Southern Utah University

Course Syllabus

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Southern Utah University
Southern Utah University
Fall Semester 2025

Critical Thinking & Message Analysis (Online)

COMM 1270-30I

Course: COMM 1270-30I
Credits: 3
Term: Fall Semester 2025
Department: COMM
CRN: 32007

Course Description

This course teaches students to understand the content and structure of messages in public, social, and private contexts. It is designed to enhance students’ thinking skills to help them confront decisions in everyday life. It focuses on recognizing, evaluating, and making logic-based arguments. The emphasis on the logical structure of a sound argument and the evidence required to support it should naturally help students to identify and refute weak arguments. The course also covers some of the common errors people often make in everyday reasoning, including faulty judgments about probability. The ultimate aim is to narrow the gap between what passes for “thinking” in everyday life and true critical thought. (Fall, Spring, Summer)

General Education Category: Humanities

Required Texts

No textbook is required for this course. The course curruiculum in the lessons of each module serves as the text; the lessons, videos, and links to articles are designed to prompt critical thought on your part. All information in the lessons is fair game for quizzes. In addition, you may find it helpful to refer to the lessons as you complete assignments.

Learning Outcomes

If you successfully complete this course, you will be able to:
  • LO 1. Analyze the foundational elements of critical thinking by examining its relationship to skepticism, objectivity, and creativity; evaluating how personal beliefs, socialization, and worldviews shape information processing; and applying key terms to describe cognitive processes, philosophical perspectives, and methods of inquiry.
  • LO 2. Evaluate barriers to effective critical reasoning by examining cognitive biases, heuristics, and behavioral patterns that impede analytical thinking; analyzing the tension between individual judgment and collective influences; and developing strategies to navigate between intuitive and systematic approaches to problem-solving across various contexts.
  • LO 3. Demonstrate advanced information literacy by systematically evaluating diverse forms of evidence and argumentation — including written, visual, and digital content — through the application of structured analytical frameworks that assess source credibility, distinguish between objective evidence and subjective claims, recognize logical fallacies, and maintain reasoned skepticism while developing well-supported conclusions.
  • LO 4. Analyze the complex relationship between information, persuasion, and society by examining how misinformation, advertising, and digital media shape public discourse and decision-making, resulting in the ability to critically evaluate claims across contexts, recognize manipulative techniques, understand technological impacts on information dissemination, and apply ethical principles as engaged citizens in a free-market democracy.
  • LO 5. Master the fundamental elements of argumentation by defining and applying key terminology, analyzing and constructing logical arguments in standard form, evaluating the role of assumptions and indicator words, and demonstrating advanced skills in charitable argument reconstruction and analysis of premise relationships.
  • LO 6. Develop expertise in distinguishing and evaluating various forms of non-argumentative expression by analyzing explanations, descriptions, narratives, summaries, opinions, beliefs, clarifications, and illustrations, while understanding how these forms can interact with or be misrepresented as arguments.
  • LO 7. Demonstrate comprehensive understanding of logical reasoning by mastering fundamental terminology, distinguishing between deductive and inductive argumentation, analyzing validity and cogency in various argument forms, identifying and evaluating common fallacies (including relevance, linguistic, and formal fallacies), and applying probability theory and philosophical foundations to assess argument strength, ultimately developing the ability to construct and critique complex arguments while avoiding faulty reasoning.
  • LO 8. Analyze and apply classical and contemporary principles of rhetoric by evaluating the five canons, three branches of oratory, and essential elements of persuasion; implementing various rhetorical devices and strategies; examining the relationship between form, content, and emotional appeals; and demonstrating how these elements function both individually and collectively to create effective communication, while maintaining awareness of ethical considerations in persuasive discourse.
  • LO 9. Develop a comprehensive understanding of fundamental ethical concepts and moral reasoning by defining key terminology, distinguishing between ethics and morality, analyzing the structure and validity of moral arguments, and applying theoretical frameworks to classical ethics dilemmas, such as the Ring of Gyges.
  • LO 10. Evaluate complex moral theories and their practical applications by examining diverse ethical frameworks, analyzing the tension between moral absolutism and relativism, and developing reasoned responses to philosophical challenges in both personal and cultural contexts.

