text:
Why conservatives should start worrying if Republicans don't learn to love taxes
In his excellent book "The New American Economy," Bruce Bartlett counsels his fellow conservatives to get serious about raising taxes:
The reality is that even before spending exploded to deal with the economic crisis, the government was set to grow by about 50 percent of GDP over the next generation just to pay for Social Security and Medicare benefits under current law. When the crunch comes and the need for a major increase in revenue becomes overwhelming, I expect that Republicans will refuse to participate in the process. If Democrats have to raise taxes with no bipartisan support, then they will have no choice but to cater to the demand of their party's most liberal wing. This will mean higher rates on businesses and entrepreneurs, and soak-the-rich policies that would make Franklin D. Roosevelt blush.
You see this in health-care reform: Harry Reid is looking at a payroll tax hike on the rich, and the House is looking at a straight surtax on the rich paired with a new mandate on employers. But if five Senate Republicans and 15 House Republicans had been willing to trade their votes in exchange for funding mechanisms they preferred (a tax on employer-sponsored health-care plans, for instance), Baucus, backed by Reid and the White House, would have rushed to write it into the bill, and there'd be nothing the AFL-CIO could do to stop it.
That said, I think Bruce underplays the possibility that Democrats will have to raise taxes but will only have 56 votes, and not 60, and so we'll just get a fiscal crisis. And thus does America follow California...
Ezra Klein
November 16, 2009; 10:04 AM ET
Categories: Taxes
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If push ever gets to shove - it will do with 51 votes or even a 50 / 50 tie with the VP passing the bills from the Senate.
What are the alternatives?
Posted by: gary4books | November 16, 2009 10:21 AM | Report abuse
This isn't anything new. Conservatives have been holding the fiscal viability of our country hostage for decades in order to push through unaffordable tax cuts. Things are merely coming to a head now.
Posted by: pneogy | November 16, 2009 10:29 AM | Report abuse
what we see here is that bartlett is an honest conservative, concerned about the right-wing populist yahoos that dominate the gop.
too bad the actual number of honest conservatives is so tiny i comparison to the actual number of right-wing populist yahoos.
Posted by: howard16 | November 16, 2009 10:32 AM | Report abuse
If there are 56 Democrats all willing to vote for a tax increase, it will get done. Reconciliation was designed to deal with exactly this sort of fiscal crisis when the budget is held hostage to a minority party's nihilistic filibuster. I wouldn't discount the possibility that Democrats won't have 50 votes even if they have a majority and are facing a fiscal crisis, though.
Posted by: snaxattack | November 16, 2009 10:33 AM | Report abuse
i'm fine with a tax hike on the rich but why (in the interest of fiscal sanity and the preservation of our economy) can we not do both? Why can't we tax the rich appropriately and also tax high end health plans that Republicans and sensible Democrats alike agree raises costs?
On State of the Union with John King, Senators Conrad and Gregg both said that the CBO told them that high benefit health plans was one of the main drivers of costs and a tax on them would help reduce cost. When pressed on why Senator Reid wouldn't accept it (with a nod to Trumka) the Senators deferred to the President and Senator Reid.
Its because Trumka and his union buddies are too short-sighted to see that unions don't benefit from Cadillac plans. If any layperson ever saw what a $5 copay reduction does to reduce the cost of premiums it would make you completely irate as to the overspending in healthcare. They'd (union members) benefit more from better wages that the lesser plans could foster. Same idea Ezra has been pushing for some time about not being able to see the cost of healthcare in lesser wages (although like most on here i don't agree that its a 1/1 comparison.)
Posted by: visionbrkr | November 16, 2009 10:39 AM | Report abuse
When I was at the Foreign Service Institute in the mid-70's (sort of a holding tank for new diplomats waiting for a first assignment) we did an exercise called the Negotiation Game. Two opposing teams had to come to agreement on a problem resolution; each member of the team had a schedule of points he would receive if the final solution included certain specific provisions. All the members had the same list of provisions, but the points for each provisions varied depending on what your role on the team was (Economic Home Office Director, Agricultural Negotiating Team member, etc.)We didn't know each other's point schedule, but we did know that the ground rule was that if we did not eventually reach an agreement, everyone on both teams would wind up with zero points.
When the exercise was over, we found out that the point structure was set up so that it was basically impossible to reach agreement unless one member of each team agreed to 'take it in the neck', and achieve none of his individual goals;he would only receive base points that the whole group got for reaching an agreement.
At this point it seems most members of Congress have determined that zero points for the entire 'team' (aka, the country) are preferable to giving in on their own individual priorities. Unfortunately, it means that we are the ones who are going to be 'taking it in the neck.'
Posted by: exgovgirl | November 16, 2009 10:56 AM | Report abuse
Let not your hearts be troubled, just like we had the alleged "free market conservative" president sign a massive government invasion into the financial markets with the bailouts, when the fiscal crisis comes, some future GOP president and maybe even Congress will be forced by the bond market to raise taxes.
One of the cruelest things to happen to a political ideology is to have it collide with reality.
Posted by: zeppelin003 | November 16, 2009 10:58 AM | Report abuse
Bartlett is right, but aren't tax increases to cut the deficit precisely what Budget Reconciliation was designed tpo deasl with? Why do the Dems need more than 51 votes for tax increases (other than for political cover)?
Would that we had reconciliation in California, as the no-taxers grind our once mighty educational sytstem into the dust.
Posted by: Mimikatz | November 16, 2009 11:14 AM | Report abuse
Lest readers think I am an idiot, I meant to say that spending will rise by 50% IN TERMS of GDP; i.e., from about 20% of GDP to about 30% of GDP.
Posted by: bartlettb | November 16, 2009 11:23 AM | Report abuse
" If any layperson ever saw what a $5 copay reduction does to reduce the cost of premiums it would make you completely irate as to the overspending in healthcare"
I would certainly be interested in seeing that kind of data -- which have been curiously absent from public discussion thusfar.
