first-year field experience and
medicine: special patients, critical thinking, electronic medical covers the health care needs of patients across the life span.
record, case presentations, delivery of health care to rural / The course surveys major aspects of primary health care.
underserved patient populations and substance abuse. Restriction: admitted to PAST program.
Restriction: admitted to PAST program.
561. Clerkship Women’s Health and Prenatal Care. (3)
537. Clinical Seminar III. (1) This supervised clerkship focuses on the management of
This course focuses on two broad areas of interest: 1) transi- women’s health care in a family practice setting. Clerkship
tion to medical practice from student to licensed PA and 2) activities include evaluation and management of common
health policy and legal issues relevant to PA practice. gynecological conditions/disorders and routine prenatal care.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
568. Clerkship Surgery. (3) 308. Foundations of Medical Science III– Adult and
This supervised clerkship focuses on the care of the surgical Geriatric Medicine II. (2)
patient. Activities include experience in the operating room A continuation of the clinical issues in health care from the
as well as pre- and post-operative care and assessment of young adult through elder years.
the patient in the office setting. Restriction: admitted to PAST program.
Restriction: admitted to PAST program.
309. Foundations of Medical Science III– Pharmacology
575. Clerkship Long Term Care and Primary Care. (5) II. (2)
This supervised clerkship incorporates elements of patient A continuation of pharmacology and pharmacotherapy in dis-
care gained from the Family Practice and specialty clerk- orders commonly encountered in primary care medicine.
ships. The student will learn to function at a higher level in Restriction: admitted to PAST program.
the clinical management of the patient.
Restriction: admitted to PAST program. 310. Foundations of Medical Science III– Clinical Skills
II. (1)
600. Program to Practice. (2) Supervised experience in a one-half day per week clinical
This course prepares the student for clinical practice. Topics setting. Students also develop focused clinical skills correlat-
range from medical coding to state medical practice laws. It ing with first year academic blocks of study.
also includes the final graduate-level capstone projects and Restriction: admitted to PAST program.
oral/written summative evaluations.
Restriction: admitted to PAST program. 311. Foundations of Medical Science IV– Emergency
Medicine. (2)
610. Independent Study. (1-14, may be repeated once) Overview of common problems encountered in emergency
D medicine and medical procedures.
This course is designed to develop specialized skills, which Restriction: admitted to PAST program.
may include: research, development of a particular interest
and development of an overseas or cultural clerkship. 312. Foundations of Medical Science IV– Adolescent
Restriction: admitted to PAST program and permission of and Pediatric Medicine III. (2)
instructor. A continuation of the clinical issues in health care from the
prenatal period through adolescence.
Restriction: admitted to PAST program.
Bachelor’s Courses
313. Foundations of Medical Science IV– Adult and
All courses require admission to the PA Program. No PAST Geriatric Medicine III. (2)
course may be challenged or preempted based on clinical or A continuation of the clinical issues in health care from the
academic experiences. young adult through elder years.
Restriction: admitted to PAST program.
301. Foundations of Medical Science I– Population
Health. (1) 314. Foundations of Medical Science IV– Pharmacology
An orientation to population health. Topics covered include: III. (2)
history of community and public health, basic epidemiology A continuation of pharmacology and pharmacotherapy in dis-
and health promotion/disease prevention. orders commonly encountered in primary care medicine.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
302. Foundations of Medical Science II– Adolescent 315. Foundations of Medical Science IV– Clinical Skills
and Pediatric Medicine I. (1) III. (1)
An overview of clinical issues in health care from the prenatal Continuation of supervised experience in a one-half day per
period through adolescence. week clinical setting. Students also develop focused clinical
Restriction: admitted to PAST program. skills correlating with second year academic blocks of study.
Restriction: admitted to PAST program.
303. Foundations of Medical Science III– Adolescent
and Pediatric Medicine II. (2) 316. Introduction to Clinical Medicine I– Dermatology.
A continuation of the clinical issues in health care from the (2)
prenatal period through adolescence. This course focuses on dermatology and introduces the
Restriction: admitted to PAST program. student to an integration of the biological, behavioral and
population aspects of medicine through a series of lectures,
304. Foundations of Medical Science I– Research problem-based learning tutorials and laboratories.
Methods. (1) Restriction: admitted to PAST program.
An overview of evidence-based medicine, informatics and
review of the medical literature. 317. Introduction to Clinical Medicine II – Neuroscience.
Restriction: admitted to PAST program. (5)
This course focuses on neuroscience and introduces the
305. Foundations of Medical Science II– Adult and student to an integration of the biological, behavioral and
Geriatric Medicine I. (1) population aspects of medicine through a series of lectures,
An overview of clinical issues in health care from the young problem-based learning tutorials and laboratories.
adult through elder years. Restriction: admitted to PAST program.
Restriction: admitted to PAST program.
318. Introduction to Clinical Medicine I– Orthopedics.
306. Foundations of Medical Science II– Clinical Skills (2)
I. (2) This course focuses on orthopedics and introduces the
Introduction to clinical examination skills. Focus is on the student to an integration of the biological, behavioral and
patient interview, physical examination, and writing skills population aspects of medicine through a series of lectures,
essential to clinical practice. problem-based learning tutorials and laboratories.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
307. Foundations of Medical Science II–Pharmacology 319. Introduction to Clinical Medicine I– Human
I. (1) Structure. (5)
An introduction to pharmacology and pharmacotherapy in This course focuses on anatomy, embryology and histology
disorders commonly encountered in primary care medicine. and introduces the student to an integration of the biologi-
Restriction: admitted to PAST program. cal, behavioral and population aspects of medicine through
a series of lectures, problem-based learning tutorials and
laboratories.
Restriction: admitted to PAST program.
321. Introduction to Clinical Medicine II– CV-Pulmonary- care of adult patients in the hospital setting with a focus on
HEALTH
HEALTH SCIENCES
Renal. (5) internal medicine.
This course focuses on pulmonary medicine and cardio- Restriction: admitted to PAST program.
vascular/renal disease and introduces the student to an
integration of biological, behavioral and population aspects 409. Clerkship Elective. (0)
of medicine lectures, problem-based learning tutorials and Supervised clinical clerkship. This clinical experience allows
laboratories. the student an opportunity to elect an area of clinical practice.
SCIENCES
Restriction: admitted to PAST program. Students may choose a specialty area of personal interest or
an area not covered by other clerkships. Offered on a CR/
322. Introduction to Clinical Medicine I– Genetics and NC basis only.
Neoplasia. (3) Restriction: admitted to PAST program.
This course focuses on genetic and neoplastic mechanisms
of human disease production and integrates their biological, 418. Introduction to Clinical Medicine III– GI-Nutrition-
behavioral and population health aspects through lectures, Metabolism. (3)
problem-based tutorials and laboratories. This course focuses on the pathophysiology associated with
Restriction: admitted to PAST program. common disorders of the gastrointestinal system. Additionally
the student will be introduced to human nutritional require-
323. Introduction to Clinical Medicine I– Infection and ments and the physiology of metabolism of proteins, fats and
Immunity. (2) carbohydrates.
This course focuses on infectious and immunologic mecha- Restriction: admitted to PAST program.
nisms of human disease production integrating their bio-
logical, behavioral and population health aspects through 420. Clinical Seminar I. (0)
lectures, problem-based tutorials and laboratories. Clinical Seminar I focuses on professional practice issues.
Restriction: admitted to PAST program. Topics include the history of medicine and the PA profession
and issues of importance in the emerging health care system.
401. Clerkship Family Medicine. (4) Offered on a CR/NC basis only.
Supervised clinical clerkship in Family Medicine. This clini- Restriction: admitted to PAST program.
cal experience introduces the student to the evaluation of
patients in a broad primary care setting. Problems addressed 421. Clinical Seminar II. (0)
include acute and chronic care and preventive healthcare Clinical Seminar II continues with professional practice
maintenance. issues. Topics include medical ethics, patient counseling,
Restriction: admitted to PAST program. coping with illness and injury, responses to death and dying
and advance directives. Offered on a CR/NC basis only.
402. Primary Care Preceptorship. (6) Restriction: admitted to PAST program.
Six-week supervised clinical clerkship serves as the student’s
culminating experience in primary care medicine. Students 422. Clinical Seminar III. (0)
function at advanced level in care of patients in both outpa- Clinical Seminar III continues in the presentation of profes-
tient and inpatient settings. sional practice issues. Topics include health policy, reim-
Restriction: admitted to PAST program. bursement, HIPAA rules and regulations. Additional sections
continue during phase III to include issues of importance to a
403. Clerkship Emergency Medicine. (4) new graduate PA. Offered on a CR/NC basis only.
Supervised clinical clerkship in Emergency Medicine. This Restriction: admitted to PAST program.
clinical experience introduces the student to patient care in an
emergency and acute care setting. The student will addition- 423. Independent Study. (1-14 to a maximum of 14) ∆
ally gain experience in procedures commonly employed in This variable credit course will focus on a formal research
emergency medicine. project conducted by the PA student with faculty supervision.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
404. Clerkship Surgery. (4) 425. Introduction to Clinical Medicine III– Human
Supervised clinical clerkship in General Surgery. This clinical Sexuality and Reproduction and Endocrinology. (5)
experience introduces the student to the pre-operative and This course focuses on human sexuality and reproduction
post-operative care of the general surgical patient in the and endocrinology and integrates the biological, behavioral
office and hospital setting. Additionally students will assist and population aspects of medicine through a series of lec-
in surgery. tures, problem-based learning tutorials and laboratories.
