(3 credit hours)
This course will provide an historical and conceptual overview of Western humanism and its evolution into university-based humanities disciplines. It will begin with the contemporary debate over the canon and core curriculum in academic circles. This debate about whether American society possesses any shared values on which to build a unified community will frame our historical exploration of humanism and our approach to the medical humanities. Readings will include a textbook on the history of Western humanism; primary sources from antiquity, the Renaissance, the Scientific Revolution, the Enlightenment, the emergence of the modern university and of modern professionalism, and contemporary analyses by advocates of postmodernism and critics of the Western tradition. Course grading will be based on class participation (25%) and three essays about course readings (25% each).

Prerequisite: None
Term offered: Fall
Year offered: Biennially-Odd Years
Hours per week: Lecture 3
Instructor: Anne Hudson Jones, PhD
Changed effective Spring Term, 2011

(3 credit hours)
This course connects today’s medical humanities to the tradition of Renaissance humanism and traces the history of medical humanities from its inception in the 1960s to the present day. Major topic include: modernity and its implications for both medicine and medical humanities; challenges to modernity and positivism from both continental and analytic philosophical traditions; relations between medical humanities and the social sciences; origins, development, and appropriate scope of bioethics; literature and medicine and narrative approaches to ethics and medicine; religious themes in bioethics and humanities; feminist theories relevant to humanities and bioethics; the debate over principlism vs. moral particularism in ethics; and medical humanities conceived as dialogical practice. Two books, Stephen Toulmin’s Cosmopolis and David Rothman’s Strangers at the Bedside, and readings by authors such as Bouwsma, Taylor, Gadamer, Geertz, Carson, Ramsey, Callahan, Fox, Churchill, Jones, Chambers, Jonsen, Walker, and Montgomery are assigned. The course grade is based 25% on class participation and 75% on paper assignments. Students are given options to write three separate papers or to do one short and one long paper.

Prerequisite: None
Term offered: Spring
Year offered: Biennially-Even
Hours per week: Lecture 3
Instructor: Howard Brody, Ph.D, M.D.
Changed effective Spring Term, 2012

This course is designed to provide an opportunity for graduate students in the IMH to learn about the culture of clinical medicine by engaging them in health-care encounters and relationships that typify medical practice. Students will be introduced to basic concepts of clinical ethics through observation of the patient-doctor relationship in various practice sites. The student, with guidance, will select a pre-approved clinical site or sites (i.e., clinical practice, medical ICU, hospice) and observe and interact with the care team, on a weekly basis, for three hours. Further objectives of the course will be dependent on individual student needs but may include understanding of medical terminology and the vocabulary of medicine, readings in a particular area of clinical ethics or ethics consultation, and observation of ethics consultations, clinical ethics teaching, and ethics committee meetings. Students will complete a project (paper, presentation, or case analysis). Grading will be determined as 20% from attendance and participation, 40% from discussions of readings and clinical experiences, and 40% from the project.

Prerequisite: Students must contact the instructor for prior approval at least 30 days before class begins
Enrollment Restrictions:  Minimum, 1, Maximum 2 
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 2; Clinical 3
Instructor: Cheryl J. Ellis Vaiani, PhD
Changed effective Spring Term, 2011

The course covers the ethical foundations of conducting research with human subjects and the ethical principles, rules, and regulations that guide the responsible conduct of research. The course includes reading assignments and discussion of the historical reasons for why research is regulated, interface between science and ethics, roles and responsibilities of IRBs, perspectives of community members, informed consent process, vulnerable population protections , conflicts of interest in human subject research, ethical decisions making, case studies on “hot topics,” and mock IRB sessions. The format includes lectures, class discussion, group exercises, on-line modules, and independent work. Each session of the course contains a didactic and practicum component of instruction and students will have the benefit of assigned mentors. Attendance is required at all plenary sessions and students are expected to be active participants in the discussion. Participants are expected to have studied the readings and be prepared to ask questions of the course faculty and mentors.  The grading rubric is Satisfactory/ Unsatisfactory.  Those who successfully complete all course assignments will receive a Certificate of Advanced Training in Humans Subjects Protection.   To receive the certificate of advanced training in Human Subjects Protections students must enroll and successfully complete both spring and summer courses.
Prerequisite: None.  To receive the certificate of advanced training in Human Subjects Protections students must enroll and successfully complete both spring and summer courses.