The fundamental problem with the current Senate proposal to tax certain insurance plans is that it uses premiums as a proxy for coverage or benefit value. The report linked at the top of Eza's page here explains the problem with that approach:
" As a result, legislative proposals that limit certain tax advantages based on premium amounts rather than benefit values, for example, could have a disparate impact on those with coverage in smaller firms, in high-cost areas, and/or with enrollees who are sicker than average"
We also need to ask why there is no plan to apply the "Cadillac" designation universally. Medicare Advantage payment rates across the nation would all qualify as "Cadillac" (even with a 14% cut). Why is okay for seniors to have very low co-pays but not for the primary bread-winner of a family of four? Do the data actually indicate that working adults are more prone to over use than seniors?
Posted by: Athena_news | November 16, 2009 11:29 AM | Report abuse
i have a client that just signed up for their annual healthcare renewal. We use software called "healthconnect" as the rates in NJ are modified community rating. A law firm here in NJ. I went back to their plans and looked up a standard POS (point of service) plan and used Aetna as an option. I ran identical plans one with a $20 doctor copay and another with a $30 copay. That $10 differential raises their cost on that specific plan from $848 to $1009 on a single rate. That means that for it to make more sense to be on the lower copay plan you would need to see a doctor 16 times in the course of one month alone. I'm sorry I can't believe anyone does that.
That's how asinine cadillac plans are. And you're right, no one knows about it. Worse yet none seem to care. If union members knew what wool was being pulled over their eyes by their union bosses all over the issue of control there'd be riots in the streets.
Again I ask, why can't we do both in the interest of fiscal sanity?
Posted by: visionbrkr | November 16, 2009 11:43 AM | Report abuse
"At this point it seems most members of Congress have determined that zero points for the entire 'team' (aka, the country) are preferable to giving in on their own individual priorities." Interesting, exgovgirl. But Ezra is misrepresenting the point of view of conservatives. They consider the alternative of no bill passing at all to be very much better for the country in the long run, than any of the various bills being suggested. And if not that, at least that the bill should have as little in it as possible. Because they consider that what is being done will hurt health care here, and kill a lot of people, and help to bankrupt the country.
So it wouldn't make sense for them to cooperate in order to get this concession or that. Maybe if the Democrats had seventy votes in the Senate, and were sure to get what they want anyhow. Certainly not where they might not have sixty.
Posted by: MikeR4 | November 16, 2009 11:57 AM | Report abuse
Honestly, Bruce Bartlett. I'm glad to see you trying to open conservative minds, but as political prognostication this is remarkably unpersuasive:
"If Democrats have to raise taxes with no bipartisan support, then they will have no choice but to cater to the demand of their party's most liberal wing."
You mean just like in 2009, when Democrats had to pass health care and financial re-regulation with no bipartisan support and had no choice but to cater to the demand of the party's most liberal wing?
Has he heard of blue dogs? Joe Lieberman?? The filibuster??? Why, some people have actually suggested that big donors and well-heeled industries have some influence in the Democratic party.
California sounds more likely.
Posted by: Sophomore | November 16, 2009 12:08 PM | Report abuse
zepp, I imagine a Republican *administration* would likely be willing to raise taxes, but I doubt a Republican *Congress* would. The difference is that economic policy in the White House is, on average, created with more input from professionals and is developed with the recognition that a president is judged by outcomes more than Congressmen are.
Bartlett's book is an important contribution. The notion that tax increases are politically toxic is, I think, very damaging to the long-term prospects of America. If politicians don't have the courage to discuss tax increases in public, it falls on the unelected opinion-makers to change the terms of public debate.
Posted by: jeffwacker | November 16, 2009 12:35 PM | Report abuse
The dynamic described by Ezra is why a lot of Americans cannot get behind the current health care proposals. I, for one, would love to support expanded coverage. But without reforms to reduce cost growth in health care, I am pretty sure that expanding coverage is not affordable. And I have little confidence that our political leaders will make the tough choices needed to pay for the subsidies with taxes, not debt. We have already placed too much debt on our children and grand-children. For me, at least, I will not support anything that increases that debt.
Posted by: mfreeman3377 | November 16, 2009 1:05 PM | Report abuse
I should have noted as well what mfreeman said. Conservatives think that universal health care to the government's list of powers is a really bad idea. But there are a whole lot of independents who think that it's a good idea in theory. But they don't trust you. They think you're so anxious to pass health care reform that you're lying to them. Stuff like this:
Posted by: MikeR4 | November 16, 2009 1:55 PM | Report abuse
it's almost like no one has ever heard of the idea spending cuts? Why won't some centrist Democrat urge his fellow democrats to "get serious" about spending reduction? Pehaps the next Republican Congress and President will vote to pass spending cuts on a strictly partisian basis if Democrats don't get on board? one can dream....
Posted by: MBP2 | November 16, 2009 3:18 PM | Report abuse
MBP2, you're hoping the GOP will make spending cuts its signature issue? Have you been watching the past eight years?
It was the Republican party that came up with the $500 billion Medicare Part D program, and made it more costly than it needed to be by preventing the government from bargaining with the drug companies over prices. Today it is the GOP that is telling seniors it will prevent *any* cuts in Medicare spending.
Where do you think the Republican majority would dare to make cuts? There are three truly large pots of money - Social Security, Medicare/Medicaid, and defense spending, which together make up about 2/3 of all federal spending. Over the past eight years Republicans have fought to *increase* spending in each of these areas. Which ones will they now promise to cut?
Posted by: Sophomore | November 16, 2009 4:02 PM | Report abuse
The dynamic described by Ezra is why a lot of Americans cannot get behind the current health care proposals. I, for one, would love to support expanded coverage. But without reforms to reduce cost growth in health care, I am pretty sure that expanding coverage is not affordable. And I have little confidence that our political leaders will make the tough choices needed to pay for the subsidies with taxes, not debt. We have already placed too much debt on our children and grand-children. For me, at least, I will not support anything that increases that debt.
Posted by: mfreeman3377 "
I think is point of view expressed by mfreem is the most decisive point of view, partly because it is held by a huge 30-40% of the electorate.