Restriction: admitted to PAST program. Restriction: admitted to PAST program.
RADIOLOGIC SCIENCES
Supervised clinical clerkship in Pediatric Medicine. This clini-
cal experience introduces the student to health assessment
and anticipatory guidance in pediatrics from newborn
through adolescence in a family practice setting.
Restriction: admitted to PAST program. Phillip West, M.D., Chairperson
Associate Professor
406. Clerkship Women’s Health. (4) The University of New Mexico School of Medicine
Supervised clinical clerkship in Women’s Healthcare. This Department of Radiology
clinical experience introduces the student to the assessment MSC10 5530
of the female patient from family planning and pregnancy 1 University of New Mexico 87131-0001
through menopause. Albuquerque, NM 87131
Restriction: admitted to PAST program. (505) 272-0011, FAX (505) 272-5821
Elizabeth Greer, M.Ed., R.T. (R)
407. Clerkship Behavorial Medicine. (4) Director and Program Advisor, Radiologic Sciences
Supervised clinical clerkship in Behavioral Medicine. This Department of Radiology
clinical experience provides students with the opportunity to MSC09 5260
care for patients with behavioral/psychiatric problems com- 1 University of New Mexico 87131-0001
monly encountered in the primary care setting. Albuquerque, NM 87131
Restriction: admitted to PAST program. (505) 272-5254
408. Clerkship General Internal Medicine. (4) Sheldwin Yazzie, B.S., C.N.M.T., R.T., (N) (CT)
Supervised clinical clerkship in Internal Medicine. This clinical Program Director, Nuclear Medicine
experience introduces the student to the acute and chronic Nuclear Medicine Imaging Program
MSC09 5260
1 University of New Mexico 87131-0001
(505) 272-5254, FAX (505) 272-8079
UNM CATALOG 2010–2011 Symbols, page 653.
576 HEALTH SCIENCES CENTER
HEALTH
HEALTH SCIENCES
NUCM 320 Clinical Nuclear Technology I 4 Hours required for graduation: 135
NUCM 354 Clinical Radiopharmacy 3
NUCM 375 Nuclear Physics and Instrumentation 3 NOTE: To count towards graduation credit hours, the
NUCM 360 Imaging Instrumentation I 3 minimum grade point average must be 2.50 and each
HSCI *480 Human Cross Sectional Anatomy 3 course must be completed with a grade of “C” or better
16 (does not include “C-”). Courses may be taken in a dif-
SCIENCES
ferent order with approval from the student’s advisor.
Spring Semester
NUCM 365 Clinical Nuclear Technology II 4 First Year–Fall Semester
NUCM 385 Imaging Instrumentation II 3 ENGL 101 Composition I: Exposition 3
NUCM 390 In Vitro Nuclear Medicine 2 MATH 150 Pre-Calculus Mathematics 3
NUCM 392 Pathology Seminar 4 BIOL 123- Biology for Health Related Sciences
NUCM 396 Essentials of Nuclear Medicine Imaging I 3 124L and Non-Majors/Lab 4
16 PSY 105 General Psychology 3
Summer Session ECON 105 Introductory Macroeconomics 3
NUCM 400 Clinical Nuclear Technology III 4 16
NUCM 412 Nuclear Radiation Biology 2 Spring Semester
NUCM 415 Essentials of Nuclear Medicine Imaging II 2 ENGL 102 Composition II: Analysis and Argument 3
8 CS 150L Computing for Business Students 3
* These courses may only be taken by students approved by BIOL 237 Human Anatomy and Physiology I
the Radiologic Sciences Program. for the Health Sciences 3
BIOL 247L Human Anatomy & Physiology Laboratory I 1
PHIL 245 Professional Ethics 3
Positron Emission Tomography and –or– PHIL 102 Current Moral Problems
ECON 106 Introductory Microeconomics 3
Computed Tomography Imaging 16
Certificate Program Second Year–Fall Semester
BIOL 238 Human Anatomy and Physiology II for the
Program Curriculum Health Sciences 3
BIOL 248L Human Anatomy & Physiology Laboratory II 1
Those eligible for this program are active NMTCB, ARRT(N), CHEM 121-
or CAMRT(RTNM) certified. This program is a part-time or 123L General Chemistry 4
full-time program of clinic and classroom instruction. Students PHYC 151 General Physics 3
must apply and are admitted once a year. The program is Hum/Fine Arts/Lang elective 3
accredited by the North Central Association of Colleges Free elective (UNM Core Curriculum) 3
and Schools. The PET/CT certificate program provides the 17
student with the knowledge and skills required to perform
Spring Semester
the necessary diagnostic procedures. For those who have
BIOL 239L Microbiology for Health Sciences 4
already completed a certified Nuclear Medicine Program,
CHEM 122-
this course work is required to be transferable from another
124L General Chemistry 4
institution.
–or– CHEM 212 Integrated Organic Chemistry
Fall Semester and Biochemistry
RADS 410 Physics of Computed Tomography 3 ENGL 219 Technical and Professional Writing 3
RADS 420 CT Clinical I 3 Hum/Fine Arts/Lang elective (UNM Core Curriculum) 3
NUCM 360 Imaging Instrumentation I 3 14
9 NOTE: At this point, the student’s completed and pro-
posed course work must be approved by the selection
Spring Semester committee prior to continuing in this program.
NUCM 420 PET/CT Clinical I 3 Third Year–Summer Semester
NUCM 430 Essentials of PET/CT Imaging 2 HSCI 381 Medical Language Systems Review 1
5 NUCM 315 Radiation Safety 2
HSCI 330 Patient Care 2
Summer Semester
HSCI 331 Patient Care Lab 1
NUCM 440 PET/CT Clinical II 4
6
4
Fall Semester
NUCM 320 Clinical Nuclear Technology I 4
Bachelor of Science in Radiologic NUCM 354 Clinical Radiopharmacy 3
NUCM 375 Nuclear Physics and Instrumentation 3
Sciences–Concentration in NUCM 360 Imaging Instrumentation I 3
Nuclear Medicine HSCI *480 Human Cross Sectional Anatomy
3
16
Spring Semester
Admission Requirements NUCM 365 Clinical Nuclear Technology II 4
Students choosing the Bachelor of Science degree path must NUCM 385 Imaging Instrumentation II 3
first complete the first two years of course work listed in the NUCM 390 In Vitro Nuclear Medicine 2
degree plan. In the spring semester of the second year, appli- NUCM 392 Pathology Seminar 1 4
cation is made to the Radiologic Sciences department for NUCM 396 Essentials of Nuclear Medicine Imaging I 3
acceptance into the Bachelor of Science degree program. 16
Fourth Year–Summer Semester
Individuals who have completed a certified Nuclear Medicine
NUCM 400 Clinical Nuclear Technology III 4
Imaging program may also apply for admission to complete
NUCM 412 Nuclear Radiation Biology 2
the degree requirements for the Bachelor of Sciences degree.
NUCM 415 Essentials of Nuclear Medicine Imaging II 2
Applicants must complete a departmental application, an
8
application to the University of New Mexico, be accepted and
submit copies of all transcripts to the Radiologic Sciences NOTE: When all of the above coursework has been satisfac-
Department. torily completed, the student is eligible to take the certifica-
tion examinations from the American Registry of Radiologic
Technologists (ARRT) and the Nuclear Medicine Technology 1) America Registry of Radiologic Technologists Computed
Certification Board (NMTCB). The student is strongly encour- Tomography (CT) specialty exam.
aged to take these examinations at this point.
Fall Semester
Fourth Year–Fall Semester RADS 410 Physics of Computed Tomography 3
CJ 221 Interpersonal Communication 3 RADS 420 Computed Tomography Clinical I 3
MGMT 308 Ethical, Political and Social Environment 3 HSCI *480 Human Cross Sectional Anatomy 3
HSCI 378 Current Problems I 3 9
ECON 335 Health Economics 3
Spring Semester
12
RADS 411 CT Physics 3
Spring Semester RADS 421 Computed Tomography Clinical II 3
CJ 344 Interviewing 3 6
HSCI 399 Current Problems II 3
Summer Semester
HSCI 405 Medical Imaging Theory II 3
RADS 412 Physics Review 1
Hum/Fine Arts/Lang elective 3
RADS 422 Computed Tomography Clinical III 3
12
4
HEALTH
HEALTH SCIENCES
HSCI 331 Patient Care Lab I 1 Fourth Year - Fall Semester
HSCI 381 Medical Language Systems Review 1
2 CJ elective from list 3
RADS 410 Phys Computed Tomography 3
Second Year–Fall Semester RADS 420 Computed Tomography Clinical I 3
BIOL 238 Human Anatomy and Physiology II for the HSCI 406 Medical Imaging Thry III 3
SCIENCES
Health Sciences 3 12
BIOL 248L Human Anatomy & Physiology Laboratory II 1
RADS 250 Introduction to Radiography 3 Spring Semester
RADS 260 Radiographic Procedures I 3 CJ elective from list 3
HSCI 330 Patient Care 2 RADS 421 Computed Tomography Clinical II 3
12 HSCI 405 Medical Imaging Thry II 3
Spring Semester HSCI 406 Medical Imaging Thry III 3
RADS 271 Radiographic Procedures II 6 RADS 411 CT Physics 3
HSCI 399 Current Problems II 3 15
Hum/Fine Arts/Lang Elective 3
12 Summer Semester
RADS 412 Physics Review 1
Third Year–Summer Semester RADS 422 Computed Tomography 3
RADS 275 Clinical Radiography I 5 4
RADS 290 Principles of Radiographic Imaging 4
9 Please note:
Fall Semester HSCI and RADS courses may be taken only by those
RADS 355 Clinical Radiography II 6 enrolled in the Radiologic Sciences program.