Attendance Policy

Days, Times, Locations
  • This is an asynchronous online course. It is found at https://suu.instructure.com/courses/1052343, which serves as the Home page. Because this is an online course, there are no designated days, times, or places for lectures or class meetings.
  • In recognition of the fact that some students in distance-education courses — especially students with full-time jobs — prefer to complete assignments on the weekends, our weekly schedule begins on Monday and ends on the following Sunday. Deadlines for writing assignments (TPIs) will always fall on a Sunday.
  • In the past, some students have complained that making the writing assignment due on a Sunday is inconvenient for them because they attend church on Sundays. That's understandable, but there's really no conflict. If you do not want to run into that conflict, the obvious answer is to complete the writing assignment early and submit it before the 11:59 p.m. Sunday deadline.
  • The course is set up so that you may work at your own pace — as long as you complete required quizzes and assignments by the scheduled deadlines, which are set based on the Mountain Time (USA) zone.

Contacting the Instructor

Instructor Information
My name is Dr. L. Paul Husselbee. I began teaching at SUU in August 2000; collectively, I have 30 years of university teaching experience (as of Fall 2025 semester). To maintain appropriate boundaries between us, I ask that you do not call me "Paul." Instead, I prefer "Dr. H." I will sign most communications from me like this: Dr. H  🐝. Here is how to get in touch with me:
  • Virtual Office Hours are Wednesdays, 8 a.m. to noon via Zoom. If Wednesday mornings are inconvenient for you, please contact me via Canvas message and provide at least three (3) days and times when you are available. I will choose one that works for me, or suggest an alternative.
  • My Zoom Personal Meeting ID and passcode are provided in the Canvas syllabus for this course.
  • For day-to-day inquiries about class, the best and most effective way to contact Dr. H is sending a brief note via Canvas message. Canvas messages are appropriate for questions about assignments, requests for Zoom conferences, and the occasional heads-up when you know an assignment will be submitted late.
  • The Comment feature at the end of an assignment is not an appropriate venue for asking questions, as I rarely see those comments after I have graded an assignment. If you have specific questions, please go to your Canvas Inbox and send me a message there.
  • If the nature of your message to me is formal or personal (such as a request that requires documentation), please use email. My email address is husselbee@suu.edu. If you contact me via email, please follow up with a Canvas message to let me you have sent me an email message.
  • Please do not use email for everyday messages about our class. The appropriate forum is the Canvas messaging system through your Inbox.
  • Telephone conferences are available as needed, but I work from home and do not list my personal phone number on the Syllabus. If you need to speak via telephone, please send me a Canvas message. Your message should include your phone number and several good times to call. I will return your call as soon as possible. Please expect a call from a restricted number.
I do my best to respond to students' questions in timely fashion. Often, you will send me a message in the middle of the day and receive an immediate response. However, please remember that I have a life outside my job. I am active in other pursuits, too, some of which may take me away from my computer in the late afternoon or evening. If you attempt to contact me too late in the day, you may have to wait until the next day for a response. Please don't be offended or become indignant. I promise, it's nothing personal.

Announcements

Please check the course Home page daily. As necessary, I will post Announcements at the top of the top of the Home page to deliver pertinent information about the course or to give you a heads-up about what's coming up in the near future. In most cases, you will be invited to respond, ask questions about assignments, or share/debate ideas with me and the rest of the learning community. A couple of things you should know:
  • If you have a question about a pending assignment, the first thing you should do is check the discussion forum that follows our latest announcement to see if anyone has posted the same question. A fellow learner may have already asked your question, and I may have already answered.
  • If you don't see your question, or if you need more information about the assignment, post your question in response to the announcement so that the rest of the class can benefit from your question and my answer.
  • Please be aware that, in some cases, I post more than one announcement in a given week to remind you of deadlines or to share new information that is pertinent to the class. That is why the two most recent announcements remain at the top of the page. It is also why it a good idea to check the Home page daily to see if a new announcement has been posted.