The tiny-government-is-best viewpoint on the other hand I think is held by a small minority of 7-15%.
We should ignore that 7-15% I think, and pay attention to that 30-40%.
Posted by: HalHorvath | November 16, 2009 4:26 PM | Report abuse
"Over the past eight years Republicans have fought to *increase* spending in each of these areas."
They have also fought for billion dollar oil industry subsidies, because oil companies are so much more in need of money than we hard-working idiots being robbed and cheated by GOP wastefulness. The GOP has been surprisingly consistent in its fiscal policies, more consistent than most commentators are willing to give credit: their concern has always been to take our money and give it to the rich and they have been extremely successful with that. Anything else - the joke called "small government" etc. - is pure propaganda and it always was.
Posted by: carbonneutral | November 16, 2009 4:33 PM | Report abuse
Sophomore - That was an attempt at sarcasm. That's why i said, "one can dream..." But let's not forget the story behind Medicare Part D. Yes, Bush proposed it and didn't pay for it. But Dems criticism wasnt that he didn't pay for it. Their criticism was that it wasn't comprehensive enough (ie it didn't cost enough.) Dems were against the donut hole - the feature that actually helps keep taxpayer costs under control. If i remember correctly Kennedy's version of Part D was scored by the CBO to cost $800 billion over 10 years. And lastly let's not forget that the private sector has brought Part D costs in below CBO estimates.
Repubs won't promise to cut anything...yet. I still hope for a return to true fiscal conservatism. But Medicare is ripe for spending cuts as is defense...and frankly education as well.
Posted by: mbp3 | November 16, 2009 10:55 PM | Report abuse
"I think Bruce underplays the possibility that Democrats will have to raise taxes but will only have 56 votes, and not 60, and so we'll just get a fiscal crisis."
Unless my memory and research on reconciliation is really off, raising taxes to lower the deficit is tailor made for reconciliation, and thus it would only require 50 votes plus the V.P.
With raising taxes on the wealthy, this would be a very positive way to raise revenue, with the historically low rates they pay after a generation of Republican dominance. To see the merits of this approach, I recommend these two brief articles:
Posted by: RichardHSerlin | November 17, 2009 5:22 AM | Report abuse
Of course as ususal Mr. Klein comes from the left wing point of view that to bring the federal government's massive Obama deficit under control, that the only answer is of course tax increases. No mention of any spending cuts because, except for defense spending, to a liberal all federal spending is sacrosant. Federal spending has been increasing at several times the rate of inflation for years, even unfortunately during the time when the Republicans controlled all branches of government. That's one of the reason's they don't control the government any more. We are, despite what you hear from liberals, already heavily taxed. If you take into account all the various federal, state and local taxes and fees we are more heavily taxed than we have ever been. You also have to count corporate income taxes, second highest in the industrial world, oil and gas excise taxes, import tariffs, etc., because they all get passed on to the consumer. The average household gets well into April before they pay off their taxes now. Can you imagine? The government takes on average 25% of your wages now. Of course from the liberal perspective you should feel lucky that they let you keep any of your hard earned dollars.
The way to get our fiscal house in order is to make the government live within it's means. That means spending has got to be cut and that includes those third rails of politics Social Security, Medicare and Medicade. Social Security, Medicare and Medicade consume such a massive amount of federal spending now and will grow at such an unsustainable rates in the future they have got to be addressed if you want to get government spending under control. One other thing to consider is the fallacy that by taxing the "wealthy" you can eliminate the Obama deficit and pay for the gigantic tax payer funded government run Obamacare. The top 1% of earners in this country already pay over 34% of the taxes, the top 5% pay over 54% and the top 10% pay over 65%. The top 50% pay over 96% of the taxes in this country which means almost half the income earners in this country pay no federal income taxes. You should also take into account that if you continue to raises taxes on the most productive members of society that they will eventually take their marbles and go play somewhere else which in this global marketplace we live in today is not very hard. So where will that leave the least productive members of society who depend on the taxes of the wealthy to subsidize their various goverment handouts? Be careful you don't shoot the golden goose.
Posted by: RobT1 | November 17, 2009 9:22 AM | Report abuse
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The student of average ability should be able to take successfully 15-18 semester hours. The student should regularly consult with his/her academic advisor, but the student must know the academic requirements of his/her degree program and plan accordingly for a timely graduation. After consultation with the academic advisor the student will select the appropriate courses and number of credit hours to be taken each semester. Decisions regarding the number of hours to be taken and class scheduling will differ among students based upon many variables, e.g., academic preparedness and commitments to out-of-class activities. The University's web-based registration allows a student to register for up to 18 semester hours. The student seeking to register for more than 18 hours must take written approval from the academic dean to the Office of the Registrar. Students enrolled through the Office of Extended Education must obtain approval of the director to register for more than 7 semester hours.
