Syllabus, HIST 2700, Sum 13fdnxcvn (3)

7/28/2019 Syllabus, HIST 2700, Sum 13fdnxcvn (3)

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COURSE SYLLABUS / SUMMER 2013/ First Seven-Week Session

HIST 2700

The United States

to 1877

Utah State University

Hybrid Course; Tues & Thurs 5:15 - 6:45 pm

Inquire with Prof. Mitton at [email protected]

Instructor

Instructors office

Preferred contact

Office Hours

Prof. Steven Heath Mitton

DE 012 Logan Campus, Library, North Logan Starbucks

[email protected]

In Logan (DE 012 and/or Library):Tuesdays: 6:45-8 pm

Thursdays: 6:45-8 pm

In Logan (Starbucks) and by phone:

By appointment; email for appt.

Class location Varies by campus.

Course Objectives/Outcomes

This sophomore-level course surveys thebeginnings of the American republic from the firstEuropean encroachments in the Americas through the era of Reconstruction. A time of formative

influence for American society and immense change for the wider world, the period includes a

number of the most significant and interesting topics in Americas past, including: the rise and

fall of racial slavery, the Scientific, American, and Industrial Revolutions, the framing of the U.S.

Constitution, the emergence of modern society, the opening of the trans-Mississippi West, and

of course the American sectional crisis, Civil War, and Reconstruction.

The instructors philosophy of teaching plays a central role in this course. My task, I believe, is to

teach students how to think, not what to think. In this sense, history becomes far more than a

subjectof study. Certainly we seek a well-grounded understanding of Americas past. But this

course also provides a valuable means of tutelage to develop skills of critical thinking, persuasiveargument, and effective communication, especially in the written form.

Provided evidence from Americas past through readings, film study, and other materials (maps,

etc), students will analyze complex issues, marshal key facts, and arrive at their own informed

conclusions. In turn, students will defend their arguments in writing assignments and online

discussions with clear and well-constructed reasoning. This course, in short, is designed to be

challenging. Its measure of learning, moreover, is that of liberal arts in the truest sense: practical

empowerment and inquisitive attentiveness to human reality attained through individual initiative.


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A Bit More Clarity: Course Objectives/Outcomes

This course prepares students for success in achieving four valuable objectives/outcomes:

1. Gain a well-grounded understanding of Americas past. Historical understanding implies more

than basic knowledge. It means seeing our world, with all its fascinating complexity, as it has

existed over time. Such perceptiveness benefits from well-developed abilities of reason. Hence:

2. Develop skills of critical thinking. More precisely: how to think for yourself. Intelligence

amounts to the ability to determine and act upon credible data. These days this skill is crucial:

theres a vast amount of half-baked and even duplicitous information out there, especially

concerning Americas past.

3. Develop skills of persuasive argument, or the ability to demonstrate your reasoning to others.

Persuasiveness amounts to intelligence proved by doing or showing.

4. Develop skills of effective communication, especially in the written form. Demonstrating

persuasiveness requires relating your arguments to others by use of shared language and forms.

Effective communication is not difficult: its simply a matter of relating your thinking with

emphasis on clarity. Its the thinking thats difficult.

Worth considering: whatever your career and life pursuits (engineering, medicine, law, parenting,

etc.), how much better are your chances of success if you understand the worlds complexity, think

critically, and argue persuasively and communicate effectively?

In short, liberal arts especially history is essential stuff. Happy studies.

Where to find

Assigned Book

Assigned Films, Additional MaterialsCourse Schedule

Assignments/Final Course Grade Explained

Assignment Deadlines/Submission Instructions

Incomplete Assignment Policy

Late Assignment Policy

Film Study, Materials Disclaimer

Exam Essay Guidelines

Notes Guidelines

Discussion Guidelines

Instructors Office Hours, Contact Info

Syllabus Appendix (Disabilities Policy, etc.)

p. 3

p. 16begins p.3

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p. 7

p. 5

p. 8

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p. 9-15

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p. 9

p. 1

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HIST 2700 Summer 2013

Course Schedule

The icons denote available streaming sources for films. = your canvas account for this

course. See pertinent page folder, then the icon/link, in Canvas.

