Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2026

Talent Recruitment and Selection (Online)

MGMT 3370-30I

Course: MGMT 3370-30I
Credits: 3
Term: Fall Semester 2026
Department: Mgmt & Hotel, Resort, Hosp
CRN: 33906

Course Description

MGMT 3370 covers the strategic process of identifying, attracting, interviewing, and hiring the best candidates for an organization, focusing on human resource areas like job analysis, job design, employer branding, candidate assessment, and the legal aspects of hiring. Students learn to develop effective recruitment strategies, write compelling job announcements and maintain accurate job descriptions, employ criterion-based selection methods for objective and effective hiring decisions, ensure legal compliance, and support diversity initiatives (as applicable) in the hiring process. (Fall) [Graded Letter] Prerequisite(s): MGMT 3350 - Prerequisite Min. Grade: D-

Required Texts

The textbook and course packet for this course include:
  • Recruitment and Selection: Strategies for Workforce Planning & Assessment, by Carrie A. Picardi, 1st edition. Sage College Publishing. ISBN 978-1-48338-539-6. Link from publisher to purchase and/or rent the textbook: https://collegepublishing.sagepub.com/products/recruitment-and-selection-1-245193. Either the digital or a paper copy of the textbook will work for the purposes of completing this course.
  • Harvard Business Impact Course Packet: this course packet (consisting of three cases and a simulation exercise) from Harvard Business Impact costs $29.85 and can be purchased using this link: https://hbsp.harvard.edu/import/1414312.
Both the textbook and course packet are required reading and will be important parts of the course in order to complete chapter quizzes and assignments.

Learning Outcomes

By the end of this course, students will be able to:
  1. Prepare clear and engaging job announcements and practical/applicable job descriptions, aligned with business needs and culture.
  2. Choose and implement a strategic recruitment plan tailored to an organization.
  3. Produce and employ criterion-based selection methods for objective and effective hiring decisions, including best practices in interviewing.
  4. Apply a positive, professional candidate experience that strengthens your employer brand.
  5. Model applicable and appropriate legal compliance and diversity in the hiring process, based on industry, local and state regulations (beyond federal regulations), etc.

Course Requirements

Recorded Lectures - 10% of overall grade
Within Modules 1-14 are recorded lectures, which do not merely parrot the material from the textbook. Instead, as would be the situation in a face-to-face class, these recorded lectures build on what students have read from the textbook, contextualize concepts, draw links between topics, and provide additional material. Like tracking attendance, this portion of the grade will represent the extent to which students watch these recorded lectures within Canvas each week by the associated due dates. See the Class FAQs for more information about which lectures count towards this grade, how the grade is calculated, etc.

Quizzes - 15% of overall grade
To motivate students to keep up with readings, there are thirteen (13) timed quizzes associated with this course:
  • One (1) course introduction quiz, covering the Canvas Start here page, Course Syllabus, Class FAQs, and Honorlock Resources. Students must pass this quiz with a score of 8/10 or higher before other course content will be made open to students for completion. This course intro quiz will not count towards a student’s final quiz grade, but allows me to ensure all students understand the syllabus, class FAQs, and course expectations before starting graded course material.
  • Ten (10) quizzes from the textbook, covering each chapter, totaling 130 points.
  • One (1) quiz covering information from the case studies used in the case study analysis assignments, worth 10 points.
  • One (1) quiz covering information from the facts and decision-making used in the practical application assignments, worth 10 points.
The 12 quizzes from Modules 1-14 will count towards the student’s grade, as they cover materials that are important and will also be assessed through exams (so quizzes help prepare students for the exams by serving as “knowledge checks”). Quizzes from the textbook will consist of fifteen (15) multiple-choice and/or true-false questions per textbook chapter, with each of these quizzes worth 13 points each (meaning for students who correctly answer more than 13 questions correctly, they will receive 1-2 points of extra credit per chapter quiz - more on this later). Students will have 20 minutes to complete these textbook chapter quizzes. The two remaining quizzes on the case studies and practical application assignments will each have ten (10) multiple-choice and/or true-false questions, worth 10 points each. Students will hav 15 minutes to complete these quizzes.
Students will be given two attempts to complete each quiz within Modules 1-14 by the assigned due date, with the highest score counting towards the final grade. Students are encouraged to attempt each quiz the maximum number of times, both to increase their potential score and to use the quiz as preparation for the exam. Students may use their textbook, personal notes, and Canvas course materials only to complete the quizzes; students can not use other online sources or communicate with others to complete the quizzes.