Student Classification
A student's classification is determined by the amount of credit earned or the degree for which the student is a candidate, as shown below: Freshman - 0-23 semester hours Sophomore - 24-53 semester hours Junior - 54-83 semester hours Senior - 84 and above semester hours Graduate - Student enrolled for graduate study or in Brite Divinity School Post Graduate - Student who possesses a baccalaureate degree but is not pursuing an advanced degree program Special-Unclassified
Interpretation of Course Abbreviations
Each course is assigned a five-digit number. The first digit indicates the level (year) at which the course is offered; the second, third and fourth digits distinguish one course from another within the same department; the fifth digit reflects the amount of semester hour credit assigned to the course. In indicating the level or year of the course, 0 is used for subfreshman; 1 for freshman; 2 for sophomore; 3 for junior; 4 for senior; 5 for senior-graduate; and 6, 7, 8 and 9 for graduate. The fifth digit shows semester hour credit with one exception-zero is assigned those courses which include one or more of the following features: noncredit; credit value includes a fraction; the course has a variable credit value which is determined at the time of enrollment on an individual basis. Thus the course, "English 10803" (or ENGL "10803") is a freshman level course (first digit) which carries 3 semester hours of credit (fifth digit). The three middle digits (second, third and fourth) identify it as a specific course in the English Department. When the term "advanced courses" is used, it refers to those of junior rank (30000 level) or higher. In designating courses, departments use the four-letter subject code (such as "ENGL" for English) that has been devised for web-based registration. The codes are to be interpreted as follows: ACCT - Accounting AEST - Aerospace Studies ANTH - Anthropology ART - Art BALT - Ballet BIOL - Biology BRST - British & Colonial/Post-Colonial StudiesBUAD - Business Administration CHEM - Chemistry CHIN - Chinese CISC - Computer Information Science COSC - Computer Science COSD - Communication Sciences & Disorders CRJU - Criminal Justice DEMT - Design, Merchandising, & Textiles DESC - Decision Science EBUS - Electronic Business ECON - Economics EDEC - Education - Early Childhood EDEL - Education - ElementaryEDMS - Education - Middle School EDRE - Education - Reading EDSE - Education - Secondary EDSP - Education - Special EDUC - Education - General ENFL - English as a Foreign Language ENGL - English ENGR - Engineering FINA - Finance FNRT - Fine Arts Interdisciplinary FREN - French GEOG - Geography GEOL - Geology GERM - German GREE - Greek HCOL - Honors Colloquia HHIT - Honors Intellectual Traditions HIST - History HLTH - Health HNRS - Honors: Origins & Images HSPR - Honors Special Problems ITAL - Italian JAPN - Japanese JOUR - Journalism KINE - Kinesiology LAST - Latin American Studies LATI - LatinMANA - Management MARK - Marketing MATH - Mathematics MISC - Military Science MODA - Modern Dance MUSI - Music MUSP - Music Performance NTDT - Nutritional SciencesNURS - Nursing PEAC - Phys Educ Activity Courses PHIL - Philosophy PHYS - Physics & Astronomy POSC - Political Science PSYC - Psychology RAMA - Ranch Management RELI - Religion RTVT - Radio-TV-FilmRUSS - Russian SOCI - Sociology SOWO - Social Work SPAN - Spanish SPCO - Speech Communication THEA - Theatre UNPR - University ProgramsWOST - Women's Studies
Grade Reports
Grades are reported to students at the end of each semester and summer term. Reports will also be made at mid-semester on undergraduate students who are doing unsatisfactory work in one or more subjects. Unsatisfactory shall be defined as "D" or "F" work. Mid-semester reports of unsatisfactory work are not made a part of the official university transcript.
Academic Conduct Policy
Information pertaining to the Academic Conduct Policy may be found in the Student Services section of this Bulletin. Students may obtain a complete copy of the policy statement in the offices of all academic deans, the Dean of Campus Life, the Vice Chancellor for Academic Affairs, and the Vice Chancellor for Student Affairs.
Academic Standing and Satisfactory Academic Progress
A student is considered to be in "Acceptable Academic Standing" if the student is eligible to continue his/her enrollment at TCU. Verification of this status is made by the Registrar. A student is considered to be making "Satisfactory Academic Progress" when the student is in Acceptable Academic Standing and course work is being completed (1) that leads to the degree being sought, (2) in a timely manner, and (3) which is consistent with reasonable expectations for individual circumstances. Satisfactory Academic Progress is determined by the academic dean of the major.
Dismissal, Suspension, or Expulsion for the Lack of Academic Progress, Disruptive Behavior, or Professional Misconduct
A faculty member has both the authority and the responsibility to dismiss a student from any educational setting for which he/she is responsible if, in the faculty member's judgment, the student's behavior or lack of preparation is detrimental to the educational experience of others or could create unsafe conditions. Any such dismissal is reported, in writing, to his/her academic dean as soon as possible after the event. Students may be withdrawn with a grade of "F" from individual courses for lack of academic progress, disruptive or unsafe behavior, or lack of preparation upon the recommendation of the faculty member and the approval of the appropriate academic dean. Students may be suspended or expelled from the University at the discretion of the appropriate academic dean at such times as the student's performance of behavior clearly demonstrates that the student is not interested in, or making acceptable academic progress. Likewise, an academic dean has both the authority and the responsibility to take action, including dismissal, suspension, or expulsion from a program of study or the University itself, if a student's conduct is determined to be contrary to the professional and ethical standards of a field. If a student is suspended or expelled from the University, a grade of "F" or a designation of "Q" will be recorded for each course in progress as determined appropriate by the dean, and the transcript will note suspension or expulsion. Students may appeal by contacting the chair of the Academic Appeals Committee.
Attendance Expectations and Official Absence Policy
Regular and punctual class attendance is essential, and no assigned work is summarily excused because of absence, no matter what the cause. Records of class attendance are the responsibility of the faculty, and every course syllabus should clearly state the instructor's policy on class attendance and how attendance affects a student's final evaulation in the course. Students who miss an instructional experience are expected to meet with faculty to discuss their absence as soon as possible.When a student is absent to represent the University (as in athletics, chorus, band, national or state meetings or organizations represented at TCU), then an Office University Absence may be granted by the Campus Life Office. Faculty/staff who wish to have an activity sanctioned for Official University Absence status must submit the names of all students, including date and hours absent from campus, to the Campus Life Office no later than one week prior to the date of the activity.Students are encouraged to use the resources of the Campus Life Office if an emergency situation occurs, or if assistance is needed to resolve indivual concerns.