Course Requirements

Grades and Assessment Vehicles
We will measure the extent to which you achieve the Learning Outcomes (see above) based on your performance on four assessment vehicles — quizzes, embedded principles, term paper increments, and the term paper itself. Here is a brief description of each of the four assessment vehicles:
  • Quizzes. Each of the 13 units is accompanied by a 20-point quiz. In most cases, quizzes consist of multiple-choice and matching items. From time to time, you may see an essay question as well. Quiz items are based on the curriculum, which includes all lessons, assigned readings, and videos in our units. Each quiz is worth 20 points. We will drop the three lowest scores.
  • Embedded Principles. An embedded principle, or EP, is a fundamental idea, rule, or axiom that is essential to understanding how a concept works or may be applied. We have identified one such principle for each unit; you will complete a brief exercise designed to help you internalize that principle and add it to your critical-thinking tool box. There are 13 EP exercises; they are worth 10 points each. We will drop the three lowest scores.
  • Term Paper Increments. We will complete the term paper in five (5) increments, called TPIs. Each TPI is worth 50 points. We will drop the lowest score. However, you must complete all TPIs to be eligible to submit your term paper (see "Three (3) Important Caveats" below). TPI topics are as follows:
    1. Topic selection and declaration of your position on the topic.
    2. Research that helps you to identify six (6) credible sources that will be quoted and cited in your term paper.
    3. A detailed elaborated outline written in complete sentences that includes a thesis statement and provides a visual hierarchy of the structure of your term paper.
    4. The argument itself, citing four (4) of your sources and introducing a table or graphic that supports your position.
    5. The rebuttal, which begins with recognition of a counterargument that may be used to attack your position. The rebuttal to that attack must cite the other two (2) sources.
  • Term Paper. The term paper is a formal argumentative essay that requires you to take a clear, defensible position on one of three contemporary issues provided by the instructor. These issues have been selected to reflect current, controversial topics about which informed, reasonable people disagree. Your goal is to craft a logically sound argument supported by credible evidence, present and rebut a significant counterargument, and demonstrate mastery of critical thinking and message analysis. The term paper is worth 100 points.

Three (3)  Important Caveats about the Term Paper
  • In terms of structure, the term paper must include a deductive argument written in paragraph form. It must include at least two premises and one conclusion. In addition, the paper must cite at least six credible sources, four of which support your argument and two that inform the rebuttal. An original table or graphic must be included in the argument to support or illustrate your position. Citations and references in the paper must conform to APA Style. The paper must be 1,600–1,800 words, excluding the required abstract and references.
  • Because the TPI assignments are designed to help you work on your term paper in segments that you will bring together at the end of the semester, each student must complete all five (5) TPI assignments, including the low score that will be dropped when we compute your semester grade.
  • All TPI assignments require approval by the instructor. Each TPI will be graded with a critical eye; if it does not meet the minimum requirement as outlined in the assignment, it will be reassigned until it passes muster.
The bottom line here is each student must submit all five TPI assignments that are approved by the instructor before he will read the term paper. Failure to fulfill these requirements will result in a grade of zero (0) on the term paper assignment.