Example: click the link next to the icon on the Wk 1 page to view the film 500 Nations, ep. 5.Full bibliographic information for assigned films is found on page 16. For books, see this page.

Wk1A

Read 1 Foner, xvii-44 / Preface, Ch. 1

Watch 2 500 Nations, ep. 5, Cauldron of War50 min.

TueMay

7

Write&

Submit

None. Next assignment due: Notes 1, Wk 2B, Thur. May 16.

Topics Course IntroductionWhat Is History?

Discuss Canvas discussion pace: 2. Introduce yourself in Canvas toyour classmates.

The course schedule continues on subsequent pages. It ends on page 14.

Assigned Book

Books / Available at the USU Bookstore, www.bookfinder.com, and elsewhere.Foner, Eric. Give Me Liberty! An American History, Vol. 1, Seagull Third Edition. New

York: Norton, 2012. ISBN: 9780393911909.


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Wk1B

Read 3 Foner, 45-87 / Ch. 2

Watch 4 New York, ep. 2, The Country and the City120 min.

Thur

May

9

Write&Submit


Topics Diverse BeginningsPuritans and Separatists

Discuss Canvas discussion pace: 3.

Wk2A

Read 5 Foner, 88-129 / Ch. 3

Watch 6 Slavery and the Making of America, ep. 1,The Downward Spiral 60 min.

Tue

May

14

7 Slavery and the Making of America, ep. 2,Liberty in the Air 60 min.

Write&Submit


Topics Chesapeake LaborsAwakenings

Republican Origins


Explanation of Assignments/Final Course Grade

This course extends for sixteen weeks, totaling 110 days. Students will engage forty-six

reading and film selections of key historical value as follows:

Read 1 book. Assigned in fifteen installments.

Watch Sixteen documentary films.

Write&Submit Two typed papers (four pages apiece), plus one-page typed notes forfor each reading and film assignment. Notes to total thirty-one pages.

Discuss Course-related topics in online (Canvas) discussions with classmatesand the instructor. Twenty discussion posts (approx. three per week).


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Wk2B

Read 8 Foner, 130-175 / Ch. 4

9 Foner, 176-210 / Ch. 5

Thur

May

16

Watch 10 Equal Justice Under Law, ep. 1, Marbury v.Madison 30 min.

Write&Submit Notes 1/ Reading and film assignments 1-10.

Topics Demands of EmpireReluctant Revolutionaries

Earnest Revolutionaries


What Counts What,or Calculation of Final Course Grade (FCG):

Exams w/essays 50% 2 exams (with essays) x 24% apiece. See Exam EssayGuidelines, p. 9.

Notes 30% 31 pages of typed, organized notes, one page for eachreading and film assignment. SeeNotes Guidelines, p. 8.

Discussions 20% 20 posted discussions required (students may post more),each assessed for constructiveness to course dialogue.See

Discussion Guidelines, p. 9.

Two exceptions to the Final Course Grade (FCG) formula:

1. Incomplete Assignments Policy.All assignments must be completed.

One missing assignment will result in a FCG of65, D. A second will result in a

FCG of F.

Assignments census: 2 exams, 31 notes, 20 discussions.

Exceptions may be permitted at the discretion of the course instructor.

Incomplete assignments are also subject to late penalties (see page 8).

2.Improvement Incentive. This course is challenging. Improved work at semesters

end will be deservedly rewarded.


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Wk3A

Read 11 Foner, 247-280 / Ch. 7

Watch 12 Equal Justice Under Law, ep. 2, Gibbons v.Ogden 30 min.