Family Educational Rights and Privacy Act
This Federal law states (a) that a written institutional policy must be established and (b) that a statement of adopted procedures covering the privacy rights of students be made available. The law provides that the institution maintain the confidentiality of student education records. The University accords all the rights under the law to its students. Students wishing access to a complete copy of the regulation and the University policy governing their educational records may do so at these locations: Vice Chancellor for Academic Affairs, Sadler Hall Room 302; Vice Chancellor for Student Affairs, Sadler Hall Room 310; Dean of Campus Life, Sadler Hall Room 101; Registrar, Sadler Hall Room 17; or Scholarships and Financial Aid, Sadler Hall Room 108. There are six rights, which are summarized here: 1. The Right to be Informed. The University will give the students an annual notice of their rights and where copies of the policy may be reviewed. 2. The Right to Inspect. Students may inspect information contained in their educational record provided they make a written request to the custodian of the records. The request must be granted no later than 45 days from the receipt of the request. 3. Right to Limited Control of Release. No one outside the institution shall have access to, nor will the University disclose identifiable information from the educational records without written consent of the students, except directory information or other exceptions permitted by the Act, which the student has not refused to permit the University to disclose. 4. Right to Request a Change. Students may request that the record be amended if they feel the information is inaccurate, misleading, or in violation of the rights of privacy. The University will decide whether to change the record. The student may place a rebuttal in the record. 5. Right to a Hearing. If the University chooses not to amend the record, the student may request a hearing. The request must be in writing to the Vice Chancellor for Student Affairs or the Vice Chancellor for Academic Affairs. The student will be notified of the time, date, and place of the hearing. 6. Right to Report Alleged Violations. Students who feel their rights have been abridged may file complaints with the Family Educational Rights and Privacy Act Office, Department of Education, Washington, D.C. 20201. At its discretion TCU may provide directory information in accordance with the provisions of the Act to include: student name, address, telephone number, church affiliation or preference, name of parents of dependent students, date and place of birth, major field of study, dates of attendance, degrees and awards received, the most recent previous educational agency or institution attended by the student, participation in officially recognized activities and sports, and weight and height of members of athletic teams. It is also permissible for the University to release information from a student's educational record to a parent, provided the student is a "dependent" as defined in Section 152 of the Internal Revenue Code of 1954. Students may withhold directory information by notifying the Registrar in writing. Requests for nondisclosure will be honored for only one academic year; therefore, authorization to withhold directory information must be filed annually in the Office of the Registrar.
Transcripts of Academic Records
Students and former students may request official transcripts of their TCU academic record from the Office of the Registrar. While official copies of high school records and transfer credits from schools other than TCU must be requested from the institutions where the work was taken, unofficial copies may be requested from TCU. All transcript requests must be made by the student and must be in writing. Adequate notice, normally one week, is required for transcript processing. Transcripts cost $5.00 each. Transcripts will not be released unless the student has satisfied all financial obligations to the University.
Affirmative Action
If there are matters having to do with discrimination, or matters concerning access for the handicapped, please notify the Affirmative Action Officer, Dr. Cornell Thomas, Sadler Hall, Room 325, Extension 7796.
Academic Probation and Suspension
All undergraduate students are required to meet certain academic standards. Academic probation/suspension policies are designed to provide careful supervision of the program of study and progress of the student. Failure to meet standards will place students on academic probation or academic suspension. The minimum satisfactory record at TCU for normal progress and graduation is an overall "C" average on all work taken at TCU. Each semester's grades are reviewed to determine attainment of academic standards. Students are required to maintain academic progress according to the standards set forth below. Failure to meet these expectations will result in the following action: Academic Warning. Students will be placed on Academic Warning if they have attempted (i.e., received a grade) at least 9 semester hours but fewer than 18 total semester hours at any accredited institution and their cumulative TCU grade point average falls below 2.00. Academic Warning will not become a part of the official transcript. Students will be placed on Academic Warning only once during their matriculation at TCU. Academic Probation. Students who fail to achieve: A. a 2.00 cumulative TCU grade point average in any semester of attendance following Academic Warning will be placed on Academic Probation, or, B. a 2.00 cumulative TCU grade point average in any semester of attendance will be placed on Academic Probation if they have attempted 18 or more cumulative semester hours at any accredited institution. Academic Probation will become part of their official transcript. Academic Suspension. Students who have been placed on Academic Probation at any time during their matriculation at TCU will be subject to Academic Suspension if they fail to maintain a 2.00 cumulative grade point average at TCU in any subsequent semester of attendance. Students who are subject to Academic Suspension will have their academic progress reviewed by their academic dean and will be notified in writing as to the Academic Suspension decision and any special conditions for re-enrollment. A student's suspension may be for a single semester or for a full calendar year and may or may not include summer terms, at the discretion of the dean of the student's major. A second suspension will be for a minimum of a full calendar year. Following suspension the student must apply for re-enrollment to the University. Re-enrollment requires the approval of the academic dean of the student's intended major. Credit earned from another college or university during a period of academic-related suspension may not be transferred to TCU. Academic Suspension will become part of their official transcript. Students Returning to the University Following Suspension. A student re-enrolled in the University following a period of suspension is automatically on probation.
Requirements for Graduation
The University requirements for graduation (e.g., University Curriculum, total credits and residence requirements) specified in the Undergraduate Studies Bulletin in effect at the time the student first enrolls at TCU as a degree-seeking student will be those required for graduation for a period of time not to exceed 6 (six) years. A year is defined as the 12-month period following the date of initial enrollment. The major, college and specific degree requirements for graduation in effect when the student formally declares a specific major (or his/her intent to pursue a specific major) will be those required for graduation for a period of time not to exceed 6 (six) years from the time of declaration of major. After 6 (six) years, requirements for graduation will be those specified in the Bulletin in effect at that time. A student may graduate under the requirements of a subsequent Bulletin, but he/she must satisfy all the requirements of the Bulletin chosen. When a student pursues a degree on a part-time basis, his/her enrollment pattern at TCU is a factor the academic dean may consider to determine whether an exception will be made to the 6-year rule. The University faculty expects a bachelor's degree from TCU to indicate both a breadth of knowledge and comparative mastery of some field. Thus the curricula for all bachelor's degrees are built around: 1. Study in specified subject areas as stated in the University Curriculum, and 2. Concentration upon a combination of related courses as outlined by the department, school or college in which study is emphasized, and 3. In some cases, "free electives" or other courses through which educational goals can be reached. Since an important goal of the University is to help its students learn the ways and habits of articulate thought, the rationale for the University Curriculum is the belief that there exists an identifiable body of studies central to achieving that goal. All bachelor's degree plans include these requirements. Each school and college may require some variation, and students should refer to the specific degree requirements found in the school and college sections of this bulletin.
