Southern Utah University

Course Syllabus

Southern Utah University
Southern Utah University
Fall Semester 2025

Negotiation (Face-to-Face)

MGMT 3650-02

Course: MGMT 3650-02
Credits: 3
Term: Fall Semester 2025
Department: MHRH
CRN: 33485

Course Description

This course introduces students to negotiation principles and tools. Students will sharpen their problem-resolution skills in a negotiation setting and will explore negotiation strategies and tactics from both a conceptual and an applied basis. Students will develop and apply the necessary skills to effectively negotiate to achieve productive and mutually beneficial agreements.

Required Texts

  • The Mind and Heart of the Negotiator by Leigh Thompson. ISBN-10: 9780133571776 (5th OR 6th edition)
  • Never Split the Difference: Negotiating as if your life depended on it by Chris Voss. ISBN: 978-0-06-240780-1
Annotated Bibliography – Approved Book List for Report
Author/TitleShort Description
Cialdini, R. (2006) Influence: The Psychology of Persuasion. Collins.Applies social-psychology research on influence and human behavior, presenting seven rules or approaches to influence others, usually from a sales perspective.
Cupach, W. and Canary, D. (1997). Competence in Interpersonal Conflict. New York: McGraw-Hill.Addresses interpersonal and organizational conflicts. Focuses on improving competence in dealing with conflict. Explores conflict in unique settings (intercultural, organizational, intimate relationships, and mediation)
Cohen, H. (1980). You Can Negotiate Anything. New York, NY: Bantam Books.This is an entertaining book filled with anecdotes. It focuses on three critical variables (power, time and information) as well as negotiating styles. The premise is that everything is negotiable.
Dawson, R. (2001). Secrets of Power Negotiation. Franklin Lakes, NJ: Career Press:Primarily presents negotiation tactics that can be used in distributive negotiation to maximize one’s gain from a negotiation. It also includes information on international negotiation, analyzing players and maximizing power.
Fisher, R., Ury, W. and Patton, B. (1991). Getting To Yes: Negotiating Agreement Without Giving In, 2nd Ed. NY: Penguin Books.Originally published in 1983 based on research from the Harvard Negotiation Project. Provides a principled and pragmatic approach to negotiations based on discovering and meeting the interests of the parties to achieve an efficient and lasting resolution to the problem. Not available for book report.
Fisher, R., and Brown, S. (1988). Getting Together: Building a Relationship That Gets to Yes. Boston: Houghton Mifflin.Another sequel to Getting To Yes tells how to build the type of relationship that makes principled negotiation efficient and productive. It focuses on how to understand the goals and needs of the other party.
Fisher, R. and Shapiro, D. (2005). Beyond Reason: Using Emotions as You Negotiate. NY: Viking Penguin.Explores the role emotions play in negotiation and how to effectively use emotions to deal with disagreement and meet the emotional needs of other negotiators in terms of “five core concerns” (appreciation, affiliation, autonomy, status and role).
Foster, D. A. (1992) Bargaining Across Borders: How to Negotiate Business Successfully Anywhere in the World. NY: McGraw Hill.Covers international business negotiations, including thinking globally, dealing with cultural differences, international communication patterns and differences in negotiation styles.
Goldstein, N. J. et al. (2008. Yes! 50 Scientifically Proven Ways to Be Persuasive. NY: Free Press.Draws from social psychology and research on persuasion to provide 50 tactics to increase one’s persuasive power, influence others and change their minds.
Karrass, C. (1970) The Negotiating Game: How to Get What You Want. New York: Thomas Crowell.Describes the negotiation process and best practices to win. It identifies traits of successful negotiators; the impact of aspiration, power and persuasion on outcomes and the importance of planning, strategy, tactics and organization.
Karrass, C. (1974) Give and Take: The Complete Guide to Negotiating Strategies and Tactics. NY: Thomas Crowell.This is an exhaustive examination of 200 negotiation strategies and tactics. The book shows how the strategies and tactics work along with appropriate countermeasures.
Karras, G. (1985) Negotiate to Close: How to Make More Successful Deals. NY: Simon and Schuster.This book provides the latest in Karras’ approach to negotiation from the perspective of the salesperson. It includes ways of gaining and using power, ways of effectively handling common tactics, strategies for achieving satisfaction at the negotiation table and achieving win-win results.