RADS 382 Special Procedures 3 Students are expected to have completed some of these
HSCI *480 Human Cross Sectional Anatomy 3 courses before entering the program. They are listed here
ECON 335 Health Economics 3 to show total credits. All required general education courses
15 should be completed by the Radiography student by the end
of the first spring semester.
Spring Semester
RADS 352 Radiologic Physics 3
RADS 365 Clinical Radiography III 6 Associate of Science in Radiography*
RADS 391 Radiographic Pathology/Biology 4
13 *A moratorium has been placed on admission of new stu-
dents in the entry level Radiography Program (associate
Fouth Year–Summer Session degree).
RADS 390 Clinical Radiography IV 5
RADS 399 Comprehensive Radiography Reviews 2 First Year–Fall Semester
7 RADS 250 Introduction to Radiography 3
NOTE: When all of the above coursework has been sat- RADS 260 Radiographic Procedures I 3
isfactorily completed, the student is eligible to take the HSCI 330 Patient Care 2
certification examination from the American Registry of HSCI 381 Medical Language Systems Review 1
Radiologic Technologists (ARRT) in Radiography. The 9
student is strongly encouraged to take this examination Spring Semester
at this point. RADS 271 Radiographic Procedures II 6
Management Emphasis 6
Fourth Year- Fall Semester Summer Session
CJ elective from list 3 RADS 275 Clinical Radiography I 5
HSCI 406 Medical Imaging Theory III 3 RADS 290 Principles of Radiographic Imaging 4
HSCI 378 Current Problems I 3 HSCI 381 Medical Language Systems Review
Hum/Fine Arts/Lang elective 3 (either Summer or Fall semester) (1)
12 9 (10)
Spring Semester Second Year–Fall Semester
CJ elective from list 3 RADS 355 Clinical Radiography II 6
HSCI 405 Medical Imaging Theory II 3 RADS 382 Special Procedures 3
HSCI 406 Medical Imaging Teohry III 3 9
Hum/Fine Arts/Lang elective 3
Hum/Fine Arts/Lang elective 3 Spring Semester
15 RADS 352 Radiologic Physics 3
RADS 365 Clinical Radiography III 6
Magnetic Resonance Imaging Emphasis RADS 391 Radiographic Pathology/Biology 4
Fourth Year- Fall Semester 13
CJ elective from list 3
Summer Session
RADS 450 Physics of Magnetic Imaging I 3
RADS 390 Clinical Radiography IV 5
RADS 460 MRI Clinical I 3
RADS 399 Comprehensive Radiography Reviews 2
HSCI 406 Medical Imaging Thry III 3
7
12
Spring Semester
CJ elective from list 3
Health Sciences (HSCI)
RADS 461 MRI Clinical II 3 330. Patient Care. (2) Faculty
RADS 451 Physics of Magnetic Resonance Imaging II 3 This course acquaints the student with nursing procedures
HSCI 405 Medical Imaging Thry II 3 and techniques emphasizing the role of the diagnostic imager
HSCI 406 Medical Imaging Thry III 3 as a member of the health care team.
15 Restriction: enrolled in Radiologic Sciences Program.
Summer Semester
RADS 452 MRI Physics Review 1
RADS 462 MRI Clinical III 3
4
331. Patient Care Lab. (1) Faculty 365. Clinical Nuclear Technology II. (4) Faculty
This course covers the laboratory activities associated with A continuation of student assigned rotations for clinical practi-
330. cum at our affiliate facilities.
Restriction: permission of instructor. Prerequisite: 320. Restriction: enrolled in Radiologic
Sciences Program.
378. Current Problems I. (3) Faculty
Topics pertinent to management of a Radiology department 375. Nuclear Physics and Instrumentation. (3) Faculty
including personnel relations, scheduling issues, budget and Principles of nuclear physics, ionization chambers, G-M
inventory, purchasing and general paperwork. tubes, scintillation and solid state detectors, associated elec-
Restriction: enrolled in Radiologic Sciences Program. tronics and quality control procedures. {Fall}
Restriction: enrolled in Radiologic Sciences Program.
381. Medical Language Systems Review. (1) Faculty
This self-study course reviews the major systems of the 385. Imaging Instrumentation II. (3) Faculty
human body, using a programmed textbook/workbook. The Foundations of single photon emission computed tomograph
workbook format is combined with simple, non-technical (SPECT), magnetic resonance imaging (MRI), positron emis-
explanations of medical terms and descriptions of anatomy, sion tomography (PET), and magnetic source imaging (MSI).
physiology and pathology. {Spring}
Restriction: enrolled in Radiologic Sciences Program. Prerequisite: 360. Restriction: enrolled in Radiologic
Sciences Program.
399. Current Problems II. (3) Faculty
Continuation of 378. Can also be taken concurrently with 390. In Vitro Nuclear Medicine. (2) Faculty
378. Emphasis on development of problem solving skills for Principles and practical aspects of performing radioimmuno-
radiology supervisors using guided independent and group assay and competitive protein-binding assays, ferrokinetics,
activities. blood volumes, RBC survival, G.I. blood loss and Schilling’s
Restriction: enrolled in Radiologic Sciences Program. studies.
Restriction: enrolled in Radiologic Sciences Program.
405. Medical Imaging Theory II. (3) Faculty
Study of research methodologies used in medicine, written 392. Pathology Seminar. (4) [2] Faculty
analysis of selected topics in medical imaging ethics and An interactive interdisciplinary case study seminar in film
basic teaching skills pertinent to supervision in a radiology interpretation integrating x-ray, CT, MRI, sonography and
department. nuclear medicine.
Restriction: enrolled in Radiologic Sciences Program. Restriction: enrolled in Radiologic Sciences Program.
406. Medical Imaging Theory III. (3 to a maximum of 396. Essentials of Nuclear Medicine Imaging I. (3)
9) ∆ Faculty Faculty
Independent study course used for students completing Basic anatomy and pathophysiology, methods of localization,
upper-level baccalaureate coursework for the purpose of radiopharmaceuticals, nuclear instrumentation and imaging
expanding on material covered in those courses. techniques. {Spring}
Restriction: enrolled in Radiologic Sciences Program and Restriction: enrolled in Radiologic Sciences Program.
permission of instructor.
400. Clinical Nuclear Technology III. (4) Faculty
*480. Human Cross Sectional Anatomy. (3) Faculty A continuation of student rotation through the division of
Course examines three dimensional relationships of skull, nuclear medicine at The University of New Mexico Hospital,
brain, CNS, thorax, abdomen and pelvis correlating this infor- Presbyterian Hospital, and Veterans Administration Medical
mation with imaging modalities (CT, MRI, Nuclear Medicine). Center. {Summer}
Restriction: enrolled in Radiologic Sciences Program. Prerequisite: 365. Restriction: enrolled in Radiologic
Sciences Program.
Nuclear Medicine Imaging (NUCM) 412. Nuclear Radiation Biology. (2) Faculty
Interaction of alpha, beta, electromagnetic and high LET par-
315. Radiation Safety. (2) Faculty ticle radiations from nuclear interactions and disintegrations
An introduction to radiation protection topics which are com- with biologic material. {Summer}
mon to Radiography and Nuclear Medicine. Topics to be Restriction: enrolled in Radiologic Sciences Program.
covered include, radiation units, radioactivity, radiation
sources, background radiation, biological effects of radiation, 415. Essentials of Nuclear Medicine Imaging II. (2)
dose limits, radiation shielding, methods of dose reduction Faculty
and regulations. Continuation of 396. {Summer}
Restriction: enrolled in Radiologic Sciences Program. Prerequisite: 396. Restriction: enrolled in Radiologic Sciences
Program.
320. Clinical Nuclear Technology I. (4) Faculty
Practical experience in the performance of clinical nuclear 420. Positron Emission Tomography and Clinical
medicine studies under direct supervision of certified tech- Tomography Clinical I. (3) Faculty
nologists and staff physicians. Includes competency exami- Course provides clinical instruction in positron emission
nations, patient care assessment, radiopharmaceutical recon- tomograpny and computed tomography including the system
stitution, oral exams and CPR certification. {Fall} operation and components, image formation and reconstruc-
Restriction: enrolled in Radiologic Sciences Program. tion, characteristics of image quality, and artifact recognition.
Restriction: enrolled in Radiologic Sciences Program.
354. Clinical Radiopharmacy. (3) Faculty
Review of basic chemistry; principles of radiopharmacy/ 430. Essentials of PETCT Imaging. (2) Faculty
radiochemistry including radiopharmaceutical preparation Course provides instruction in anatomy and pathophysiology
dose calculation, quality control and federal/state regula- relevant to the practice of PET/CT. Course covers methods of
tions. {Fall} localization, radiopharmaceutials, nuclear PET/CT instrumen-
Restriction: enrolled in Radiologic Sciences Program. tation and imaging techniques.
Restriction: enrolled in Radiologic Sciences Program.