Tue

May

21

13 Equal Justice Under Law, ep. 3, Maryland v.McCulloch 30 min.

Write&Submit

None. Next assignment due: Notes 2, Wk 4A, Tue. May 28.

Topics Challenges of IndependenceThe Founders Constitution

Jefferson vs. Hamilton


Wk3B

Read 14 Foner, 211-246 / Ch. 6

Watch 15 500 Nations, ep. 6, Removal50 min.

ThurMay

23

Write&

Submit

None. Next assignment due: Notes 2, Wk 4A, Tue. May 28.

Topics How America Was LostThe Industrial Revolutions



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Wk4A

Read 17 Foner, 281-316 / Ch. 8

18 Foner, 317-351 / Ch. 9

Tue

May

30

Watch 19 Chicago, ep. 1, Mudhole to Metropolis90 min.


Topics In-class film: Chicago, ep. 2 (20 min.)

The Industrial Revolutions (cont.)


Film Study

Why film study? A good film is a terrific resource. It conveys much information in a relatively brief

amount of time. It also help students to visualize the past in ways that books often cannot.

Films are available through students USU Canvas accounts for this course. As the course schedule

denotes, many titles are also available through YouTube. Links to streaming videos for each of the

assigned films are located in Canvas pages assigned for applicable weeks. The Week 3 page, for

example, contains links for the Week 3 films.

Students may view the films in venues other than streaming media. Some titles are available in VHSor DVD format at USU and local libraries or by way of Netflix, etc.

If a Canvas film link does not work: pleaseinform me immediately. Ill contact the folks at IT, who

typically resolve the problem within a matter of hours. Meanwhile explore alternative venues,

especially if the title is available by YouTube. Students are accountable for all films unless the

course instructor expressly suspends the assignment (notice to be provided by email and Canvas

announcement).

See also the Course Materials Disclaimer (immediately below).

MATERIALS DISCLAIMER:This course abides by university policies regarding student objections of

material content. Students must notify the instructor within the first two weeks of class if theyregard assigned materials objectionable or offensive. If the instructor deems the objections

legitimate, alternative assignments will be arranged. Otherwise students are expected to fulfill all

assignments as specified by this syllabus.


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Assignment Deadlines/ Submission Instructions

Except for Canvas discussions, all assignments (Papers and Notes) are to be submitted by

email attachment (Microsoft Word or PDF format required) to this address:

[email protected] deadline:always3 pmof the applicable day/date.

Late Penalties:late submissions attrite ten points immediately and ten points per day

thereafter. Incomplete assignments that are ten days late attrite to zero (10 x -10 pts. =

-100 pts.) but must be completed to avoid incomplete-assignment stipulations (see page 5

for incomplete assignments).

Wk4B

Read None

Watch None

Thur

May

30

Write&Submit

Exam 1 w/essay

Topics Review of Wks 1A-4A


Notes Guidelines

Why notes? Three reasons: (1) provide students with the means of demonstrating that theyve

done the work; (2) valuable practice in writing; and (3) valuable practice in note-taking and

honing skills of perceptiveness, key elements to critical thinking. And certainly too: good notes

will help you to study for the exams, improving your final course grade.

Take copious notes for your own use if you like. But for the notes assignment: distill the gist

into one page of typed, single-spaced, and well-organized thoughts, facts, etc. A good template:

open with a thesis paragraph to explain the principal subject and its larger significance. Then

complete the page with bullet points that relate key details provided by the reading or film.

Submitted notes should be collected into a single .doc or pdf file. A semesters end your file

should number forty-six pages, one page for each of this courses reading and film assignments.


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Discussion Guidelines

Students will find additional discussion guidelines on Canvas in the discussion dialogue. For the

most part, grading of discussions is not stringent. Aside from violations of the following two

exceptions, grading is essentially pass/fail (with pass = A). But note the two exceptions:

1. Students must post no fewer than thirty-two (32) discussions during the semester, and do

so in good faith to both the spirit and letter of constructive liberal-arts dialogue. Add to theconversation. Responding simply I agreedoesnt qualify. And most of all: be consistently

methodical in engaging discussions. Post discussions every week.