Lewicki, R., Saunders, D. and Minton, J. (1999). Negotiation. 3rd ed. Boston: Irwin McGraw Hill.A leading text (originally published in 1985), it covers negotiation basics and a treatment of biases, negotiation leverage, ethics, social contexts, global negotiation plus individual and third-party approaches to dealing with difficult negotiations.
Murnighan, J.K. (1992). Bargaining Games: A new Approach to Strategic Thinking in Negotiations. NY: Morrow.Applies game theory to a structural analysis of negotiation situations, including appropriate strategies and tactics. Includes day-to-day situations as well as social dilemmas, such as the prisoner’s dilemma and no-win situations.
Nierenberg, G. (1984). The art of Negotiating. New York: Pocket Books.Originally published in 1968, this seminal work proposes a structure and pattern of negotiation that promotes cooperation and recognizes needs with the objective of achieving a solution that benefits all parties.
Patterson, K. et al. (2002). Crucial Conversations – Tools for Talking When Stakes Are Hig. NY: McGraw-HillProvides a seven-step approach to handling difficult conversations, those involving emotionally charged, psychologically draining and/or legally challenging situations. It provides tools for avoiding arguments by helping people become less defensive and increase understanding and mutual respect.
Raiffa, H. (1982). The Art and Science of Negotiation. Cambridge, MA: Harvard University Press.Raiffa studies negotiation dynamics relative to the number of parties and issues involved. Explores analytical approaches, timing, linkage effects, power, legal, and third-party intervention issues. Cases illustrate the principles involved.
Raiffa, H., Richardson, J. and Metcalfe, D. (2002). Negotiation Analysis: The Science and Art of Collaborative Decision Making. Cambridge, MA: Harvard University Press.This book looks at negotiation in terms of decision making, specifically considering four perspectives: individual decision analysis, behavioral decision theory, game theory and negotiation analysis. The book addresses negotiation in terms of distributive negotiations, integrative negotiations, third-party intervention and multiple party decisions.
Rusk, T. and Miller, D. (1993). The Power of Ethical Persuasion. NY: Penguin books.Presents a psychological approach to negotiation (Ethical Persuasion) which focuses on respect, understanding, caring and fairness. Addresses specific applications (personal, professional, parent/child and difficult relationships).
Schaffzin, N. (1997). Negotiate Smart: The Secrets of Successful Negotiation. New York: Random House.This Princeton Review book is an applied approach to negotiation with workshops and exercises to help the reader understand and apply the principles presented. Of particular note is the section on post-negotiation strategies and a guide to the three most common negotiations: cars, property and relationships.
Shell, G. Richard. (2000). Bargaining for advantage. NY: Penguin Books.Summarizes research on negotiation using a case-study approach, illustrated by real-life situations. It focuses on effective preparation, listening to learn of true intentions and motives, and tools for determining and meeting the needs and interests of the negotiation parties.
Steinberg, L. Winning with Integrity: Getting what you want without selling your soulProvides advise from a sports agent on how to represent others and negotiate effectively and ethically. It looks at the process from selecting whom you will represent, effective preparation and information gathering, effective positioning, setting up the encounter, presenting the offer and concluding the deal.
Stone, D., et al. (2000). Difficult Conversations: How to Discuss What Matters Most. NY: PenguinAnother Harvard Negotiation product. This book explores how to have difficult conversations and provides strategies for improving conversation with difficult parties, shifting from arguing to more productive communication approaches.
Strauss, A. (1978). Negotiations: Varieties, Contexts, Processes, and Social Order. SF: Jossey-Bass.Provides an analytic framework for studying negotiation contexts (individual, organizational and societal) and approaches (persuasion, appeal to authority, coercion and force). Addresses social setting: sub-processes, structure and context.
Thompson, L. (2008). The Truth About Negotiations. Upper Saddle River, NJ: FT PressBasic primer that presents 57 “Truths” about negotiation, short (one to five page) treatises of negotiation principles, beginning with what to do if you have only one hour to prepare and ending with repairing broken trust.
Ury, W. (1991). Getting Past No: Negotiating With Difficult People. NY: Bantam Books.Sequel to Getting to Yes tells how to achieve principled negotiations when dealing with uncooperative people who use pressure or trickery to get what they want. Principles introduced allow you to change the game and get to a win-win solution.