Term offered: Spring and Summer 
Year offered: Annual
Hours per week: Conference 2
Enrollment Restrictions:  Minimum 1, Maximum 25
Prerequisites:  None 
Blackboard:  Yes
Instructor: Michele A. Carter, Ph.D. 
Changed effective Spring Term, 2013 

MEHU 6283-ART PRACTICUM (2 credit hours)
A hands on, studio-based introduction to the visual arts and medical humanities. After an introduction to papermaking and printmaking techniques, students will develop a project which will be produced during the class period. In addition to learning techniques for presenting visual information, the students will develop an expanded appreciation for the visual arts' unique contribution to medical humanities. Students will be evaluated as follows: 1) attendance; 1) class participation; and 3) the completion of independent projects which are reviewed during the course and presented as the class final.

Prerequisite: Students must contact the instructor for prior approval at least one month before the course
begins.
Maximum number of students: 2
Term offered: Summer
Year offered: Annually
Hours per week: Laboratory 3, Lecture 1
Instructor: Eric N. Avery, MD
Changed effective Spring Term, 2012

MEHU 6308-TOPICS IN THE MEDICAL HUMANITIES (3 credit hours)
Readings, tutorial studies, or written papers dealing with topics in the medical humanities, depending on the needs of the student. Course may be taken more than one time for credit with the consent of advisor and graduate program director.

Prerequisite: Consent of advisor and graduate program director
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 3
Instructor: IMH Faculty
Changed effective Spring Term, 2011

This course should not be mistaken for MEHX 6000 or MEHU 6396: Special Topics.

MEHU 6306-FOUNDATIONS OF BIOETHICS (3 credit hours)
Bioethics emerged in recent decades as a field of inquiry that explores and clarifies moral dimensions in medical practice. Weekly seminars will explore ethical aspects of various bioethical problem areas. Topics will include the role ethical theories, principles and cases, ethical reasoning, and ethical decision making. Leading texts such as The Principles of Biomedical Ethics will be carefully and critically studied. Students are evaluated on the basis of their participation in class discussion (25%) and on the basis of written work including research papers and conceptual analysis of textual materials (75%).

Prerequisite: None
Term offered: Fall
Year offered: Biennially-Even
Hours per week: Lecture 3
Blackboard:  Yes
Instructor: William J. Winslade, PhD, JD, PhD
Changed effective Spring Term, 2011

MEHU 6315-CLINICAL ETHICS (3 credit hours)
This seminar is a comprehensive examination of the dominant methods, themes, cases, and contemporary issues associated with the field of clinical ethics. The course examines ethical, legal, historical, and cultural aspects of bioethical issues in the health-care arena, with particular emphasis on modes of reasoning in clinical ethics consultation. There are three graded assignments: a critical essay (30%), an argument/case analysis (30%), and an Ethics Grand Rounds presentation (20%). Specific details of these assignments will be provided. All students are expected to complete all reading assignments before each seminar session and to participate in seminar discussions (20%).

Prerequisite: Consent of instructor
Enrollment restrictions:  Minimum 3, Maximum 8
Term offered: Spring
Year offered: Biennially-Odd Years
Hours per week: Lecture 3
Blackboard:  Yes
Instructor: Cheryl J. Ellis Vaiani, PhD
Changed effective Spring Term, 2015

MEHU 6317-ADVANCED PRACTICUM IN HEALTH-CARE ETHICS (3 credit hours)
This course is designed to offer an in-depth exploration of ethical issues in health care with specific attention to the development of practical skills in bioethics problem solving, case analysis, policy development, clinical teaching, and/or intradisciplinary field work. Students work independently under the supervision of a designated mentor who will assist the instructor in providing access to a variety of teaching-learning venues in health-care ethics. In most cases the Advanced Practicum is an opportunity for concentrated study of a theme, problem or issue to be further developed at the thesis or dissertation stage. Grading will be based on practicum performance, project presentations, and a written essay.
Prerequisite: MEHU 6315, MEHU 6382, and consent of the instructor. At the discretion of the course
instructor, MEHU 6315 and MEHU 6317 may be taken concurrently. 
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Clinical 3, Lecture 2
Blackboard:  Yes
Instructor: Michele A. Carter, PhD
Changed effective Spring Term, 2011