Course Outline

Dates and Curriculum Topics
  • Aug. 27 to 31, Orientation
    • Syllabus Quiz
  • Sept. 1, Labor Day (no class)
  • Sept. 2 to 7, Unit 1.1 — Prologue to Critical Thought
    • Quiz 1.1, due Sept. 4, 11:59 p.m.
    • EP 1, due Sept. 5, 11:59 p.m.
  • Sept. 8 to 14, Unit 1.2 — Foundations of Critical Thought
    • Quiz 1.2, due Sept. 11, 11:59 p.m.
    • EP 2, due Sept. 12, 11:59 p.m.
    • TPI 1, due Sept. 14, 11:59 p.m.
  • Sept. 15 to 21, Unit 1.3 — Obstacles that Impede Critical Thought
    • Quiz 1.3, due Sept. 18, 11:59 p.m.
    • EP 3, due Sept. 19, 11:59 p.m.
  • Sept. 22 to 28, Unit 2.1 — Evidence
    • Quiz 2.1, due Sept. 25, 11:59 p.m.
    • EP 4, due Sept. 26, 11:59 p.m.
    • TPI 2, due Sept. 28, 11:59 p.m.
  • Sept. 29 to Oct. 5, Unit 2.2 — Fake News
    • Quiz 2.2, due Oct. 2, 11:59 p.m.
    • EP 5, due Oct. 3, 11:59 p.m.
  • Oct. 6 to 12, Unit 2.3 — Advertising
    • Quiz 2.3, due Oct. 9, 11:59 p.m.
    • EP 6, due Oct. 10, 11:59 p.m.
    • TPI 3, due Oct. 12, 11:59 p.m.
  • Oct. 13 to 14, Fall Break (no class)
  • Oct. 15 to 19, Unit 3.1 — Arguments
    • Quiz 3.1, due Oct. 17, 11:59 p.m.
    • EP 7, due Oct. 18, 11:59 p.m.
  • Oct. 20 to 26, Unit 3.2 — Non-Arguments
    • Quiz 3.2, due Oct. 23, 11:59 p.m.
    • EP 8, due Oct. 24, 11:59 p.m.
  • Oct. 27 to Nov. 2, Unit 4.1 — Logical Reasoning
    • Quiz 4.1, due Oct. 30, 11:59 p.m.
    • EP 9, due Oct. 31, 11:59 p.m. (Boo!)
    • TPI 4, due Nov. 2, 11:59 p.m.
  • Nov. 3 to 9, Unit 4.2 — Faulty Reasoning (Fallacies)
    • Quiz 4.2, due Nov. 6, 11:59 p.m.
    • EP 10, due Nov. 7, 11:59 p.m.
  • Nov. 10 to 16, Unit 4.3 — Rhetoric (Persuasion)
    • Quiz 4.3, due Nov. 13, 11:59 p.m.
    • EP 11, due Nov. 14, 11:59 p.m.
  • Nov. 17 to 23, Unit 5.1 — Making Informed Life Choices
    • Quiz 5.1, due Nov. 20, 11:59 p.m.
    • EP 12, due Nov. 21, 11:59 p.m.
    • TPI 5, due Nov. 23, 11:59 p.m.
  • Nov. 24 to 30, Thanksgiving Break (no class)
  • Dec. 1 to 6, Unit 5.2 — Adopting a Moral Theory (or Two)
    • Quiz 5.2, due Dec. 4, 11:59 p.m.
    • EP 13, due Dec. 5, 11:59 p.m.
  • Dec. 7 to 11, Final Exams Week
    • Term paper due Dec. 9, 11:59 p.m.
    • No late papers will be accepted!