Learning Outcomes

Course Objectives
  • Effective written and verbal communication skills
  • Develop an understanding of the global, ethical and socio-political context of business
  • Use and integrate knowledge from core areas of business
  • Effectively use strategic analysis and decision-making skills, supported by appropriate quantitative methods and information technology
  • Understand the nature, dynamics and role of negotiation in resolving conflict
  • Properly analyze, prepare for and effectively conduct negotiations.
  • Understand the difference between integrative and distributive negotiation; use appropriate strategies to achieve mutually beneficial solutions by addressing the interests of the parties
  • Understand negotiator behavior, especially the role of communication, perception and biases.
  • Develop and execute appropriate strategies for dealing with difficult negotiation situations
  • Understand the role of ethics in negotiation
  • Develop and execute appropriate strategies for team-on-team negotiations
Learning Outcomes
  • Use effective written communication in Journal entries (insights from exercises/readings), written analysis of final negotiation and book report
  • Use effective oral communication to achieve negotiation objectives
  • Global and cultural contexts will be explored in at least one negotiation scenario
  • Ethical and societal contexts of negotiations will be explored in all negotiation scenarios
  • Students will draw upon their knowledge of accounting, economics, quantitative methods and finance to prepare negotiation objectives and alternatives
  • Students will develop a negotiation strategy (including objectives and BATNA) for every negotiation exercise using appropriate quantitative and qualitative methods

Course Requirements

Assessment Outline

We will measure the extent to which you achieve the desired learning outcomes based on your performance on the following assessment vehicles. Final semester grades are based on how many points you earn relative to the total number of points available (950 points). Below is a brief description of the assessment vehicles and how final grades will be determined.

Participation

You are expected to participate in all class discussions and exercises. It is possible to gain more than 100% of participation points.

You will lose participation points by being late, missing class, or not being prepared.

You will gain additional points in the following ways:

  • Quizzes/Jeopardy on assigned readings from texts
  • Providing insight in class discussions of assigned readings:
  • Providing unique, but relevant perspective based on analysis, theory, and life experience
  • Building on the comments of others
  • Relating reading materials to the discussion
  • Relating exercise experiences to the discussion
  • Relating knowledge from your other university studies to class discussion
  • Active preparation for and involvement in class exercises

We will often review assigned reading material by playing Jeopardy. Students will be divided into teams. You may use one page of notes while playing Jeopardy. Participation points will be allocated based on scores (positive scores add to participation, negative or zero scores are neutral).

Make-up for excused absences. Up to 80% of participation points can be made up by completing the assigned negotiation and reading outside of class and completing a make-up journal entry for that day.

Journal
50 pts each per journal

Required journal entries are listed in the course schedule on the day due. They will be submitted and graded electronically through CANVAS. Entries will be graded primarily on the depth of insight they contain. The intent is for you to do some self-reflection and communicate those insights. Grading will be based on content. Grammatical errors will be pointed out for your information and improvement, but will not be graded, except to the degree that it adversely affects the clarity of your communication. If you quote or paraphrase material form the texts you should cite the text. Prepare each journal as a Word Document named as follows: “Last Name J#.doc” where “#” is the journal number. Follow the instructions in Canvas for each journal. If you miss an exercise you can still get partial credit for journal entries by talking to other students and reporting insights gained from them.

Book Report
170 pts

You will do book report on one of the books listed in the SELECTED ANNOTATED BIBLIOGRAPHY in this syllabus. Please choose your book and inform me of your choice by September 18. It is preferable that each student will report on a different book. The book reports will be compiled and provided to class members to help them expand their knowledge of negotiation and conflict resolution. The body of the paper should be 3-5 pages in length, single spaced, with twelve-point type and 1” margins. The report is due December _____. You will be graded on format, content, your evaluation/recommendation, writing quality (grammar, organization, proper use of citations) and presentation in accordance with the following template:

Tests

There will be two tests in this course: a midterm and a final. Each test will cover the content of one of the required textbooks.