MEHU 6331-INTRODUCTION TO THE HISTORY OF MEDICINE (3 credit hours)
The purpose of this course is to explore the history of medicine as one of social and cultural transformation in the conception of disease and what constitutes illness and health, all within the context of transforming conceptions of the human body and its place in the animal kingdom.  The course locates the practice of medicine at the intersection of the social and biological sciences, and will utilize sources from the disciplines of the history of medicine, sociology of medicine, and medical anthropology.  The 15 week semester will be divided to cover the following themes:  1) Methodological approaches to the history of science and medicine;  2) Comparative cultural systems of healing – a historic review; 3) Egyptian, Greek, Roman and Islamic Medicine;  4) Medicine and Religion; 5) Internal medicine vs. public health; 6) Bacteriology and germ theory; 7) The therapeutic revolution; 8) The rise of the hospital; 9) The social construction of disease.  Course Objectives:  1) Students should come away with a sound historical understanding of the cultural transformations that led to the current system of medicine as practiced in America; 2) Students will also develop the skills to make use of primary source documents to write a historical-analytic essay that discusses such documents in the context of the history of medicine.  Students will be graded according to their written work and class participation; Class participation:  15%; Short Essay #1:  20%; Short Essay #2:  25%; Final Research Essay:  40%.  There will be three essays for this course, two small 8-10 and a 10-12 page essay and one final 25-30 page research essay on a topic approved by the instructor.  The small essays will be to analyze the regular readings of the course, to give students experience searching for and analyzing primary sources, and to give the instructor an opportunity to help the students develop the proper historical-analytic methods in their writing.  The final longer essay will be graded according to the student’s ability to use both primary and secondary sources in developing a piece of original research that incorporates the lessons learned throughout the course.  The course will also include a guided tour of the Blocker History of Medicine Collection in the Moody Medical Library.  Students will be encouraged to make use of the Blocker Collection to find primary source materials for their research essay.  Class participation is evaluated based on each student’s weekly preparedness and productive contribution to class discussions.  During the second half of the course each student will also be asked to assume responsibility for contextualizing the week’s readings to the class, introducing the major themes, and facilitating the class discussion.  Students will also make a class presentation of their research during the final session.

Prerequisite:  None 
Enrollment Restrictions:  Minimum 1, Maximum 12
Term offered:  Spring 
Year offered:  Biennially-Odd Years 
Hours per week: Lecture 3
Blackboard:  Yes
Instructor:  Jason E. Glenn, PhD
Changed effective Spring Term, 2011

MEHU 6332-HISTORY OF MEDICAL RESEARCH ETHICS (3 credit hours)
The purpose of this course is to explore the historical development of medical research ethics.  The course is organized around the question of how persons and bodies are constructed, defined, and framed as legitimate sites on which to conduct biomedical research and experiments.  The course will investigate this question by looking at the history of the development of ethical guidelines for research and experimentation on prisoners, the terminally ill, the indigent, the self, and war personnel, as well as general, non-suspecting patients.  As this is a history course, students will be required to master analyzing both primary and secondary sources and writing sound historical arguments.  Students will be graded according to their written work and class participation.  There will be three essays for this course, two small essays (8-10 and 10-12 pages) and one final research essay (25-30 pages), on a topic approved by the instructor.  The small essays will be to analyze the regular readings of the course, to give students experience searching for and analyzing primary sources, and to give the instructor an opportunity to help the students develop the proper historical-analytic methods in their writing.  The final longer essay will be graded according to the student’s ability to use both primary and secondary sources in developing a piece of original research that incorporates the lessons learned throughout the course.  Class participation is evaluated based on each student’s weekly preparedness and productive contribution to class discussions.  During the second half of the course each student will also be asked to assume responsibility for contextualizing the week’s readings to the class, introducing the major themes, and facilitating the class discussion.  Students will also make a class presentation of their research during the final session.  Class participation (15%); short essay #1 (20%); short essay #2 (25%); final research essay (40%).

Prerequisite:  Permission of the instructor.  This course will function as a recommended precursor but not a
required prerequisite to MEHU 6310-Ethics and Regulation of Clinical Research. 
Enrollment Restrictions:  Minimum 1, Maximum 12
Term offered:  Fall 
Year offered:  Biennially-Odd Years 
Hours per week: Lecture 3
Blackboard:  Yes
Instructor:  Jason E. Glenn, PhD
Changed effective Spring Term, 2011

MEHU 6343-SOCIAL JUSTICE IN INTERNATIONAL RESEARCH (3 credit hours)
This seminar explores the relationships between the social and structural determinants of health, ideas of global justice and the ethical conduct of research in developing countries. It addresses both theoretical and practical aspects of the concept of social justice and related notions of human rights, national identities, poverty, moral agency, power, standards of care, access to care in research contexts, and the role of community in research partnerships. Course instructors will use a multidisciplinary approach that incorporates perspectives from philosophy, history, political theory, literature, law and policy, film studies, and cultural anthropology. Students will learn to interpret films, cases, and text-based narratives, think systematically about the issues that these narratives raise, and identify appropriate responses to ethical dilemmas in international research settings. Students will be evaluated on the basis of weekly journals, one midterm essay, student-led discussion presentation, a mock IRB presentation and paper, and a final comprehensive exam.