University Curriculum Requirements (UCR)
Texas Christian University seeks to provide undergraduate instruction that will help its students (1) understand the social and physical world, (2) appreciate our history and cultures, (3) develop the capacity for rational choices, creative thinking and expression, and responsible citizenship, (4) cultivate the skills needed for the lifelong pursuit of learning. To serve these objectives the University Curriculum Requirements include Foundations-requirements in written expression and in mathematics; and Explorations -requirements in specified areas of human knowledge and experience. I. FOUNDATIONS: 9 credit hours The Foundations requirements, which include courses to refine and enhance skills in critical reading, written composition, and mathematics, allow students beginning the undergraduate curriculum to increase their proficiency in these essential skills. A. Writing Requirement - 6 credit hours, and the Writing Emphasis Experience 1. Writing Workshop - 6 credit hours This requirement is to be met by courses designated "Writing Workshop," with no more than three of these hours in freshman-level study. Writing Workshop courses assume the student's successful completion of four units of high school English. This requirement is to be met by at least one course in various modes of composition, including analytical writing and research techniques and writing. Both writing courses are to include a reading component providing composition models of suitable kinds. Student writing in these courses is expected to increase competence in grammar, mechanics, and other conventions customary in written discourse. AP or CLEP credit may satisfy up to 6 hours of the writing requirement. 2. Writing Emphasis Experience To allow juniors and seniors to increase their writing skills, the University Curriculum includes a writing emphasis component. This requirement, which ordinarily should not increase the credit hours required by the University Curriculum, is to be satisfied by two upper-division courses (three credit hours for each) with a "writing emphasis" designation. Because any academic unit of the University may offer courses with a writing emphasis, courses satisfying other baccalaureate degree requirements may also meet the writing emphasis requirement of the University Curriculum. Writing should occur throughout the course and total a minimum of 2500 words. B. Mathematics - 3 credit hours This requirement is to be satisfied by Department of Mathematics courses at or above the freshman level. Appropriate courses assume the student's successful completion of three units of high school mathematics: two in algebra and one in geometry. AP or CLEP credit may satisfy this requirement. II. EXPLORATIONS: 36 credit hours The Explorations requirements assure that all baccalaureate candidates encounter certain broad areas of knowledge. Through this experience, the student will gain knowledge and perspectives by studying various domains of human knowledge and experience. The Explorations requirements allow no more than 6 credit hours from courses in a single department or in that department's cross-listed courses. This limitation applies regardless of the UCR groups in which the department's course offerings appear. Approved integrative courses are excluded from this restriction. Satisfactory fulfillment of an Explorations section requires completion of a prescribed minimum number of credit hours and not more than a stated maximum number of credit hours. Minimum requirements of the four sections total thirty credit hours. The additional 6 credit hours may be selected from any of the four sections but the credit hour maximum of a section may not be exceeded. A. Physical and Life Sciences - minimum of 6 credit hours, maximum of 9 credit hours (NOTE: Courses in mathematics and computer science do not satisfy this requirement.) 6 credit hours must be in laboratory courses such as those offered in biology, chemistry, geology, physics, psychology. The purpose of the requirement is to include study in scientific disciplines in which observation, deduction, and analytical reasoning are essential methods. The requirement also ensures that students gain an understanding of scientific discoveries achieved by such methods. Courses meeting this requirement involve observing experimental parameters, recording and interpreting such observations, and drawing conclusions based on appropriate theoretical frameworks. The experimental dimension is to include appropriate mathematical concepts and applications. Students are also required to demonstrate their ability to present such material in a narrative form. B. Social Sciences - minimum of 6 credit hours, maximum of 9 credit hours The 6 hour minimum is to be satisfied by courses using the methods of one or more of the social sciences. The courses customarily will include study of institutions as they affect individuals and groups. The approach to such study is through disciplines such as economics, political science, and sociology. C. Cultural Heritage - minimum of 12 credit hours, maximum of 15 credit hours The minimum must be distributed as specified below. The additional 3 hours can be in any subsection of Section C. Students are encouraged to take courses which explore cultures other than their own. 1. Religion-Studies - minimum of 3 credit hours. Courses satisfying this requirement examine the role of religion in human culture, with this examination directed to a single religion or to a comparative consideration of major religions. These courses include appropriate historical study as well as texts important to the religions. 2. Historical Studies - minimum of 3 credit hours. The minimum is to be met by a 3-credit-hour course in U.S. historical studies. Courses meeting this requirement make evident the methods of history. Such courses may be general in their subject matter or specific or topical in focus, but are to encourage the development of a critical and evaluative attitude toward historical texts and sources. 3. Critical Inquiry - minimum of 3 credit hours. Courses satisfying this requirement are primarily critical/evaluative in approach. This approach can be applied to modes of inquiry, to methods in various disciplines, or to public issues and contemporary views. These courses make evident the individual's responsibility for making informed decisions. 4. Fine Arts - minimum of 3 credit hours. The requirement is to be met by critical and/or historical courses studying one or more of the fine arts (e.g., theater, music, visual arts). Performance courses do not satisfy this requirement. D. Language and Oral Communication/Literature - minimum of 6 credit hours, maximum of 9 credit hours If foreign language study is used to meet this requirement, the 6-credit-hour minimum must be in the same language. Students may demonstrate competency in a language other than English by meeting the TCU non-language undergraduate requirement (and earn credit for this requirement) in a variety of ways. First, the student may meet the requirement by successful completion of course work at TCU, or by approved transfer credit from another institution, as specified in each academic major and receive the number of credit hours earned in those courses. Additionally, a student may provide evidence of competency in the non-English language by: (1) scores on standardized tests approved by the University, for which the student will receive 3-12 hours of credit depending on the examination score; or (2) successful completion of one academic year in a secondary or post-secondary institution in which the language of instruction is other than English, for which the student will receive 12 hours of credit.Students electing the oral communication/literature option are to meet the minimum in both of these disciplines. 