2. You post it, you own it. Translation: be courteous and constructive. Students should notpost offensive, insensitive, or otherwise inappropriate remarks. Such posts will be removed

and render the author liable to failure and/or removal from the course.

Unsure if something is inappropriate? Heres the rule: when in doubt, leave it out.

Wk5A

Read 20 Foner, 352-390 / Ch. 10

Watch 21 Not For Ourselves Alone, ep. 1, Revolution90 min.

Tue

June

4

Write&Submit

None. Next assignment due: Notes 3, Wk 6A, Tue. June 11

Topics In-class film: The West, ep. 5 (10 min.)The Era of Hard Feelings

The Age of Jackson

Tocquevilles America


Exam Essay Guidelines

Note: these guidelines are distilled into a rubric found on p. 15.

This courses three paper assignments are subject to the following guidelines, many of

which are useful also for improving your Notes and Discussion assignments.

Students will be held accountable to high standards of composition, grammatical

usage, and narrative structure in all written assignments. Spelling included.

Why? This is a reasoning-intensivecourse. Students will convey their reasoning largely through

persuasiveessays in their papers (and also in their notes and discussion assignments). Few things

are less persuasive than poor writing, and as essays will be graded for their persuasiveness it

follows that inferior writing must figure into grading.


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Wk5B

Read 22 Foner, 391-426 / Ch. 11

23 Foner, 427-460 / Ch. 12

Thur

June

6

Watch 24 The Way West, ep. 1, Westward the Courseof Empire Takes Its Way 90 min.

Write&Submit None. Next assignment due: Notes 3, Wk 6A, Tue. June 11

Topics Liberty & Slavery


Expected narrative structure

Persuasive essays consist of:

1. A clear and prominent thesis statement that relates your main points of argument.

A writers argument is the idea (or ideas) he or she seeks to sell to the reader. Its clearest and

and most forceful expression is called the thesis, which is located typically in the essays

introductory paragraph. An example of a thesis: The American Civil War was a necessary

conflict. The remainder of the essay (the paragraphs that follow the introductory paragraph)

would then provide evidence to support that claim.

Useful tip:A persuasive essay might be said to be similar to a courtroom trial. What happensfirst in a trial? The defendant enters a plea, which amounts to a thesis. For the remainder of

the trial, the defendant presents evidence in an effort to convince the judge/jury to accept

that argument and so decide the trials outcome. Further tip: consider me (and, with

discussions, your classmates) as the judge/jury. Convince us. Dont presume we agree.

2. Logical points of argument that support your thesis, presented in logical order. Ideally each

paragraph of your essay should introduce a new point of argument in support of your thesis.

How many logical points of argument is sufficient to clinch your case? The answer depends

upon the level of sophistication of your thesis.

In this course, a five-page paper (typed, double-spaced) should typically number 7-10

well-written paragraphs, organized as follows:a. An introductory paragraph: introduces your topic and conveys your thesis.

b. The body of your paper: typically five to eight strong paragraphs that provide the evidence

to support your argument.

c. A concluding paragraph: summarizes your argument effectively and memorably, much like

closing remarks in a courtroom trial. Leave em with something convincing to think about.

3. Strong paragraphs and key evidence to support your logical points of argument.


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a. Strong Paragraphs:

Each paragraph in a persuasive essay consists of an argument in itself. The paragraphs first

sentence the thesis sentence of the paragraph states clearly the main point of the

paragraph (its thesis). The paragraphs remaining sentences then provide evidence to

support that argument. Include nothing that doesnt support the thesis.

Similarly, each paragraph should support the papers overall argument. Hence paragraphs

should appear in a logical order within the paper. Courtroom lawyers often present theirstrongest evidence first in an effort to sway the judge and jury with big ideas early; smaller/

lesser evidence then follows to provide necessary details. Its a smart strategy.