Prerequisite:  None.
Enrollment Restrictions:  None
Term offered:  Fall, odd years
Year offered:  Biennially-Odd Years 
Hours per week: Lecture 3
Blackboard:  Yes
Instructor:  Michele A. Carter, PhD
Changed effective Fall Term, 2011

Scientific discoveries generate tremendous excitement, but they can also generate controversies and conflicts. The challenges of protecting the interests of scientists, research institutions, funding agencies, governments, research participants, and ordinary citizens require critical thinking and careful weighing of benefits and burdens. This course explores current controversies and disputes surrounding biomedical research and the thought processes necessary to arrive at well-reasoned policy responses.  Invited experts will join the class to share their insights and perspectives.  The course is designed to address elements of 12 of the 15 Core Competencies in Clinical and Translational Research. It provides guidance in gathering and evaluating evidence from various disciplinary perspectives and designing ways to address research problems.  In addition, the course: 
1. Examines the roles of bioinformatics and electronic health records in addressing research questions,
2. Provides insights into and applications of ethics and compliance in clinical and translation research, 
3. Requires clear communication aimed at broad audiences,
4. Raises awareness of cultural needs and differences, 
5. Provides opportunities to obtain understanding of multiple disciplines, 
6. Fosters leadership through innovation and creativity in problem-solving, 
7. Applies adult-learning and competency-based instruction, and  
8. Addresses controversies currently affecting biomedical science and society’s health and well-being and the roles of various interests in creating community.

Prerequisite:  None.
Enrollment Restrictions:  Minimum=6
Term offered:  Spring term beginning 2013 
Year offered:  Biennially-Odd Years  
Hours per week: Lecture 3 
Blackboard:  Yes
Instructor:  E. Bernadette McKinney, J.D., Ph.D. and David Niesel, Ph.D.
Changed effective Spring Term, 2013

Some of the most riveting cases in legal history involve disputes about health care. These court cases have brought to light several important ethical issues, and published legal opinions have given shape the way we view rights over the body, reproduction, life, death, and other health matters. This course explores the interactions between law and bioethics and how key cases have contributed to our understanding of the boundaries of medicine and biomedical research and the legal and moral rights and duties of physicians, researchers, and patients.  
Grading criteria:  Seminar Participation=25%; Paper #1=25%; Paper #2=25%; Paper #3=25%.  

Prerequisite:  None.
Enrollment Restrictions:  Minimum=3; Maximum=10
Term offered:  Fall term beginning 2014 
Year offered:  Biennially-Even Years  
Hours per week: Lecture 3 
Blackboard:  Yes
Instructor:  E. Bernadette McKinney, J.D., Ph.D. 
Changed effective Fall Term, 2014

Through engaged community interaction and in-class discussion, this course will explore a variety of qualitative methods for conducting research in topics related to social medicine. Topics to be discussed will include, but are not limited to, the social determinants of health, health and individual responsibility, health disparities, immigration and health, the U.S. health care system and health policy. As a result of this course, students will be familiar with all of the phases of a qualitative research project including completing forms for the IRB, developing a research design, conducting ethnographic research, writing and analyzing field notes, and theorizing research findings. Ethical, political, and social issues related to qualitative research will be discussed.  Grading will be based on in-class participation, research design, field notes (due in class every two weeks), and a final paper.