360. Imaging Instrumentation I. (3) Faculty
A study of the physical properties of nuclear medicine and 440. Positron Emission Tomography and Computed
the spectroscopy and instrumentation utilized in tomographic Tomography Clinical II. (4) Faculty
imaging. Emphasis on instrumentation for radiation detection A continuation of clinical instruction in positron emission
and measurement in a nuclear pharmacy or nuclear medicine tomograpny and computed tomography, including the system
environment. operation and components, image formation and reconstruc-
Restriction: enrolled in Radiologic Sciences Program. tion, characteristics of image quality, and artifact recognition.
Restriction: enrolled in Radiologic Sciences Program.
HEALTH
HEALTH SCIENCES
image formation and reconstruction.
250. Introduction to Radiography. (3) Prerequisite: 410. Restriction: enrolled in Radiologic Sciences
Principles of radiographic equipment and exposure factors; Program.
Radiation protection; medical and professional ethics; patient
care concepts and techniques. {Fall} 412. Computed Tomography Physics Review. (1)
Faculty
SCIENCES
Restriction: enrolled in Radiologic Sciences Program.
Comprehensive examinations and topic review will take place
260. Radiographic Procedures I. (3) throughout the semester. The registry review examinations
Radiographic positioning, anatomy and topographic land- will encompass the listed topics for students to demonstrate a
marks. Role-playing of the basic radiographic positions of the basic knowledge of computed tomography and physics.
appendicular skeleton. {Fall} Restriction: enrolled in Radiologic Sciences Program.
Restriction:enrolled in Radiologic Sciences Program.
420. Computed Tomography Clinical I. (3) Faculty
271. Radiographic Procedures II. (6) Course provides clinical instruction in computed tomography
Continuation of RADS 260. Review of skeletal/radiographic including the system operation and components, image for-
anatomy; radiographic positioning of the structures of the mation and reconstruction, characteristics of image quality,
human body; to include the axial skeleton and abdominal and artifact recognition/reduction.
organs. {Spring} Restriction: enrolled in Radiologic Sciences Program.
Restriction: enrolled in Radiologic Sciences Program.
421. Computed Tomography Clinical II. (3) Faculty
275. Clinical Radiography I. (5) Course is a continuation of RADS 420 and provides addi-
Patient care related activities; practice in the principles of tional clinical instruction in computed tomography including
radiographic technique; radiographic positioning under the the system operation and components, image formation and
direct supervision of program staff and faculty. reconstruction, characteristics of image quality, and artifact
Restriction: enrolled in Radiologic Sciences Program. recognition/reduction. {Spring}
Prerequisite: 420. Restriction: enrolled in Radiologic Sciences
290. Principles of Radiographic Imaging. (4) Program.
Principles and theory of radiographic technique and imaging.
Instrumentation; image processing and quality assurance 422. Computed Tomography Clinical III. (3) Faculty
concepts. Course is a continuation of RAD 420 and RAD 421. Course
Restriction: enrolled in Radiologic Sciences Program. provides additional clinical instruction in computed tomogra-
phy including the system operation and components, image
352. Radiologic Physics. (3) formation and reconstruction, characteristics of image quality,
Basic principles of radiation physics; instrumentation of imag- and artifact recognition/reduction.
ing systems; production and characteristics of radiation. Prerequisite: 420 and 421. Restriction: enrolled in Radiologic
Restriction: enrolled in Radiologic Sciences Program. Sciences Program..
355. Clinical Radiography II. (6) 450. Physics of Magnetic Resonance Imaging I. (3)
Continuation of RADS 275. Faculty
Restriction: enrolled in Radiologic Sciences Program. Course provides additional instruction in physics and instru-
mentation related to magnetic resonance imaging including
365. Clinical Radiography III. (6) the history of the development of magnetic resonance imag-
Continuation of RADS 355. {Spring} ing, system operation and components, image formation and
Restriction: enrolled in Radiologic Sciences Program. reconstruction, characteristics of image quality, and artifact
recognition/reduction. {Fall}
382. Special Procedures. (3) Restriction: enrolled in Radiologic Sciences Program.
Study of the physical principles of advanced medical imag-
ing modalities. Lecture and imaging lab format will include 451. Physics of Magnetic Resonance Imaging II. (3)
Diagnostic Radiography, CT, MRI, Nuclear Medicine Imaging, Faculty
Mammography, Interventional Imaging, PET, and MSI. Course is a continuation of RADS 450. {Spring}
Restriction: enrolled in Radiologic Sciences Program. Prerequisite: 450. Restriction: enrolled in Radiologic Sciences
Program.
390. Clinical Radiography IV. (5)
Continuation of RADS 365; final clinical competency testing. 452. MRI Physics Review. (1) Faculty
Restriction: enrolled in Radiologic Sciences Program. Comprehensive examinations and topic review will take place
throughout the semester. The registry review examinations
391. Radiographic Pathology/Biology. (4) will encompass the listed topics for students to demonstrate
Study of the nature and the cause of diseases and the a basic knowledge of Magnetic Resonance Imaging and
changes that occur with disease and injury, radiation biology physics.
concepts. {Spring} Restriction: enrolled in Radiologic Sciences Program.
Restriction: enrolled in Radiologic Sciences Program.
460. MRI Clinical I. (3) Faculty
399. Comprehensive Radiography Reviews. (2) Course provides clinical instruction in magnetic resonance
Intensive preparation for national board certifying examination; imaging including system operation and components, image
comprehensive review sessions on all aspects of radiography. formation and reconstruction, characteristics of image quality,
Restriction: enrolled in Radiologic Sciences Program. and artifact recognition/reduction.
Corequisite: 450. Restriction: enrolled in Radiologic Sciences
410. Physics of Computed Tomography. (3) Faculty Program.
Course provides instruction in physics and instrumentation
related to computed tomography including the history of the 461. MRI Clinical II. (3) Faculty
development of computed tomography, system operation and Course is a continuation of RADS 460.
components, image formation and reconstruction, character- Prerequisite: 460. Restriction: enrolled in Radiologic
istics of image quality, and artifact recognition/reduction. Sciences Program.
Restriction: enrolled in Radiologic Sciences Program.
462. MRI Clinical III. (3) Faculty
411. Physics of Computed Tomography II. (3) Faculty Practical experience in the performance of Magnetic
A continuation of RAD 410 further providing advance instruc- Resonance Imaging studies under direct supervision of certi-
tion in physics and instrumentation related to computed fied technologists and staff radiologists. Includes competency
tomography, including the history of the development of examinations, image evaluation, patient-care assessment,
imaging protocols, and safety issues.
Prerequisite: 461. Restriction: enrolled in Radiologic
Sciences Program.
UNM CATALOG 2010–2011 Symbols, page 653.
582
583
COLLEGE OF NURSING
Nancy Ridenour, Ph.D., R.N., F.A.A.N., Dean Marion Fleck, Ph.D., The University of New Mexico
College of Nursing Chiyoko Furukawa, Ph.D., The University of New Mexico
Nursing/Pharmacy Bldg. 228 Margaret Greenberg, Ph.D., The University of New Mexico
MSC09 5350 Catherine N. Harris, Ph.D., The University of New Mexico
1 University of New Mexico Idolia M. Hawkins, D.N.Sc., University of California (San
Albuquerque, NM 87131-0001 Francisco)
(505) 272-4221 Patricia Higgins, Ph.D., The University of New Mexico
http://hsc.unm.edu/consg/ Carol Johnson, M.S.N., Catholic University
Cheryl Learn, Ph.D., University of Colorado
Professors Laura Martinez, Ph.D., The University of New Mexico
Leah Albers, Dr.P.H., FAAN, University of North Carolina Katheryn McCash, M.S.N., Catholic University
(Chapel Hill) Elsie S. Morosin, Ph.D., The University of New Mexico
Jean Giddens, Ph.D., Colorado State University Barbara L. Rees, Ph.D., University of Arizona
NURSING
Marie Lobo, Ph.D., FAAN, University of Washington Barbara D. Rickert, Ph.D., The University of New Mexico
Robin Meize-Grochowski, Ph.D., The University of Texas Estelle H. Rosenblum-Grevey (Dean), Ph.D., FAAN, The
at Austin University of New Mexico
Nancy Ridenour, Ph.D., FAAN., Texas Tech University Sally Ruybal, Ph.D., University of Arizona
Sandra L. Schwanberg, Ph.D., The University of New
Associate Professors Mexico
Jennifer Averill, Ph.D., University of Colorado Donea L. Shane, Ph.D., The University of New Mexico
Debra Brady, Ph.D., The University of New Mexico Jacqueline Solomon, M.A., The University of New Mexico
Kathryn Ann Caudell, Ph.D., University of Washington Joann R. Weiss, Ph.D., The University of New Mexico
Sally Cohen, PhD., F.A.A.N., Columbia University
Susan Fox, Ph.D., The University of Texas at Austin
Cynthia Mendelson, Ph.D., University of Arizona Introduction
Barbara Overman, Ph.D., University of Colorado
Mark Parshall, Ph.D., University of Kentucky Mission Statement
Geoff Shuster, D.N.Sc., University of California (San The mission of the College of Nursing is to provide nursing
Francisco) education, research, service and leadership. The focus of
Beth Baldwin Tigges, Ph.D., Columbia University the College’s efforts in education, research, service and
Melinda Tinkle, Ph.D., The University of Texas at Austin leadership is on the delivery and analysis of health care, as
well as the design and management of health care delivery
Assistant Professors systems.