Wk6A

Read 25 Foner, 461-502 / Ch. 13

Watch 26 New York, ep. 2, Order and Disorder120 min.

Tue

June

11


Topics Promise and Perils of TexasFugitives for Gold

The Birth of the Republican Party

Discuss Canvas discussion pace: 17

All told, well-written persuasive essays often excel in the first sentence test, in which

the reader may only look at the first sentence of each paragraph of your paper. (Alas, this

is precisely how many folks in the corporate world readso never bury your best evidencein the middle of a middle paragraph of your writing. It may never get noticed. A smart tip:

write as if you must earn your readers attentionwhich, again, is often the case.)

In other words, first sentences should be strong, logically ordered, and convey your

argument (aside from necessary details) pretty much all by themselves.

b. Key Evidence:

A well-written persuasive essay might be likened to a well-planned city, in which strong

paragraphs would be similar to well-built houses or buildings. Of course those houses and

buildings themselves are comprised of even more elemental substances bricks, concrete,

steel. Its these elemental substances that ultimately must be said to provide the cityssubstantive foundation. A city may appear flashy from afar. But without the mundane

rudiments of brick, concrete, and steel, you have no city. The flashiness is often just faade.

Likewise, all claims in a persuasive essay require substantive proof, or the bricks, concrete,

and steel that constitute the foundations of persuasiveness. Absent substantive proof, all you

have is hollow faade or unsubstantiated opinionand the world suffers from too much of

that already. Its the idea of this course to help students to develop substantive opinions and

improve the world accordingly.


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Where to find substantive evidence? Assigned readings, films, and additionalmaterials found in weekly course folders (in Canvas) should provide plenty. If you think not,

youre probably not engaging those materials well enough.

Attentive students will collect plenty of evidence from assigned materials. They will

build stronger arguments. They will receive higher grades.

Wk6B

Read 27 Foner, 503-545 / Ch. 14

Watch 28 The Civil War, ep. 1, The Cause99 min.

Tue

June

11

Write&Submit

None. Next assignment due: Notes 4, Wk 7A, Tue. June 18.

Topics The Birth of the Republican Party

Secession and Civil War

Discuss Canvas discussion pace: 18

Note:All papers are expected to draw upon and cite all readingsand films applicable to that particular assignment.

Citing additional materials found in Canvas is alsoencouraged but not required.

Failure to cite assigned materials will result in a lower assignment grades.A pattern ofomission sustained over multiple assignments will result in progressively lower

assignment grades. See the section Citations below.4. Citations.

How to demonstrate effectively that youve drawn upon all the materials applicable to an

assignment? Answer: both informally and formally.

a. Informally: The ideas, facts, and interpretation of your paper should reveal the

influence of assigned materials.

In other words, your paper should be about industrialization and/or urban problems or

else it should explain theexperiences related in the films as representative of a

larger topic.

b. Formally: Your paper should refer to specific evidence found in those same books andfilms. Specific evidence might include a quote, statistic, or another fact. Anything might

be considered key evidence just clarify your reasoning.

To refer to such evidence formally is to cite it, or to include a citation in your paper to

inform the reader of the location of the evidence (such as a specific page in a book). See

the next page for more about citations.


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Wk7A

Read 29 Foner, 546-584 / Ch. 15

Watch 30 Reconstruction, ep. 1, Revolution90 min.

Tue

June

18

31 Abolition: Broken Promises50 min.

Write&Submit

Notes 5 / Reading and film assignments 27-31 (1-31)

Topics Reconstruction


Lets keep citations simple. Use shorthand parenthetical form within yourpapers narrative.

Note: Use concise (one- or two-word) shorthand for parenthetical citations.Useauthor names for written works, titles for films. Example: (Foner, 321) is shorthandfor Eric Foner, Give Me Liberty, p. 321.