Grading Policies

Where Grades are concerned, these policies apply:
  • Grading Philosophy. Assessment is based on performance rather than effort. If you're unhappy with the grade, please improve the performance. You may request individual help in tutorials, and I am always happy to oblige, but your performance depends on you and the extent to which you demonstrate a mastery of the curriculum. Please keep in mind that I do not give you grades; you earn them. As I am fond of saying, "This is your ball game; I just keep the score."
  • The Only Failure is the Failure to Try. In my world, no student who makes an honest effort is a failure, even if the quality of his or her work does not reach the level of average or better. If you try, you cannot fail. The only failure is the student who does not try.
  • Assessment Rubrics. In the interest of fairness, consistency, and transparency, each assignment is evaluated using a rubric that provides the assessment criteria. These criteria are tied to our Learning Outcomes. You earn points based on the extent to which you achieve the objectives defined in the assessment criteria of the rubric. Students who are concerned about their grades should study the grading rubric for each assignment and allow it to guide their work.
  • Blind, Random Assessment. No, that does not mean that I blindly and random grade student papers. It means (1) that I assess assignments in random order, which is generated by a computer app, and (2) that I try not to put a student's name to the paper I am grading. The process is my best effort to ensure fairness and transparency in the assessment process. You can help in two (2) ways:
    • First, please do not put your name at the top of your paper. Instead, use your control number.  You will get that number early in the semester; I will send it to you via Canvas message. The control number consists of a three-digit number and the first letter of your last name. For example, suppose we have a student named Samuel Aardvark. Sam's control number might be 001A.
    • Second, please do not add superfluous details at the top of the page with your control number. You will submit all assignments through the Canvas portal, so I already know the name/title of the assignment. It is also unnecessary to include the date, the course title, my name, or a URL where I might obtain a couple of toe-nail clippings to verify your DNA. I already know the first three on that list, and I don't want or need to know the last one. All I need is the control number at the top of the page.
  • Assessment Feedback. In general, I provide feedback on assignments in two places:
    • Rubric Criteria. Each criterion in the assessment rubric allows the instructor to provide specific feedback about the student's performance on that criterion. Feedback on EP assignments will be minimal (unless you completely miss the point of the exercise), but I will provide sustained feedback for each criterion of TPI assignments. 
    • Comments. In addition to the feedback corresponding to the grading rubric criteria, I use the Comment function to provide feedback about overall performance. This is where you will learn whether TPI assignments have been approved or whether they require revision before they can be approved. In some cases, feedback in the Comment section will include praise for a job well-done. In other instances, it may include a "Come to Jesus" admonition to improve the overall performance on writing assignments.
  • Instructor Response Time. I prefer to grade assignments within three (3) days of the due date. That is not always possible, but I do my best to ensure a quick turn-around. All assignments submitted on time will be graded (and feedback provided, as needed) within seven (7) days of the due date.
  • Discussion of Grades. I will discuss grades on individual assignments up to three (3) days after the grade is given. If you can make a cogent argument in favor of increasing a grade, I will consider it. After that point, I will not alter grades. Unless you honestly believe I erred in computing your final grade, please do not email me after semester grades have been posted and beg for a higher grade. Any such request will be ignored.
  • Rounding Up. When computing semester grades, Dr. H does not round up. If you're looking for an A, you must have more than your toenails on the line.
  • Time Zone. Southern Utah University operates in the Mountain Time zone in the United States. The deadlines for assignments are relative to the Mountain Time zone. If you live in another time zone, it is up to you to make the necessary adjustment so that your work is submitted on time. Making the adjustment is easier using this Time Zone Converter provided by the timeanddate.com website.

Instructor's policies on late assignments and/or makeup work

Late Work
With respect to quizzes and assignments, these policies apply:
  • Quizzes. Late quizzes are not permitted in the absence of a prior arrangement with the instructor or a bonafide emergency (see below). If you miss a quiz, don't get all up in arms; you can drop the zero (0) grade as one of your three low quiz scores.
  • Embedded Principles. An EP assignment may be submitted late up to three (3) days after the due date. Late EP assignments incur an automatic, non-negotiable grade penalty of 10% (1 point). For every 24 hours thereafter, another 10% will be added to the grade penalty. After three (3) days, your carriage turns into a pumpkin.
  • Term Paper Increments. All TPI assignments must be submitted, but they may be submitted late for credit up to five (5) days after the due date. Late TPI assignments incur an automatic, non-negotiable grade penalty of 10% (5 points). For every 24 hours thereafter, another 10% will be added to the grade penalty. After five (5) days, you are still required to submit the assignment, but there will be no credit.
The only exceptions to the sensible, plain-spoken rules outlined here are serious illness, family emergency, or university-related travel (see below). Such situations must be documented to my satisfaction. I am the sole and final arbiter of what constitutes an "emergency."

University-Related Travel
  • Students required to travel for university-related activities, such as athletics, are expected to complete quizzes and homework assignments before traveling.
  • However, they may make arrangements to submit assignments late, as long as they do so before leaving campus.
  • If arrangements are not made before the trip, missed quizzes and late assignments will not be excused, and the late-work policies above apply.