Patsy L. Duphorne, Ph.D., The University of New Mexico
Socorro Escandon, Ph.D., University of Arizona Vision Statement
Peter A. Guarnero, Ph.D., University of California, San The College of Nursing’s vision is to identify the most impor-
Francisco tant nursing questions pertaining to human health in our
Emily Haozous, Ph.D., Yale University communities through education, scholarship and service,
Jongwon Lee, Ph.D., University of Buffalo, SUNY with commitment to the Health Science Center’s (HSC) core
Judy Liesveld, Ph.D., The University of New Mexico values.
Patricia Payne, Ph.D., The University of Texas at Austin
Rebekah Salt, Ph.D., University of Washington College of Nursing Programmatic Goals
P.J. Woods, Ph.D., M.B.A., Duquesne University of I. Become a full participant in the HSC and The University
Pennsylvania at Pittsburg of New Mexico structure such that our mission, vision
and strategic directions are aligned with the larger goals
Lecturers of the institution.
Joanne Bartram, M.S.N., University of Colorado II. Provide high quality educational programs to a diverse
Andra Davis, M.S.N., University of Washington student population both on and off campus.
Robert Elgie, M.S., N., The University of New Mexico III. Develop a scholarship base consistent with a Doctoral/
Patricia Gillett, M.S.N., The University of Texas at El Paso Research University–Extensive standing consistent
Julie G. Gorwoda, M.S.N., The University of New Mexico with the flagship graduate program in the state.
Helen Hamilton, M.S.N., Boston University IV. Expand nursing practice to develop faculty and provide
Judith Harris, M.S.N., The University of New Mexico statewide leadership in nursing practice.
Louise Kahn, M.S.N., The University of New Mexico
Joan Kuemper, M.S.N., South Dakota State University HSC Vision
Carolyn Montoya, M.S.N., Yale University In concert with the larger institution, the College of Nursing
Jan Martin, M.S.N., The University of New Mexico is committed to the HSC vision of identifying and solving the
Nancy Morton, M.S., University of Arizona most important questions of human health in our communities
Ruth Nichols, M.S.N., The University of New Mexico through education, scholarship and service with commitment
Tina Rocha, M.S., University of Northern Colorado to the HSC core values.
Debra Smith, M.S.N., The University of New Mexico
Jenny Vacek, M.S.N., The University of New Mexico HSC Core Values
Mary Wright, M.S.N., The University of New Mexico The College of Nursing supports the HSC core values of:
• Integrity, accountability and decisiveness in commit-
Professors Emeriti ment to excellence;
Charlotte R. Abbink, Ph.D., The University of New Mexico • Compassion and respect in our interactions with stu-
Sara J. Anderson, M.S.N., Wayne State University dents, patients and colleagues;
Phoebe Becktell, Ph.D., The University of New Mexico • Diversity in people and thinking;
Gloria A. Birkholz, J.D., M.S.N., The University of New • Effective utilization of our resources; and
Mexico • Advancement of our institutional mission while support-
Zella A. Bray, Ph.D., The University of New Mexico ing professional and personal growth.
Karen Carlson, Ph.D., The University of Texas at Austin
Dorothy H. Clough, Ph.D., The University of New Mexico HSC Mission
Jeannette M. Cochran, Ph.D., The University of New Mexico The HSC mission is to provide added value to health care
Virginia Crenshaw, Ed.D., Peabody College through leadership in:
• providing innovative, collaborative education; this goal at the earliest possible time. It is recommended that
• advancing frontiers of science through research critical the student who intends to obtain a Bachelor of Science in
to the future of health care; Nursing take the following subjects in high school: one year
• delivering health care services that are at the forefront of chemistry, one year of biology, one year of physics, three
of science; and years of mathematics (one of which should be algebra) and
• facilitating partnerships with public and private biomedi- four years of English. These are recommended courses, not
cal and health enterprises. requirements for admission.
The College of Nursing is fully accredited until 2012 by the Financial Assistance. There are several financial assistance
Commission on Collegiate Nursing Education and is approved programs for qualified students, including scholarships,
by the New Mexico Board of Nursing. The Nurse Midwifery loans, grants, and student work. Certain scholarships from
concentration is accredited through 2017 by the American local and national organizations and from public and private
College of Nurse-Midwives’ Division of Accreditation, 8403 sources are available specifically for nursing students (see
Colesville Road, Suite 1550, Silver Spring, MD 20910-6374, listing under Financial Aid section of this catalog). Information
(240) 485-1800. regarding scholarships and loans may be obtained from the
financial aid officer at the College of Nursing and the Student
Degree Programs Financial Aid Office of the University. Please check the
College of Nursing website at http://hsc.unm.edu/consg/ for
The College of Nursing offers the bachelor of science in nurs- additional information.
ing (B.S.N.) degree through three distinct options: basic entry
Educational Facilities. All of the University libraries are
option, second undergraduate degree (2nd degree) option,
available to students. The Health Sciences Center Library
and R.N. to B.S.N. degree completion option.
houses an extensive collection of books, journals and other
The graduate program offers degrees leading to the multimedia learning aids appropriate to nursing and health
Master of Science in Nursing (M.S.N.) and the Doctor of science. A wide variety of nursing and health sciences litera-
Philosophy (Ph.D.) with a major in nursing. Dual degree ture is also available through the library’s Web site.
programs are available leading to the Master of Science
Most nursing classes are held in the Nursing/Pharmacy
in Nursing (Administration concentration) and a Master of
Building and Domenici Center. In addition, students have clini-
Public Administration, and a Master of Science in Nursing
cal experiences in a variety of settings.
(Community Health concentration) and a Masters in Public
Health. Post-Master’s certificates in nursing are also avail- Clinical Facilities. Clinical facilities are located in the greater
able through the College. Graduate nursing students are Albuquerque area and include University Hospital, local
subject to general University policies set forth earlier in this private hospitals, Veterans Affairs Medical Center, Bernalillo
catalog, as well as specific College of Nursing policies. County Mental Health Center, Maternal-Infant Care Clinics,
Public Health Agencies, Indian Health Service health care
The upper-division and beginning graduate nursing courses
facilities, the Geriatric Education and Health Maintenance
are offered on a schedule that includes three equal length
Clinic, the Maternity Infant and Family Health Clinic, and
sessions per year, as listed below (dates subject to change):
other facilities in outlying areas in New Mexico. Distance
Summer 2010 May 13 - August 23 students are placed with clinical agencies in or near their
Fall 2010 September 9 - December 18 home communities.
Spring 2011 January 13 - April 25
Special learning opportunities such as field trips to other
Summer 2011 May 12 - August 22
agencies may be arranged. Many clinical agencies make
Students in the nursing program are subject to the general libraries and classrooms available to nursing students.
policies and procedures described in the appropriate sec-
Health Requirements. Students in the College of Nursing
tions of this catalog and the specific regulations included in
follow the health requirements described in the Admission
the College of Nursing section. All students are responsible
and Registration section of this catalog and may use the
for compliance with rules and regulations set forth in this
health services described in the Student section of this cata-
catalog.
log. Nursing students are urged to carry insurance for hospi-
All services concerned with student welfare and activities are talization and medical care. Students who do not have health
under the coordinating supervision of the Vice President for insurance will find that an adequate policy may be purchased
Student Affairs (see Student Services section of this catalog). through the University at time of registration. Students in clini-
In the College of Nursing, the Undergraduate or Graduate cal care courses will automatically be charged for blood borne
Committee provides for coordination and facilitation of stu- pathogen needlestick insurance by the University.
dent activities within the College.
Professional Documentation. Students must present the
Athletic, cultural, recreational, religious and social activities following documentation prior to beginning a nursing clinical
of the University are available to all students. Students in the course:
College of Nursing are eligible for membership in the National 1. Up-to-date immunizations as specified by the College of
Student Nurses’ Association through the New Mexico Student Nursing.
Nurses’ Association or The University of New Mexico College 2. Annual certification of competency in administering
of Nursing Student Nurses’ Association (SNA) and Graduate cardio pulmonary resuscitation (CPR).
Student Nurses’ Association (GSNA). 3. Blood Borne pathogen annual training.
4. HIPAA compliance annual training.
Academic advisors are available to students in the nursing 5. Fingerprinting and criminal background check.
program. Students contemplating entry to the program should The annual tuberculin test or T.B. screening and the required
contact the College of Nursing Student Advisement Office. immunizations can be obtained at the Student Health Center.
A copy of the result must be filed with the College of Nursing
Students are responsible for their own transportation to and and updated annually prior to enrolling in clinical courses.
from clinical agencies and for their own living arrangements
(see Student Housing Section of this catalog). Students In the case of pregnancy, the student must assume complete
should be aware that clinical experiences may be arranged responsibility for her own safety and welfare.
in a variety of agencies and may include evening, night, or
weekend scheduling. Uniforms. Undergraduate students are responsible for
obtaining appropriate uniforms to be worn during clinical
High School Preparation. It is important that the high school practice periods. Information regarding uniforms may be
student who wishes to enter the nursing program at The obtained in the College of Nursing Student Handbook or
University of New Mexico chooses courses leading toward course syllabi.