5. Contradiction of opposite argument. Recall the example of the courtroom trial. A trialamounts to a zero-sum game: whatever undermines your arguments opposite helps your

argument. Its a wise strategy. Use it to your advantage.

And finally

Essays are to be graded for theirpersuasiveness, not their argument or thesis.

A principal objective of this course is to teach students how to think, not what to think. It

follows that what you argue matters less than how you argue it.

Still, a word to the wise:assigned materials (books, films, etc.) are selected by the course

instructor for good reason. A student who attempts to make an argument while

ignoringkey evidence assigned by this course cannot be said to have made a

strong argument.Inferior arguments will receive inferior grades.

(continued next page)


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Wk7B

Read None

Watch None

ThurJune

20

Write&Submit Exam 2 w/essay

Topics Review of Wks 5A-7A


Fonts, File Types, etc.

All written assignments should be double-spaced with standard 12 pt. font (Times New

Roman preferred) and one-inch margins. To clarify: this sentence is written in Times NewRoman 12 pt. font.

All assignments must be submitted in electronic format(Word document or PDF) tothe email address found at the top of page 1 of this syllabus([email protected]). All

assignments are to be graded in electronic format. Feedback will be conveyed (again in

electronic format) in reply to the email address by which the assignment was submitted.

When returned, graded assignments will be conveyed in electronic format by the same

email dialogue.

Note: All email communication with the course instructor must use the following address:

[email protected]

To receive full credit assignments must be submitted by the assignment deadline. Theassignment deadline is always Wednesday: 3 pm of the applicable week.

Note: the preceding guidelines are distilled into a rubric found on the following page.


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Rubric for EssayGuidelines

Grade Outcomes

A-B C-D


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Assigned Films

Cauldron of War, episode 5 of500 Nations. Warner Studios, 1995. 45 min.

The Country and the City, 1609-1825, episode 1 ofNew York: A Documentary Film.Thirteen/WNET New York/PBS, 2001. 110 min.

The Downward Spiral, episode 1 ofSlavery and the Making of America. Thirteen/WNETNew York/PBS, 2004. 60 min.

Liberty in the Air, episode 2 ofSlavery and the Making of America. 60 min.

Marbury v Madison(1803), episode 1 ofEqual Justice Under Law. Committee of theBicentennial of the Constitution, Judicial Conference of the United States, 1987. 30 min.

Gibbons v Ogden(1824), episode 2 ofEqual Justice Under Law. 30 min.

Maryland v McCulloch(1819), episode 3 ofEqual Justice Under Law. 30 min.

Removal, episode 6 of500 Nations. 45 min.

From Mud Hole to Metropolis, episode 1 ofChicago: City of the Century. WGBH/PBS,2003. 90 min.

Order and Disorder, 1825-1865, episode 2 ofNew York: A Documentary Film. 110 min.Revolution, episode 1 ofNot for Ourselves Alone: The Story of Elizabeth Cady Stanton and

Susan B. Anthony. WETA/PBS, 1999. 80 min.

The Cause, episode 1 ofThe Civil War: A Film by Ken Burns. Florentine Films. 1990.50 min. excerpt.

Westward the Course of Empire Takes Its Way, 1845-1864, episode 1 ofThe Way West. PBS,1994. 90 min.

Revolution, episode 1 ofReconstruction: The Second Civil War. PBS, 2004. 90 min.

Abolition: Broken Promises. BBC, 2003. (50 min.)

Additional materials

Students will receive (by way of their Canvas accounts for this course) maps and other materials

as part of course instruction. Students are accountable for all materials assigned and provided by this

course.

Syllabus Appendix

Academic Honesty

Students are expected to abide by the university honor code at all times, especially its strictures

against unauthorized aid, meaning plagiarism in particular. See also the sections Honor Code

Policy and Plagiarism found on the next page.The Utah State University History Department

regards plagiarism a serious offence worthy of zero tolerance.