LLMs and the Use of Generative AI

Rapid advances in technology have given rise to Large Language Models, which are frequently referred to as "AI." Examples include ChatGPT, Claude, Gemini, Llama, Mistral, Owen, etc. They are an incredibly useful learning companion for people who cultivate the ability to use them correctly.
Unfortunately, a lot of students use AI models as a crutch. They copy the entire assignment, paste it in the prompt window, and hit the Enter key. Then they copy the output, paste it on a page, put their names on the top, and submit it as their own original work. Of course, that constitutes plagiarism (see below), which violates the academic integrity policy at SUU and every other reputable university in the world.
Let's be clear about the use of generative AI models in this course:
  • Some assignments in this course will permit AI use. However, that will not always be the case.
  • If AI is prohibited, you will see an "AI Prohibited" warning near the end of the assignment. Please take it seriously.
  • If AI is permitted, the assignment will make that clear and explain the limits placed on AI use.
  • If you chose to use an AI model for an assignment that permits it, you are required to complete and submit the required AI Disclosure form that accompanies the assignment. Failure to properly disclose AI use by completing the form completely and honestly will be considered cheating. I am not bashful about imposing appropriate penalties.
Speaking of penalties, here is the way that works:
  • If I suspect you have used an AI model on an assignment that prohibits it, I will send you a Canvas message asking you to respond to that suspicion. That gives you an opportunity to tell the truth or to defend your work, both of which are required by fairness and due process.
  • Meanwhile, I will run your assignment through my AI-Detection GPT, which is extremely accurate and will generate a detailed report of its findings. If the GPT provides overwhelming evidence of unauthorized AI use (50% likelihood or greater), I will likely assess a grade of zero (0) on the first offense.
  • If there is a second offense, you will receive a formal Notice of Alleged Violation of Academic Integrity Policy and we will proceed through the academic misconduct process overseen by the university's Academic Integrity specialist.
That may seem a little "over the top" to some students, but violation of the academic integrity policy is a serious matter. Also, please remember that your place as a student at this university is a privilege, not a right. When SUU accepted you, it rejected two other students who applied for admission. That alone suggests a moral duty to abide by the academic integrity policy.
On top of that, the ability to engage in sustained critical thought goes hand-in-hand with the notion of being a university student. Obviously, the goal is to learn to think for yourself. You cannot do that by taking shortcuts using AI models.

Plagiarism

Plagiarism is a form of cheating that violates the SUU Academic Integrity policy. Plagiarism may take several forms, including:
  • Direct Copying. Using text from other sources without quotation marks or attribution.
  • Paraphrasing Without Citation. Rewording ideas from other sources without citing them in the paper and providing an adequate reference.
  • Inadequate Paraphrasing. Making minimal changes to original text while claiming it as original work.
  • Self-Plagiarism. Submitting work from a previous course without permission from both instructors.
  • Mosaic or Patchwork Plagiarism. Mixing copied phrases or passages with original text and failing to credit external source material.
  • Ghost writing. Having someone else write your work, or writing a paper for another student.
  • Contract cheating. Purchasing a paper from an "essay mill" or other online source and submitting it as originial work.
  • Fabricated citations. Creating fake sources or misrepresenting real ones.
In this course, submitting plagiarized work is not tolerated. The process is similar to unauthorized AI use:
  • If I suspect you have engaged in plagiarism, I will send you a Canvas message asking you to respond to that suspicion. That gives you an opportunity to tell the truth or to defend your work, both of which are required by fairness and due process.
  • Meanwhile, I will run your assignment through CopyLeaks, the university's powerful plagiarism-detection app. CopyLeaks is extremely accurate and generates a detailed report of its findings. If CopyLeaks provides overwhelming evidence of plagiarism (60% likelihood or greater), I will likely assess a grade of zero (0) on the first offense.
  • If there is a second offense, you will receive a formal Notice of Alleged Violation of Academic Integrity Policy and we will proceed through the academic misconduct process overseen by the university's Academic Integrity specialist.
Ignorance and negligence do not excuse plagiarism. Please cite your sources and do your own writing. If you're unsure about the nature of plagiarism or what constitutes plagiarism, please consult Plagiarism.org, which provides in-depth guidance on how to avoid plagiarism in your course work.

Finally, a word to the wise: Dr. H leads the league in catching plagiarists. He takes no pleasure in punishing cheaters, but he will do what is necessary to protect the academic integrity of the class, the other students, and the university as a whole. Please do not test him. Please!  Thank you. 😉

SUU Resources and Services

Every SUU student is entitled to take advantage of available campus resources and services that will assist them in making decisions or improve their quality of life. Whether you need help with something as simple as understanding how Canvas works or assistance with something more important, such as your personal health and wellness or a learning disability, SUU has you covered. Please refer to this list of Campus Resources and Services to get the help you need.

The Fine Print

Other than policies on grading, deadlines, makeup work, and attendance, any information in this Syllabus is subject to change with advance notice, as deemed appropriate by the instructor.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.