Fees. Students enrolled in nursing courses will often be least 3.0 based on all college work and at least 3.0 in
expected to pay a fee. Laboratory and instructional material science courses. For entry to the R.N.-B.S.N. option,
fees are subject to change. Fees may be charged for stan- maintainted a cumulative grade point average of at
dardized nursing achievement tests and certain technological least 2.5 based on all college work.
delivery. Information about other fees and expenses may be 4. Competency in basic computer skills including: general
obtained from the Schedule of Classes. computer knowledge, word processing, data inquiry
(databases and search engines), communication
Professional Conduct. The nursing profession requires (e-mail), and searching the World Wide Web using the
high standards of legal, ethical and moral accountability from internet.
its practitioners. Nursing students are expected to behave 5. Additional information may be utilized to rank appli-
in compliance with the professional standards of nursing. cants; examples may include grade point average, goal
Conduct not in keeping with professional standards may lead statements and life experiences.
to enrollment cancellation following appropriate due process.
NOTE: Preference is given to New Mexico residents.
Deadlines. If a deadline falls on a weekend or a holiday for
which the University is closed, the deadline will automatically The College of Nursing reserves the right to request the
be moved to the next business day. student to supply any additional information as necessary.
NURSING
Students are expected to be fluent in the English language.
A requirement of the College of Nursing is that all students Dean’s List. At the end of each term the names of students
complete ENGL 102, Composition II: Analysis and Argument who have outstanding academic records are put on the
prior to enrolling in any upper-division nursing courses. The Dean’s List, which is made available to University and outside
Acceleration Challenge Exam (ACE) II must be taken within news media. To qualify for the Dean’s List in the College of
two terms of enrollment in upper-division nursing course Nursing, a student must have carried at least 12 academic
work. hours and made a grade point average of 3.50 or better for
that term.
College credit earned in associate degree nursing programs
or in hospital-based diploma schools of nursing is transfer-
able to the University, provided the original program was Academic Regulations for
offered in a regionally accredited institution and the nursing
program was accredited by the National League for Nursing. Baccalaureate Degree
Such credit may be applied toward meeting the graduation
Students in the nursing program are subject to the general
requirements for a Bachelor of Science in Nursing. See
regulations of the University and, in addition, to the specific
Transfer of Credit.
regulations in the College of Nursing.
R.N. students are allowed to progress through the upper-
Students in the College of Nursing must be enrolled in
division major according to individual capacity based upon
nursing courses and/or progressing toward the Bachelor of
a credit by examination process and enrollment in required
Science in Nursing. Students failing to meet this requirement
nursing courses. Each R.N. student must demonstrate
are subject to administrative enrollment cancellation.
achievement of the outcomes expected of all College of
Nursing baccalaureate students. Because of constraints in clinical facilities, a student must
notify the College of Nursing in writing of his or her intent to
Each registered nurse student is counseled individually to
return, even if an absence in enrollment has been for one term.
help clarify career goals and to plan an educational program
Notice must be received by March 1 for return in the Summer
which will be of greatest benefit in meeting those goals.
or Fall term and by November 1 for the Spring term. College of
Prospective registered nurse students are urged to contact Nursing students who do not enroll in the University for three
the College of Nursing Student Advisement Office prior to terms or more must reapply for admission to the College of
registration. The College of Nursing supports career mobility Nursing. Because a returning student is subject to the regu-
for nurses. lations of the catalog in effect at the time of readmission, a
re-evaluation of the student’s academic standing is done.
The student must receive academic advisement prior to
M.S.N. Course Substitution registration.
Mechanism for Registered Prior to entering Level 1, students are required to document
and verify competency in basic nursing skills. These skills
Nurse Students and Second may be obtained through work experience or completion of
basic nursing skills course(s).
Undergraduate Degree Students
This program allows academically qualified R.N. to B.S.N. Because clinical spaces are limited, all students are expected
students and 2nd degree students to take substitution to preregister for clinical courses prior to the end of the
courses in the Master’s program while completing the B.S.N., current term. Priority for clinical space is given to full-time
on a space available basis. The program is intended for the students who are progressing satisfactorily, then to part-time
student whose career goals extend beyond the B.S.N. and progressing students with a pre-approved plan of studies,
whose professional experiences and capabilities indicate a and last to students who are repeating or returning after an
potential for success in advanced study. Other courses are absence from the program.
then selected to complete the M.S.N. degree.
The passing grade for all core, prerequisite, and nursing
A qualified student may be able to substitute NURS 503 and courses is “C” (not C-). Students who do not earn a grade
NURS 505 for other courses. Students who complete the of “C” or better in any upper-division Nursing course on the
substitution courses for graduate credit with grades of B or second attempt are not allowed to progress. Students receiv-
better will have these courses waived (but not the credits) ing a grade less than a “C” in any two upper-division required
as part of their program of studies for the Master’s degree. nursing courses are also not allowed to progress in the College
Graduation from the B.S.N. program occurs upon comple- of Nursing. Prior to repeating a nursing course the student’s
tion of all requirements with the substitution courses listed record is reviewed by the academic advisor; progress will be
above. Graduation from the M.S.N. program occurs upon monitored by the advisor.
completion of all requirements for the degree and concen-
tration. Students apply in writing for permission to enroll in
substitution courses. A grade point average of at least 3.00
Probation and Suspension
and senior standing is required for permission to take the An undergraduate student will be placed on academic proba-
substitution courses. The courses are waived if the M.S.N. is tion when the overall grade point average drops below 2.00.
completed within 7 years from the date of enrollment in the The student is subject to suspension if the cumulative grade
first substitution course. point average does not rise during the first probationary
period or if the cumulative grade point average is less than
2.00 at the end of the second term of the probationary period.
Departmental Honors Program Students who do not earn a grade of “C” or better must have
The purposes of the Departmental Honors Program are: 1) to an approved learning plan for progression.
utilize knowledge in nursing and related fields in the study pro-
cess; and 2) to provide the honors student a full opportunity for
participating in scholarly activities in small-group discussion
Failure and Readmission Policy
and written and oral expression. Students may reapply to the College of Nursing after three
calendar years. An evaluation of the student’s application
Requirements for Departmental Honors are as follows: 1) a is done. Should the student gain readmission, the student
University of New Mexico grade point average of at least a will be subject to the regulations of the catalog at the time of
3.50 prior to enrollment in the required course; 2) 6 hours in readmission. The student must receive academic advisement
honor study (N498 and N499); 3) at least 60 hours earned prior to registration. If a student is readmitted, they will be
at the University; and 4) application for honors with approval required to start at the beginning of the program.
of the faculty.
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6. Unanimous recommendation for the degree by the
The four levels of the upper-division nursing curriculum are
faculty of the College of Nursing.
delivered on a schedule that includes three equal length ses-
The Bachelor of Science in Nursing is granted to 2nd degree sions per year. One level is completed each term, with the
students upon fulfillment of the following requirements: four levels completed in 16 months. The curriculum for the
upper-division nursing major follows:
1. Completion of 58 semester hours of upper-division
course work in the prescribed curriculum. Such courses Pre-level 1: 1) validation of electronic literacy skills and 2)
are numbered 300 or above. basic nursing skills competencies or completion of NURS 223
2. Compliance with the minimum residence requirements, Introduction to Nursing Skills and Concepts.
as stated in the General Academic Regulations section
of this catalog. Level 1
3. Maintenance of an overall grade point average of 2.00 NURS 311L Nursing Skills and Assessment 5
minimum. NURS 312L Nursing Practicum I 4
4. Unanimous recommendation for the degree by the NURS 313L Nursing Practicum II 1
faculty of the College of Nursing. NURS 351 Health & Illness Concepts I 3
NURS 390 Professional Nursing Concepts I 3
The Bachelor of Science in Nursing is granted to R.N. to 16
B.S.N. degree completion students upon fulfillment of the Level 2
following requirements: NURS 314L Nursing Practicum III 4
1. Completion of 128-131 semester hours of course work NURS 315L Nursing Practicum IV 3
of the prescribed curriculum. NURS 331L Principles and Application, Community
2. Completion of The University of New Mexico Core Assessment 2
Curriculum. NURS 332 Introduction to Nursing Research and
3. Completion of 64-66 semester hours of upper-division Evidence Based Practice 3
course work. Such courses are numbered 300 or above. NURS 352 Health & Illness Concepts II 3
4. Compliance with the minimum residence requirements, 15
as stated in the General Academic Regulations section
Level 3
of this catalog.
NURS 411L-416L Clinical Intensive I w/seminar 4
5. Maintenance of an overall grade point average of 2.00
NURS 411L-416L Clinical Intensive II w/seminar 4
minimum.
NURS 453 Health & Illness Concepts III 3
6. Unanimous recommendation for the degree by the
NURS 491 Professional Nursing Concepts II 3
faculty of the College of Nursing.
Elective (3 credits)
-OR-
Curriculum for Basic Entry and NURS 498
Honors Study in Nursing I
(If eligible and seek departmental
Second Degree Options honors) 3
17
“First Year” and “Second Year” course work, which applies
only to basic entry students, should be completed before Level 4
beginning Level 1. It is strongly recommended that students NURS 411L-416L Clinical Intensive III w/Seminar 4
take Sociology, Anthropology, or Psychology to meet the NURS 419L Capstone Clinical 3
Social/Behavioral Sciences core requirement. NURS 454L Nursing Synthesis 3
NURS 492 Professional Nursing Concepts III 3
Students admitted under the 2nd degree option follow the Elective (2 credits)
same upper-division curriculum (Levels 1, 2, 3, 4) as basic -OR-
entry option students, except upper-division electives or hon- NURS 499 Honors Study in Nursing II
ors are not required for second degree entry students. (If eligible and seek departmental
honors) 3
First Year 15(16)
ENGL 101 Composition I: Exposition 3
The grade of C or better is required in all courses.