1. Foreign Language - minimum of 6 credit hours. Foreign Language courses at or above the freshman level satisfy this requirement. 2. Oral Communication and Literature - minimum of 6 credit hours. a. Oral Communication - minimum of 3 credit hours. This requirement is satisfied by courses directed to developing skills in oral communication; to training in clear, logical, and persuasive communication appropriate in various contexts; and to evaluating such communication. b. Literature - minimum of 3 credit hours. Courses satisfying this requirement enable students to learn to analyze and criticize literary texts. These courses are to include appropriate historical, biographical, and ideological materials, and to be developed around a single writer or group of writers, a period, a literary form or genre, and/or critical theories by which the same works are examined by various means. III. HEALTH CONCEPTS/PHYSICAL EDUCATION: 2 credit hours One credit hour of this requirement must be in a course presenting health concepts and strategies important for continuing participation in a sport or exercise. Such one-hour courses may also include instruction in mind-body interaction, stress management, nutrition, and physical exercise as important to health maintenance. The second credit hour of this requirement may be satisfied by an additional health concepts course. If the second credit hour is satisfied by an activity course, the following substitutions are allowed: 1. Veterans of the Armed Forces may substitute 1 semester hour of academic credit for a Physical Education activity course. 2. ROTC courses in which the student participates in leadership laboratory may be substituted for a Physical Education activity course. 3. Students who participate in the Marching Band or in a Dance technique course may substitute these for Physical Education activity. 4. Students with physical disabilities may substitute 1 hour of academic credit for a Physical Education activity course. To qualify, students must obtain approval of the University physician. Successfully completed Physical Education courses presented from institutions which grant no credit, or less than one credit hour for a semester course, may be used to fulfill TCU requirements. However, students who receive course credit will receive no more semester hour credit than was allowed by the issuing institution. NOTES: 1. 6 hours of UCR credits in a given department may be applied to other baccalaureate requirements in that department such as those for major, minor, teaching specialty, etc. 2. Students transferring to TCU must complete a minimum of 6 hours in Writing Emphasis courses and also satisfy the Critical Inquiry requirement at TCU. 3. No more than 8 semester hours of Physical Education activity courses may be applied toward graduation requirements.
Total Credits and Residence Requirements
Beyond the curricular requirements, each candidate for a bachelor's degree is required to: 1. Successfully complete at least 124 semester hours of credit. 2. Earn, under the point system of the University, a cumulative GPA of at least 2.0 in all work attempted at TCU (including courses attempted during foreign study which are designated by the student to fulfill residency requirements), earn a cumulative GPA of at least 2.0 in all courses attempted in the department of the major at TCU (including courses attempted during foreign study which are designated by the student to fulfill residency requirements), and earn a cumulative GPA of at least 2.0 in all courses applied to the minor (including courses attempted during foreign study which are designated by the student to fulfill residency requirements). Some major and minor programs may require a GPA greater than 2.0. 3. Do residence work in this university earning at least 58 semester hours applicable to the degree program in addition to any number accepted from other schools. To be eligible for graduation with honors and to receive certain awards and recognitions, additional hours may be required (see Honors and Recognitions section). The last 30 semester hours for the degree must be taken at TCU except as provided for in certain degree programs. 4. Successfully complete at TCU at least 42 of the total hours required for graduation in advanced courses numbered 3000 or above. 5. Successfully complete at TCU at least 12 semester hours of advanced work in the field of the major and at least 6 semester hours of advanced work in the field of the minor.
Declaration of an Academic Major
The premajor option is intended to provide students with more time to explore academic majors. Students may not remain nor declare as premajors after they have earned 54 semester hours of credit. The premajor student must formally declare a major by filing the "Change of Major" form with the Office of the Registrar.
Multiple Majors
Although students are encouraged to seek a broad educational experience at TCU, the approval to earn multiple majors is not automatic. In some cases, receiving multiple majors may require actually earning multiple degrees. Because the requirements of multiple majors and multiple degrees are complex, students wishing to pursue more than one major should investigate major and degree requirements early in their career at TCU (i.e., refer to the appropriate school/college section of this Bulletin which delineates the requirements for multiple majors and degrees). To pursue multiple majors or degrees, written permission from the academic dean responsible for each major or degree is required and must be filed with the Registrar's office.
Additional Bachelor's Degrees
A TCU student who wishes to pursue multiple bachelor's degrees concurrently must (a) declare his/her intent and file all degree plans prior to completing the last 15 hours of either degree; (b) fulfill all specific major, college/school and University degree requirements in force at the time of his/her initial enrollment (subject to the 6-year limitation); and (c) successfully complete 30 hours on each bachelor's degree that did not apply toward any of the other bachelor's degrees. A second bachelor's degree will not be awarded until the student has completed at least 30 hours in addition to those counted toward the bachelor's degree that requires the higher number of credit hours. To return to TCU to earn an additional bachelor's degree, an applicant holding a bachelor's degree from TCU must apply to pursue a specific degree and, if admitted, must successfully complete a minimum of 30 semester hours at TCU which did not apply to the first degree and fulfill all specific major, college/school and University degree requirements in force at the time of enrollment at TCU for the additional degree. A second bachelor's degree will not be awarded until the student has completed at least 30 hours in addition to those counted toward the bachelor's degree that requires the higher number of credit hours.An applicant holding a bachelor's degree from another accredited institution must be accepted to pursue a specific degree, successfully complete a minimum of 58 semester hours in residence at TCU, and fulfill all specific major, college/school and University degree requirements in force at the time of enrollment at TCU for the additional degree. Courses applied toward a previously earned bachelor's degree will be evaluated on an individual basis to determine their applicability to University degree requirements.
Degree Plan
The undergraduate should make a formal request for a degree plan from the Office of the Dean of the college or school in which the degree objective is offered. The request should be made when the student has completed 60 semester hours unless the school or college specifies an earlier time in its section of the bulletin. After a degree is awarded, no subsequent work may be applied to that degree.