Final Case
400 pts

There will be only one exam for this course, and it will consist of a graded exercise and case analysis where you will demonstrate you understanding of the material presented in the course and apply it appropriately in a final negotiated case. The exam will consist of several parts.

  • Team Report 1 not to exceed 5 double spaced pages (50 pts). Summarize your preparation for negotiation (analysis of the situation, your strategy, your objectives, your target, and reservation point(s), and your BATNA). Think of this as a memo to your supervisor requesting negotiation authority.
  • Team Report 2 not to exceed 5 double spaced pages (50 pts). Report the results of the negotiation (summary of agreement, achievement of objectives, adjustments made, etc.). Think of this as a memo to your supervisor reporting on the results of the negotiation and any adjustments you had to make.
  • Individual Report not to exceed 10 pages (150 pts). Analyze the negotiation in terms of the following areas:
    • People (perceptions, motivations, expertise, alliances, biases, performance) (50 pts.)
    • Structure (issues, timing, repeated nature, ratification issues, coalition issues, as applicable.) (50 pts.)
    • Context (culture, norms, working relationships, past relationships) (50 pts.)

Total: __ points or __%

Grade Scheme
GradeRange
A100 % to 94.0%
A-< 93.0 % to 90.0%
B+< 89.0 % to 87.0%
B< 86.0 % to 83.0%
B-< 82.0 % to 80.0%
C+< 79.0 % to 77.0%
C< 76.0 % to 70.0%
F< 70.0%
Grading Philosophy

Many of you may be balancing multiple, competing demands in your life – career, education, family, etc. I understand that unexpected situations might arise during the semester. For this reason, I have included some flexibility into the design of the course and will drop the lowest grade in certain assignments as described above.

Grading Rubrics

In the interest of fairness, consistency, and transparency, assignments are evaluated using grading rubrics that provide the assessment criteria. You will earn points based on the extent to which you achieve the objectives defined in the assessment criteria. Please carefully study the grading rubric prior to beginning each assignment and allow it to guide your work.

Course Outline

WeeksReadingCourse Content
Week 1
August 26-31
Mind and Heart
Ch 1
Commenced Attendance Quiz
Week 2
Sept 1-Sept 7
Mind and Heart
Ch 2-3
Negotiation Reflection 1
Week 3
Sept 8-14
Mind and Heart
Ch 4-5
Negotiation Reflection 2, Journal J1
Week 4
Sept 15-21
Mind and Heart
Ch 6-7
Negotiation Reflection 3, Jeopardy Quiz 1
Week 5
Sept 22-28
Mind and Heart
Ch 8-9
Negotiation Reflection 4, Journal J2
Week 6
Sept 29-Oct 5
Mind and Heart
Ch 10-11
Negotiation Reflection 5
Week 7
Oct 6-12
Mind and Heart
Ch 12
Negotiation Reflection 6
Week 8
Oct 13-19
Never Split the Difference
Ch 1
Negotiation Comparison 1, Journal J3
Week 9
Oct 20-26
Never Split the Difference
Ch 2-3
Negotiation Comparison 2, Journal J4
Week 10
Oct 27-Nov 2
Never Split the Difference
Ch 2-3
Negotiation Comparison 2, Journal J4
Week 11
Nov 3-9
Never Split the Difference
Ch 4-5
Negotiation Comparison 3,
Week 12
Nov 10-16
Never Split the Difference
Ch 6-7
Negotiation Comparison 4, Journal J5
Week 13
Nov 17-23
Never Split the Difference
Ch 8-9
Negotiation Comparison 5, Book Report
Week 14
Nov 24-30
Fall Break
Week 15
Dec 1-7
Never Split the Difference
Ch 10
Negotiation Comparison 5, Book Report
TBDSales Never FailsFinal Case

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

Instructor’s Response Time & Feedback

For communication received via email, direct messages, or text, please allow one business day for a response. If you have urgent matters related to exams or work that is due, please text. However, except for the case of illness or loss of life, there are no academic emergencies.