ENGL 102 Composition II: Analysis and Argument 3
Social/Behavioral Sciences (Core Area 4) 6 Contact the College of Nursing Academic Advisement Office
Humanities (Core Area 5) 6 for curricular planning.
CHEM 111L Elements of General Chemistry 4
BIOL 123/124L Biology for Health Related Sciences Students who participate in the University Honors Program
and Non-Majors/Lab 4 may apply General Studies seminars to satisfy appropri-
MATH 120 CR/NC; (prerequisite for STAT 145) ate requirements upon approval by the Dean, College of
may be waived by Math department (3) Nursing.
STAT 145 Introduction to Statistics 3
Fine Arts (Core Area 7) 3 Students who wish to make substitutions or exceptions to the
32 (35) program may present their request to the Executive Dean.
See The University of New Mexico online Schedule of Nursing. Students must wait one year before reapplying to
Classes, http://www.unm.edu/~unmreg/ for further informa- the College of Nursing. Courses taken during the year can-
tion prior to registration. not be counted in the program of studies. Prior to repeating
a nursing course, the graduate student’s record is reviewed
It is the student’s responsibility to meet all departmental by an academic advisor. Progress will be monitored by an
requirements. academic advisor.
NOTE: A grade of “B” or better is required for courses
taken in non-degree status or at another university in
R.N. to B.S.N. Degree Completion order to be applied to the program of studies.
Option
Curriculum for R.N. to B.S.N. Degree Completion Option Online Master’s Degree
UNM Core Curriculum Areas and Required Credits (37 Concentrations
credits)
ENGL 101 3 Students may choose to obtain a master’s degree from The
ENGL 102 3 University of New Mexico College of Nursing by taking all
Writing course 3 courses on the Web, in the following concentrations: Nursing
STAT 145 (has MATH 120 as prerequisite) 3 Administration, Community Health, and Nursing Education.
Physical/Natural Sciences 7
Social/Behavioral Sciences 6 Students will discuss with their concentration advisor clinical
Humanities 6 requirements during course work. For any clinical experience,
Foreign Language 3 including the Fieldwork experience, out of state students will
Fine Arts 3 submit the resumes of two to three individuals, master’s pre-
Lower-Division Electives 21-23 pared in Nursing at a minimum, who have expressed willing-
NURS 239 Pathophysiology I 3 ness to serve as a preceptor. The student and faculty advisor
NURS 240 Pathophysiology II 3 will then decide on the appropriate preceptor and, when
Upper-Division credits from A.C.E. II exam 34 necessary, a contract between the College of Nursing and the
Upper-Division Nursing Required Courses: agency or institution will be prepared in advance.
NURS 340 Advancement of Professional Nursing 3
NURS 332 Introduction to Nursing Research NOTE: These contracts sometimes take 12-16 weeks
and Evidence Based Practice 3 to prepare so advance planning is needed.
NURS 431L Community Assessment 3
NURS 441 Evidence Based Application of If site visits are required for any reason for out-of-state stu-
Health Assessment Skills 4 dents, costs of such visits will be borne by the student and not
NURS 442 Nursing Leadership in Health Policy and the College of Nursing.
Health Care Systems 3
NURS 447L Family and Community Health Practicum 4
NURS 448 Application of Health and Illness Concepts 4
Priority for Enrollment in Web Courses
Upper-Division Elective in Nursing (when available; Priority for enrollment in master’s level Web courses will be
otherwise, unrestricted) 3 given to students who have been accepted into the College
Upper-Division Elective (unrestricted) 3 of Nursing’s degree programs. Only students who have been
Total: 128 credits required for the BSN degree accepted into the College of Nursing degree programs will be
allowed to enroll in any of the online core courses.
Graduate Program
Drop Policy for Master’s Level Courses
All students seeking admission to graduate studies must meet
the University and College of Nursing requirements set forth At the discretion of the faculty teaching the course, students
in this catalog. Please check the College of Nursing website who do not appear in class or log into a Web course or who
at http://hsc.unm.edu/consg/ for application information. have not made prior arrangements with faculty during the first
week of the term may be dropped.
Graduate Course Work Without a License
Minor in Nursing (Master’s Level
to Practice Nursing
Only)
Students may take graduate courses without a clinical com-
ponent even if they are not licensed to practice nursing in the The minor consists of 12 credits in non-clinical nursing
state of New Mexico. This may apply to non-degree students courses, at least 6 credits of which must be core courses.
prior to application for admission to the program, individuals Students may select the remaining 6 credits of non-clinical
awaiting licensure by examination or reciprocity, individuals nursing courses with the approval of a College of Nursing
taking Web courses or individuals from other disciplines tak- faculty advisor.
ing graduate nursing courses as electives. For any course
having a required clinical component, the student must be
licensed in the state in which they are completing the clinical Master of Science in Nursing (M.S.N.)
experience.
Concentrations: nursing administration, community health,
nursing education, acute care nurse practitioner (ACNP),
Academic Regulations family nurse practitioner (FNP), pediatric nurse practitioner
(PNP) and nurse-midwifery (NM).
Graduate students must maintain a grade point average of NOTE: A minimum enrollment is required for a con-
at least 3.0 to stay in good academic standing. No more than centration, emphasis, or course to be offered.
6 credit hours of course work graded C, C+, or CR may be
credited toward the graduate degree. Individual graduate The College of Nursing offers the Master of Science in
nursing concentrations may impose more rigorous academic Nursing under either Plan I (with thesis) or Plan II (without
standards for their clinical courses. Graduate students who thesis). Students must meet the general University require-
do not earn a passing grade or better (as defined by the ments for Plan I or Plan II as set forth earlier in this catalog.
concentration) in any graduate nursing course on a second Plan I requires a minimum of 30 credits (including 6 credits
attempt are not allowed to progress. Graduate nursing stu- for thesis) in nursing and related subjects. Under Plan II
dents receiving less than a passing grade in any two nursing a minimum of 32 credits in nursing and related subjects is
courses are also not allowed to progress in the College of required. Under both plans the student must complete the
courses required for the chosen concentration. Although degree in non-nursing fields are considered on an
some concentrations may require many credits beyond the individual basis.) R.N.s with non-nursing baccalaureate
minimum, individual review of records may allow waiver of have one opportunity to pass a Community Health test
some of the concentration courses. The minimum credit prior to the application deadline. Results of the exam
requirement for Plan I (30) or Plan II (32) must be met by all must be received within 5 days of application deadline.
degree-seeking candidates regardless of any course waiv- 2. Have a minimum grade point average for baccalaureate
ers. Requirements for individual concentrations are available work of B (3.0) or better.
from the concentration coordinators or the College of Nursing 3. Submit the application, required academic records,
Advisement Office. Some concentrations require full time and documents by deadline dates. See the College of
study. Students should expect a minimum of three hours per Nursing website at http://hsc.unm.edu/consg/ for further
week per credit for clinical involvement when taking clinical details.
nursing courses. 4. Submit evidence of RN licensure (which must be
kept current throughout enrollment in the program). If
The M.S.N. Program Objectives NCLEX results are pending at the time of application,
Once completed, the graduate will be prepared to: applicant should indicate this in the personal statement,
1. Analyze theoretical formulations as a basis for nursing with copy of RN license submitted within the first term
practice, education and administration. enrolled and prior to any clinical experience. Note:
NURSING
2. Apply and/or participate in research about health/illness Active RN license is required for the state in which
and the practice of nursing. any lab or clinical work (inpatient or community) will be
3. Utilize advanced clinical knowledge and skill to pro- done. An active New Mexico RN license is required for
mote, maintain and/or restore optimum wellness to students holding teaching or research assistantships.
client systems. 5. An interview may be required for admission.
4. Assume leadership roles in nursing practice, education
or administration. NOTES: Preference is given to New Mexico residents. (See
5. Assume responsibility for developing health care policy College of Nursing home page for any updates.)
relative to social, ethical, legal, economic and political Physical assessment skills are required for clinical
issues that impact on nursing. nursing courses. An upper-division statistics course
6. Organize and develop collaborative relationships for is recommended as a prerequisite to the nursing
the improvement of health care on an agency, organi- research course (NURS 503).
zational or legislative level.
7. Synthesize knowledge from the biophysical, social and College of Nursing graduate students can only apply
nursing sciences which affects health/illness behavior 9 credits of non-degree course work to their program
or client systems as a basis for nursing practice, educa- of studies.
tion and administration.
and underserved populations; the improvement of nursing 6. A one-page statement of the applicant’s experiences in
care outcomes of individuals, families and systems, with a the discipline of nursing, which highlights experiences
special emphasis on women of all ages and children. The with underserved or vulnerable populations.
Ph.D. in Nursing Program at the University of New Mexico 7. A letter of intent that addresses professional and per-
focuses on the health care needs of vulnerable women, sonal goals.
youth, and families. Other priorities include rural health, 8. A brief two-to-three page resume that summarizes
disease prevention, and health promotion. educational and professional background.
9. A graduate-level statistics course completed within 3
The Ph.D. Program is delivered online with a required annual years of the date of admission is highly recommended.