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Stir Fried Chicken in Black Bean Sauce
I have had this one bag of fermented Chinese black beans for, literally, years. And when I say years, I really do mean years – I probably picked this up a few years after we got married, where it stayed in the cupboard above the stove in our little apartment, and when it came time to move to this house, it came with us in the box marked "Kitchen".
Hey, they're fermented. Fermented means forever.
Chinese black beans are near and dear to my heart. I grew up smelling my Dad's stir fried black bean dishes, and to this day I still can't find a restaurant that makes it like he did. Those recipes died with him, not that there was ever much to go on since he never wrote anything down. Stir fried black bean dishes are also what I consider to be the most authentic of Chinese cuisine, because the smell of fermented black beans is welcoming to those who grew up with them and an acquired taste for those who did not. True ethnic food should make people nervous.
You may have noticed that, even after all these years, I still have about half of the bag of black beans left. This is due to the fact that each stir fry only needs a couple of tablespoons of black beans, so it's going to take me a very long time to exhaust my $1.19 worth of Chinese goodness.
The most common dish that I make with these black beans is a classic Stir Fried Chicken in Black Bean Sauce.
1 lb chicken breast, cut into stir fry size pieces, seasoned with salt and pepper
Big Ol' Mound of Garlic, chopped (like, at least three cloves, if not more)
About 2 Tbs of fresh ginger, peeled and chopped
2 Tbs of fermented Chinese black beans, rinsed, chopped fine
Vegetable Oil
1 cup chicken stock
1 Tbs cornstarch
To be served over rice
First off, make a pot of rice. So far, so good.
Heat a wok, or a frying pan if you don't have a wok, over high heat until a drop of water from your finger immediately sizzles and boils away. Add about 2 tablespoons of oil to the inner wall of the wok, in a circular fashion, letting the oil drip down to the center.
Mix the chopped garlic, ginger, and black beans together and drop all of it into the pan. Stir fry briefly, about 30 seconds, and keep the garlic moving so that it doesn't burn.
Add the chicken, spreading it out, and let the chicken cook for about a minute, so that it browns on one side. Using a wooden spoon or spatula, stir fry the chicken until it is nearly done, about three or four minutes depending on the size of the cuts.
Mix the cornstarch into the chicken stock until blended, then pour the mixture into the wok over the chicken and stir to combine. Bring the mix to a simmer and let that cook for a few minutes. The cornstarch will thicken the sauce as it simmers.
Tip the contents of the wok into a serving dish and serve over rice. If you've got some sort of green, like spinach or, even better, bok choy, it would be a nice addition to the wok after you've put the chicken in.


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If 2016 was the year Chief Marketing Officers and marketing teams got their tech stacks bedded down, 2017 is the year to get your data sorted, says Helen Ahrens, CEO of digital marketing agency, Good Things Marketing.
Companies are now awash with data. As marketers, we have access to more tools, data and analytics than ever before. Measurement of marketing strategies, goals and implementation has never been so easy, however, when it comes down to the crunch are we measuring vanity metrics rather than metrics that matter?
Another issue corporates struggled with last year is a misalignment between the metrics the C-Suite want to measure and what the marketing team deem to be better indicators of success. For example, whether its measuring return on investment and bottom line metrics compared to click-through rates, brand reach and conversion tracking with pixels tools, departments must come to an agreement on what really counts.
Ahrens knows one thing for sure, "we're all swimming in a sea of data and unless you laser focus on one critical number to measure for each strategic marketing goal, based on business outcomes, you'll drown!"
Good Things Marketing's top five for 2017:
1. Vanity metrics to metrics that matter
The proliferation of data across business and marketing means that capture and analysis of complex information is now at the tip of our fingertips on cool dashboards across our devices. 2017 will be the year teams start working to ensure that data, metrics and analysis are providing real insight into a handful of metrics which will allow the C-Suite to make strategic decisions faster and better. It's all about finding your critical number. Once you assign a critical number to a task, process or job role you're going to be able to really hone in on that one metric and get it spot on.
2. Influencers will be more influential
The visibility and influence of bloggers and social media influencers will intensify in 2017 and continue to disrupt the media environment. The audience, reach and engagement that influencers can provide using social media platforms as their hangout of choice, means that millions of people can be reached by engaging certain influencers or groups of influencers. GTM was recently involved in an expedition to Port Lincoln for tourism marketing with 22 influencers with a combined audience 1,007,500 and reach 2 to 4 million audience. GTM has just released an analytics report on the social media influencers effectiveness, indicating that the potential return on investment for Adventure Bay Charters would be $0.002 per view and approximately $1 per lead.
3. Digital personal branding embraced by the big four and others
The big four accounting firms are investing more time and money into getting their senior and executive employees onto digital. Gone are the days of stiff suits. Partners are being encouraged to expand their reach and engagement via LinkedIn, Twitter and blogging. Ahrens says, "those at the forefront of doing big and bold personal branding are often at the top of the ladder, are winning bigger contracts, retaining their best accounts and being recognised internally as they gain company accolades."
Aaron LePoidevin is a Partner at PricewaterhouseCoopers and is a great example of a new generation of partners in the big four heavily using social to build his own brand and, most importantly, his client portfolio in the global innovation and incentives market.
4. CMOs and CTOs will become besties
Well maybe not quite! As the tech stack is bedded down corporates who are using different martech platforms such as Salesforce, Hubspot, Marketo and Pardot are starting to reap the benefits of implementation. CTOs will continue to need to loosen the reigns a little as marketing departments (and other teams) continue to take tech into their own hands and work collaboratively together.
5. Keep it social
There are a number of companies that are killing social right now, however, small business and Business to Business specifically are not reaping the benefits of accessing and retaining their clients via social. Mass communication is dead, we can now be hyper-targeted and hyper-local and drill into tiny segments which was never possible before. The capabilities of emerging social platforms and others more traditional socials such as the giant Facebook will continue to keep disrupting this space as we continue to spend more of our marketing budgets with these guys.
So, bring on 2017. Marketers have it better than ever before, we just need to continue to focus, pick the right tools for the right job and remain alert.
Disrupt or be disrupted! BFM