Prerequisite:  None.
Enrollment Restrictions:  None
Term offered:  Spring term beginning 2012 
Year offered:  Biennially-Even Years  
Hours per week: Lecture 3 
Blackboard:  Yes
Instructors:  Jerome Crowder, Ph.D and Rebecca Hester, M.A., Ph.D.
Changed effective Spring Term, 2012

What does it mean to serve as a devoted audience to the sufferers of trauma, enter empathically in the fragmentation of sufferers’ lives, and offer a companionship that encourages the construction of life stories through which hope for a future may be kindled?  Addressing such a question becomes imperative as conditions of globalization, war, genocide, and violence associated with population shifts and urban expansion prompt drastic increases in the incidence of trauma and in the devastating repercussions that flow from traumatic experience.  In this course we will indeed begin to address the question.  We will consider a range of clinical and theoretical accounts ranging from Freud’s and Janet’s to those of recent writers who seek to integrate biological, clinical, and cultural perspectives to understand the phenomenon of trauma.  But we will also consider numerous works of fiction that depict and speak from the borderland of trauma’s vacuity, and inquire as to the value of such works in promoting an improved understanding of trauma and in suggesting responses to it that have considerable clinical and therapeutic implications.  The course will be divided into three parts: I. Trauma, Narrative, and History; II. War and the Undoing of Character; III. Narrative and Resilience.  Two short papers (20% of grade, each), one scholarly essay (40%), and seminar participation (20%) will be required.

Prerequisite:  Permission of the instructor.
Enrollment Restrictions:  Minimum 1, Maximum 10
Term offered:  Summer term beginning 2013 
Year offered:  Biennially-Odd Years  
Hours per week: Lecture 3 
Blackboard:  Yes
Instructor:  Mark Clark, Ph.D.
Changed effective Summer Term, 2013

MEHU 6363-NARRATIVES OF ILLNESS (3 credit hours)
A study of the changing nature and importance of narratives of illness. Focus will be on the historical development of patients' autobiographical narratives of illness (pathographies); the historical development of physicians' narratives of patients' illnesses (expanded case histories); and representative contemporary patients' narratives of illness that exemplify different forms and styles. Special attention will be given to theoretical background works about pathographies (Anne Hunsaker Hawkins) and the first-person narrative of illness (Arthur Frank). Course grades will be determined by the quality of participation in class discussion of assigned readings (20%), two assigned essays about course readings (20% each), and a final course paper (40%).

Prerequisite: None
Term offered: Fall
Year offered: Biennially-Even Years
Hours per week: Lecture 3
Blackboard:  Yes
Instructor: Anne Hudson Jones, PhD
Changed effective Spring Term, 2011

MEHU 6367-INTRODUCTION TO LITERATURE AND MEDICINE (3 credit hours)
An introduction to the history, theory, and practice of literature and medicine. The first two parts of the course focus on two important traditional approaches to literature and medicine: 1) the historical development of literary images of healers; and 2) illness as metaphor or theme in classic medical novels, as well as in selected contemporary literary works. The third section of the course surveys and samples the dominant theories and methods of using literature in medical education. Particular attention is given to the aesthetic and ethical models. Students have the opportunity to practice these various approaches by reading and discussing selected works of literature. Course grades will be determined by the quality of participation in class discussion of assigned readings (20%), two assigned essays about course readings (20% each), and a final course paper (40%).

Prerequisite: None
Term offered: Spring
Year offered: Biennially-Even Years
Hours per week: Lecture 3
Blackboard:  Yes
Instructor: Anne Hudson Jones, PhD
Changed effective Spring Term, 2011

MEHU 6370-PHILOSOPHICAL ETHICS (3 credit hours)
This seminar is conducted as a modern Socrates Café. The course emphasizes the most important philosophical thinkers in the Western tradition on the question of the “good” or the “good life.” Students will read and critically examine major works in Virtue Theory, Utilitarianism, Kantianism, Moral Sense Theory, and other normative theories of ethics. The course aims to develop critical skills in the philosophical analysis of human action, character, duty, ethical reasoning, and moral judgment. Students are expected to be active participants in the exchange of ideas that is at the heart of all forms of Socratic inquiry. Grading is based on class participation, two written essays and two argument summaries.

Prerequisite: Permission of the instructor.  This course will function as a recommended precursor
but not a required prerequisite to MEHU 6378-Humanism and the Medical
Humanities
Enrollment Restrictions:  Minimum 4
Term offered: Spring
Year offered: Biennially-Even Years
Hours per week: Lecture 3
Blackboard:  Yes
Instructor: Michele A. Carter, PhD
Changed effective Spring Term, 2011

An introductory, hands-on, studio-based course in the visual arts and medical humanities.  Students will be introduced to a variety of art materials, processes, and methods for art making, looking, discussing, and critique.  Students will explore, develop, and create personally relevant projects developing artistic skill and understanding and an expanded appreciation for the visual arts’ unique contribution to the medical humanities.  Blackboard will be used. Student Evaluation will include: 1) attendance; 2) reflective participation; 3) creative process and completion of individual projects; 4) final presentation/exhibition; and a 5) completed digital/paper journal.