1-week summer residency and attendance at the annual 10. After initial screening, a select group of priority candi-
Western Institute of Nursing Research Conference. dates will be interviewed. Interviews for admission will
be conducted either in person or through interactive
Graduates of the program will demonstrate the following video technology.
competencies: 11. Health requirements prescribed by the College of
• Assume the role of the doctorally prepared nurse in Nursing must be in compliance by the date of enroll-
teaching, scholarship, leadership, and service. ment.
• Accept the responsibility for self-directed scholarly 12. A valid R.N. license from any U.S. state, territory, or
NURSING
development in an ongoing research program focused foreign country, which must be kept current throughout
on patient care improvement especially for women, the program. Note that students holding teaching or
children, and families. research graduate assistantships must have an active
• Conduct independent formal inquiry pertaining to health New Mexico R.N. license.
care, reflective caring practice, critical synthesis of 13. Exceptions to any program admission criterion will be
existing knowledge, and generation of new knowledge considered on an individual basis and are at the discre-
and theory. tion of the Ph.D. Subcommittee with recommendation to
• Practice nursing reflectively, guided by theory based the Research Team Leader.
on best evidence and integrating creative and critical
thinking.
• Cultivate research expertise relative to a particular Doctoral Committee on Studies/
population setting or human response to health or ill- Dissertation Committee
ness
• Evaluate and critique social policy relevant to the orga- Each doctoral student is required during the first year of study
nization and delivery of health care. to assemble a committee on studies to assist in planning
a program of studies. This program should be designed to
foster a fundamental knowledge of the major field, both in
Application Deadlines depth and breadth. The Committee on Studies consists of:
Three College of Nursing faculty with tenure or tenure-track
Admissions are annually, with new classes beginning each
positions and holding regular graduate faculty approval. One
summer term.
of these members is typically designated as the Dissertation
Application deadline is February 1. Committee Chair.
The program is planned for part-time study. The part-time pro- See requirements stated earlier in the catalog for steps in
gram is expected to take four to five years of part-time study appointment of the committee.
after obtaining a master’s degree. Students will be required
Additionally, for the Dissertation committee, members typi-
to complete 6 credit hours of prescribed courses in the first
cally include the Committee on Studies members plus:
summer term, and then 6 credit hours of prescribed courses
each term (fall, spring, summer) until completion of the 1) A required external member who holds a tenure or
coursework. Options exist for students who wish to complete tenure-track appointment outside the student’s unit/
the program faster. On acceptance into the program, each department. This member may be from The University
student will be required to commit to a program of studies. of New Mexico (must have regular graduate faculty
approval) or from another accredited institution (must
Note: RWJ Fellows follow a full-time plan of studies.
be approved by the Dean of Graduate Studies).
2) An optional fifth member of the committee may be a
Admission Requirements non-faculty expert in the student’s major research area
or a doctorally prepared member of the College of
General requirements for the Doctor of Philosophy degree Nursing Clinical Educator Track with regular graduate
are set forth in the University of New Mexico catalog. Specific approval.
requirements for the College of Nursing’s Ph.D. program
are:
1. A Master of Science in Nursing degree (MSN) from
Curriculum Plan
an accredited nursing program (National League for The curriculum consists of a core of doctoral courses on
Nursing or Commission on Credentialing of Nursing philosophy of science, theory, statistics, and research design.
Education through the American Association of Colleges Students additionally choose from a selection of research
of Nursing). Students with a Bachelor of Science in methods courses, substantive area courses, and electives.
Nursing (BSN) and a master’s degree in another field
will be considered on an individual basis. Required Core Courses – 24 credits
2. A grade-point average of at least 3.0 on a 4.0 scale. All students are required to take the following core courses:
Preference will be given to students with a grade-point N690 Doctoral Seminar, NURS 600 Philosophy Of Science;
average of 3.5 or higher. NURS 601 Theory I: Methods/Process of Nursing Knowledge
3. A signed statement indicating knowledge of computer Development; NURS 602 Theory II: Contemporary
literacy skills that include word processing, sending and Substantive Nursing Knowledge; NURS 620 Advanced Health
receiving e-mail communications, and searching Web Care Statistics I; NURS 621 Advanced Health Care Statistics
sites. II; NURS 606 Quantitative Methods In Nursing Research;
4. Three letters of recommendation from persons who NURS 607 Qualitative Methods In Nursing Research
know the applicant professionally and can attest to his/
her academic ability. These letters must be submitted Substantive Area Courses – 9 credits
directly to the College of Nursing. All students are required to select at least three of the follow-
5. Submission of a writing sample that demonstrates evi- ing four substantive area courses:
dence of scholarly ability and the potential for scholarly NURS 608 Nursing Environments of Human Health; NURS
growth. Examples include, but are not limited to, a 609 Family Nursing: Concepts, Issues, Outcomes; NURS 610
thesis, a published or unpublished scholarly paper, or Nursing Education: Pedagogy and Roles; NURS 611 Rural
written creative work. and Cultural Health
UNM CATALOG 2010–2011 Symbols, page 653.
592 COLLEGE OF NURSING
340. Advancement of Professional Nursing. (3) 415L. Specialty Focus Clinical Intensive Special Topics.
Self evaluation of nursing knowledge and professional devel- (4)
opment goals. Topics: contemporary nursing roles and Clinical practice and didactic in nursing care of clients in vari-
issues; exploration of intellectual skills and strategies used ous health care settings. Clinical may include inpatient and
by nurses; personal philosophy of nursing professionalism; outpatient care and days, evenings, nights and/or weekend
leadership; conflict management skills. Writing intensive. experiences.
Prerequisite: ENGL 101 and ENGL 102. Prerequisite: 314L and 315L and 331L and 332 and 352.
Restriction: permission of advisor.
351. Health and Illness Concepts I. (3)
Introductory course involving concepts associated with an 416L. High Acuity Nursing Clinical Intensive. (4)
individual’s physical health and illness requiring nursing care. Clinical practice and didactic in nursing care of clients in
Concept categories covered include health and health main- various high acuity health care settings. Clinical may include
tenance, regulation and homeostasis, activity, protection, inpatient and outpatient care and days, evenings, nights and/
comfort, social interactions, and emotions. or weekend experiences.
Corequisite: 311L and 312L and 313L and 390. Restriction: Prerequisite: 314L and 315L and 331L and 332 and 352.
admission to B.S.N. program. Restriction: permission of advisor.
NURSING
352. Health and Illness Concepts II. (3) 419L. Capstone Clinical. (3)
This is the 2nd of 3 courses involving concepts associated After successfully passing the HESI exam, students have
with an individual’s physical health and illness that require clinical practice with preceptor in various health care settings.
nursing care. Concept categories include regulation and Clinical may include inpatient and outpatient care; and days,
homeostasis, oxygenation/hemostasis, activity, social interac- evenings, nights and/or weekend experiences.
tions, and cognition. Prerequisite: 453 and 491.
Prerequisite: 311L and 312L and 351 and 390.
421. Nurse Intern Professional Knowledge Development.
390. Professional Nursing Concepts I. (3) (1 to a maximum of 2) ∆
Addresses fundamental concepts associated with under- This course will assist currently enrolled students who have
standing oneself and others in the context of professional secured a position as a nurse intern to increase competence
nursing practice. in the professional role of the nurse. This seminar will exam-
Corequisite: 311L and 312L and 313L and 351. Restriction: ine student identified learning issues.
admission to B.S.N. program. Restriction: admission to B.S.N. program.
391. Nursing Roles and Values. (3) 422. Nurse Intern Professional Role Development. (1 to
Addresses the roles and values and the art and science of the a maximum of 2) ∆
nursing profession. Writing intensive. This course will assist students who have secured a position
Corequisite: 311L and 312L and 351. as a nurse intern to increase competence in professional
nursing. This seminar will examine communication problems
392. Nursing Leadership Strategies. (3) in the current health care setting.
Addresses professional practice strategies including conflict
management, decision making, interdisciplinary practice *429. Topics. (1-6, no limit) ∆
and working with teams. Legal principles of documentation. {Offered upon demand}
Application of standards of care to risk management and the
organization of care delivery. 431L. Community Assessment. (3)
Prerequisite: 311L and 312L and 351 and 391. Corequisite: Addresses community as client; determinants and indicators
314L and 352. of community health. Student groups partner with communi-
ties to assess the health of a defined population and share
397. Independent Study. (1-3, no limit) ∆ planning for an evidence-based intervention for an identified
Upper-division standing. problem.
Restriction: permission of advisor. {Fall, Spring} Prerequisite: 314L and 332 and 352 and 392.
411L. Child Clinical Intensive. (4) 441. Evidence-Based Application of Health Assessment
Clinical practicum and didactic that focuses on the nursing Skills. (4)
knowledge and skills relevant to the care of children in vari- Validation of core physical assessment skills is followed by
ous health care settings. Clinical may include days, evenings, development of holistic assessment strategies for clients
nights and/or weekends. across the lifespan. Application of evidence base and nursing
Prerequisite: 314L and 315L and 331L and 332 and 352. judgment in selecting assessment strategies, diagnosis, and
Restriction: permission of advisor. intervention planning.
Pre- or corequisite: 340.
412L. Maternal-Newborn Clinical Intensive. (4)
Clinical practicum and didactic that focus on the nursing 442. Nursing Leadership in Health Policy and Systems.
knowledge and skills relevant to the care of pregnant women