For assistance in finding feedback on assignments, please refer to this tutorial:

It is my goal to

  • Respond to students the same day, no later than one business day
  • Provide grades and feedback within 7 days from the due date
Late Work Policy

Deadlines are established for each assignment, quiz and exam. Missed exams may not be made up, except in extreme emergencies. Quizzes and written case study analysis assignments can be turned in up to one week late and still receive 50% credit. Since preparation and active participation are critical to the case study discussions, no credit will be given for late submissions of the discussion assignments. Please note that all times for due dates are Mountain/Mountain Standard Time (Utah time). Exceptions may be considered for serious illness or a family emergency. Excuses must be documented. I will make the final decision as to what constitutes an emergency.

Discussion of Grades

I will discuss grades on individual assignments up to one week 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 for any reason. Also, unless you honestly believe I erred in computing your final grade, please do not email me after grades are posted and ask for a higher grade. The answer will be no.

Attendance Policy

Regular class attendance is encouraged but not required.

Course Fees

Content for this section will be provided by the instructor.

Class Policies and Expectations

This course consists of a mix of readings, exercises and discussion. The readings introduce you to the theory and tools of negotiation. The exercises allow you to apply the theory and tools and to learn from your own experience. Do not worry if you make mistakes—that is an important part of the learning process.

The class is held once per week to allow a dynamic, engaging environment where learning is converted to skill development. Each class period will begin with lecture on the required weekly reading followed by a break. After the break, we will engage in a role play negotiation on cases pre-selected and negotiation counterparts predetermined. After the negotiation period (between 30-90 minutes) we will break. After the second break we will return for a negotiation review and I will provide insights on my observations. After each exercise we will discuss the negotiation results, strategies and tactics. Here you will have the opportunity to learn from the success and failures of others in the class and add this information to your negotiation toolset. We will then re-role play core segments of the simulation to help you deepen your skill set.

Because this class will depend so heavily on each student’s involvement, the following apply:

You must be prepared for class, having read all assigned readings and/or completed all assignments—otherwise you jeopardize your learning and that of the whole class. Because of this, attendance and participation will be a significant part of your grade.

Do not read ahead or get behind. I have structured this course to maximize your learning experience.

Rules of Behavior for Exercises
  • Remember that even though we are using cases, games, and exercises, the people you are working with are real—it is surprising how emotions and feelings become involved in negotiation exercises.
  • Take the exercise seriously and negotiate in earnest. Do the best you can.
  • Try to learn from your own experience and that of others.
  • You may consult with others that have the same case information or with the instructor. However, do not obtain case information from anyone with different roles or from prior class members. Doing so will not improve your grade, since only the last negotiation is graded; it will, however, harm your learning experience and that of others in the class.
  • You may not show your confidential role instructions to the other parties until the exercise is complete; you may tell the other side whatever you would like, unless otherwise indicated (see next bullet).
  • Do not make up facts or information that changes the power distribution of the exercise. If you are unsure, ask the instructor before inserting made-up information into the exercise.
  • Collaboration within groups is allowed during group exercises and projects, but not for individual ones.
Use of AI

I am a proponent of utilizing AI to enhance your performance. I highly encourage the use of artificial intelligence to increase your efficiency, accelerate your learning, and help you to refine and improve your capabilities. If you violate that trust, there is no possible way for you to receive a passing grade in this class. Regrettably, many students have thought that they were clever enough to use AI in place of their own effort.

You must know that how you speak is noted and observed. If you think AI can mimic or replace that you’ll be sadly disappointed. Every semester a student receives a failing grade because they think I won’t be able to distinguish the difference between their normal language and speech and thought patterns and those of AI. Every assignment will be run through an AI checker and that any assignment that has 40% or greater probability of AI will immediately receive zero credit. If you think I’m not going to be able to tell, you will be sadly mistaken. NOTE: If you abuse my trust you will automatically fail the class. NO EXCEPTIONS!

Prerequisites

Business Core

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.