Prerequisite: Permission of the instructor. 
Enrollment Restrictions:  Minimum, 1, Maximum 5
Term offered: Summer 
Year offered: Annually
Hours per week: Lecture 2, Laboratory 3
Blackboard:  Yes
Instructor: Heidi Powell Mullins, Ed.D.
Changed effective Summer  Term, 2013 

MEHU 6386-PSYCHOANALYSIS, CONSCIOUSNESS, AND NEUROETHICS (3 credit hours)
Psychoanalysis will be critically examined through Freud's clinical cases, the interpretation of dreams, and selected theoretical essays.  Recent developments in neuroscience and imaging techniques will provide a framework of relationships between the brain and consciousness including minimal consciousness and persistent vegetative states.  The ethical implications of psychoanalysis and brain mind studies will be applied through topics such as moral and legal responsibilities.  Grading criteria:  (1)  a book review of a relevant book on brain policy, 5-7 pages (20%); a seminar paper of at least twenty pages, exclusive of end notes (60%); class presentation and discussion of the seminar paper and class participation (20%).

Prerequisite: None
Enrollment Restrictions:  None
Term offered: Spring
Year offered: Biennially-Odd Years
Hours per week:  Lecture 3
Blackboard:  Yes
Instructor: William J. Winslade, JD, PhD
Changed effective Spring Term, 2011

MEHU 6396: SPECIAL TOPICS (formally MEHX 6000)
This course deals with various special topics in medical humanities.  It will consist of readings, tutorial studies, or written papers in specific areas unrelated to the student’s thesis or dissertation project, depending upon the needs of the student.

The MEHU 6396 and MEHX 6000 Special Topics course requires a title (twenty-five characters), which appears on students’ official transcripts.  Students must have approval from the designated professor several weeks before registration begins.  The following information must be provided by the professor and submitted by the IMH graduate program director to the Graduate School:  1) title of course; 2) a brief description of the course; 2) method of evaluation; 3) grade determination; and 4) a sixteen-week syllabus.  This information will then be submitted to the GSBS; two weeks are required for processing this information before registration.

Prerequisite: Permission of instructor
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 1-3
Instructor: IMH Faculty
Changed effective Spring Term, 2011

This course should not be mistaken for MEHU 6308:  Topics in the Medical Humanities.  

MEHU 6097-RESEARCH (1-9 credit hours)
This course is designed to afford the student the opportunity to develop a thesis or dissertation proposal under faculty guidance. The proposal development may involve a literature search, conceptual analysis, primary research, or a pilot field study. The research would be preliminary but relevant to the thesis or dissertation. Credit and hours to be arranged. Teaching technique is tutorial in nature.   At the end of the term, the student must turn in a one-page report of the research completed during the semester, and the student’s advisor must turn in a completed Ongoing Research Assessment form to the graduate program coordinator.  This form is a requirement of the SACS accreditation review of UTMB in 2008.
 
Prerequisite:  Consent of advisor and graduate program director
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 1-9
Instructor(s): IMH Faculty
Changed effective Spring Term, 2005

MEHU 6098-THESIS (3-9 credit hours)
Formal preparation and completion of the thesis for the Master of Arts degree under the direction of the student's supervisory committee.   At the end of each term, the student must turn in an end-of-semester progress summary, and the student’s advisor must turn in a completed Ongoing Thesis/Dissertation Progress Assessment form to the graduate program coordinator.  This form is a requirement of the SACS accreditation review of UTMB in 2008.

Prerequisite: Admission to candidacy for the Master's degree and consent of advisor and graduate
program director
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 3-9
Instructor(s): IMH Faculty
Changed effective Fall Term, 2004

MEHU 6099-DISSERTATION (3-9 credit hours)
Formal preparation and completion of the dissertation for the Doctor of Philosophy degree under the direction of the student's supervisory committee.  At the end of each term, each student must turn in an end-of-semester progress summary, and the student’s advisor must turn in a completed Ongoing Thesis/Dissertation Progress Assessment form to the graduate program coordinator.  This form is a requirement of the SACS accreditation review of UTMB in 2008.

Prerequisite: Admission to candidacy for the PhD degree and consent of advisor and graduate
program director
Term offered: Fall, Spring, Summer
Year offered: Annually
Hours per week: Lecture 3-9
Instructor(s): IMH Faculty
Changed effective Fall Term, 2004