Students with Disabilities

I pledge full cooperation with university counseling services. Please contact me and/or

university counselors for advice and/or applicable documentation. See also the

Accommodation for Disabilities section immediately below.


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Accommodation for Disabilities

The American with Disabilities Act states: Reasonable accommodation will be provided for all

persons with disabilities in order to ensure equal participation within the program.

If a student has a disability that will likely require some accommodation by the instructor, the

student must contact the instructor and document the disability with the Disability Resource

Center (435-797-2444), preferably during the first week of the course. Any request for special

consideration relating to attendance, pedagogy, taking examinations, etc., must be discussed

with and approved by the instructor. In cooperation with the Disability resource Center, course

materials can be provided in alternative format, large print, audio, diskette, or Braille.

Grievance Process: Students who feel they have been unfairly treated...may file a grievance

through the channels and procedures described in the Student Code:

http://www.usu.edu/studentservices/pdf/StudentCode.pdf#page=3 (Article VII. Grievances,

pages 27-36).

Sexual Harassment

Sexual harassment is defined by the Affirmative Action/Equal Employment OpportunityCommission as any unwelcome sexual advances, requests for sexual favors, and other verbal or

physical conduct of a sexual nature. If you feel you are a victim of sexual harassment, you may

talk to or file a complaint with the Affirmative Action/Equal Employment Opportunity Office

located in Old Main, Room 161, or call the AA/EEO Office at 435-797-1266.

Honor Code Policy

As stated in The Student Code, Each student has the right and duty to pursue his or her

academic experience free of dishonesty. The Honor System is designed to reinforce the higher

level of conduct expected and required of all Utah State University students. Upon admission to

the university, you agreed to abide by this Honor Code by signing the Honor Pledge, which reads:

I pledge, on my honor, to conduct myself with the foremost level of academic integrity.

Complete academic honesty is expected in this course. Cheating on exams or plagiarism onwritten assignments will result in a failing grade and may result in further action.

Plagiarism

Plagiarism includes knowingly representing, by paraphrase or direct quotation, the published or

unpublished work of another person as ones own in any academic exercise or activity without

full and clear acknowledgment.

The penalties for plagiarism are severe. They include warning or reprimand, grade adjustment,

probation, suspension, expulsion, withholding of transcripts, denial or revocation of degrees, and

referral to psychological counseling.

Communications via email

Email is an official form of communication at USU. Any communication to you about this course

will be to the email address you have listed in ACCESS as your preferred address.

It is your responsibility to check your email account regularly.


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Diversity Statement

Regardless of intent, careless or ill-informed remarks can be offensive and hurtful to others and

detract from the learning climate. If you feel uncomfortable in a classroom due to offensive

language or actions by an instructor or student(s) regarding ethnicity, gender, or sexual

orientation, contact one of the following: at USU Brigham City, contact Jill Rasmussen, Room

170B, (435) 734-2277 ext 246; at other RCDE sites, contact your advisor, or; Moises Diaz,

Director of Multicultural Student Services (435) 797-1733 [email protected], James Morales,Vice President of Student Services (435) 797-1712 [email protected]; Ann Austin, Vice

Provost for Faculty Development and Diversity, [email protected]; Maure Smith, GLBTA

Services, [email protected]; Steven Russell, Student Advocate (435) 797-1720

[email protected]. You can learn about your student rights by visiting:

www.usu.edu/studentservices/studentcode.

University Grading Scale

A: 100-93% B: 83-86% C: 73-76% F: < 60%

A-: 92-90% B-: 80-82% C-: 70-72%

B+: 97-89% C+: 77-79% D+: 60-69%
mailto:[email protected]:[email protected]:[email protected]:[email protected]://www.usu.edu/studentservices/studentcodehttp://www.usu.edu/studentservices/studentcodemailto:[email protected]:[email protected]:[email protected]:[email protected]

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