Exams - Two Midterms (10% each of overall grade^) and Final Exam (20% of overall grade^)
There will be three exams for this course: two midterm exams and a final exam. The exams will cover materials from everything in the course: lectures, case analyses, practical application assignments, and the simulation activity. They will consist of true/false, multiple-choice questions, and short answer questions. The two midterm exams will comprise materials we’ve covered in class up to the point of the exam, while the final exam is comprehensive on all materials, though the final will be weighted more heavily towards the most recent material not covered by either midterm exam and questions asked from earlier in the semester will be easier than questions from the midterm exams.
Exams are available in Canvas using Honorlock. There are two rules for exams:
  1. They will be timed and will submit automatically at the conclusion of the allotted time.
  2. For midterm exams: students may use one 8.5 X 11-inch sheet of paper notes you have created (front and back is acceptable, either typed or handwritten) while taking the exam, and for the final exam: students may use three 8.5 X 11-inch sheets of paper notes you have created (front and back is acceptable, either typed or handwritten) while taking the exam. For all exams, this is it as far as materials students can use during the exams. Students may not utilize, communicate or exchange information in any way (including but not limited to your online or paper textbook and case materials, Canvas, electronic notes, text messages, phone calls, WhatsApp, GroupMe, Google Docs, email, etc.) about the exam with any person or group (roommates, family, friends, classmates, etc.). Violation of this exam policy at any level - even attempting to do so - will be considered unethical behavior and will subject you to the penalties described elsewhere in this syllabus.
    1. Online students: while performing the room scan within Honorlock, are required to show the following:
      1. Their page(s) of paper notes they are using (with it clearly identifiable on the Honorlock video). 
      2. Confirm their cell phone is turned off and they have no other electronic devices nearby.
      3. Confirm they are not nearby other individuals during the exam (who could potentially be feeding them answers or information).
      4. The student has no other papers or resources nearby where they are taking the exam from their computer.
Failure of online students to appropriately account for the notes and doing an appropriate room scan as outlined above may result in an academic integrity finding and receiving a zero score on the exam.
^To make sure students are doing the very best they can in this course, I offer the following:
  • If a student scores better on the final exam than on either midterm exam, I will drop the lower midterm exam grade and add the weight to the final exam.
    • For example: if a student scores 64% on the first midterm exam, scores 77% on the second midterm exam, and scores 82% on the final exam, I will score the 82 as 30% of your course grade, 77% as 10% of your course grade, and ignore the 64% score from the first midterm exam.
  • Students must have completed both midterm exams and the final exam in good faith and on time (or with an extension worked out with me, pursuant to the late policy) to qualify for this benefit; my judgment about what constitutes “good faith” will be final.

Case Study Analysis Assignments - 14% of overall grade
Business cases involve detailed factual scenarios detailing complex problems faced by real business leaders (and are found in the course packet; see above). These assignments provide an opportunity to apply the course material to solve a real-life business problem.
Students will be given an opportunity to prepare written responses to three (3) case studies during the semester, with the top two scores counting towards the student’s final grade. Students who complete all three case study analysis assignments will receive a 5% bonus on their score for the third case study analysis assignment.
  • For example: if a student scores 66%, 70%, and 80% (respectfully) on their three case study analysis assignments, I will remove the 66% and count only the 70% and 80% towards the final grade, averaging 75% or 105 total points out of a possible 140.
  • Students must have completed all three case analysis assignments in good faith and on time (or with an extension worked out with me, pursuant to the late policy) to qualify for this benefit; my judgment about what constitutes “good faith” will be final.
The focus on these assignments is on the quality of analysis and following assignment instructions, utilizing what we are learning through the textbook and the case facts themselves, not on a specific number of pages. More information about the case study analysis assignments will be provided during the semester.

Practical Application Assignments - 14% of overall grade
Similar to case analyses, these will be assignments where students are given a real-world scenario and facts regarding that week’s topic and asked to develop and propose a solution to the problem using course materials. Unlike case analyses, the output of these assignments is different depending on the assignment, meaning the output may consist of producing a memo, proposal or report, completing an assigned form, and/or giving a short presentation on the topic.
Students will be given an opportunity to submit three (3) of these assignments during the semester, with the top two scores counting towards the student’s final grade.
  • For example: if a student scores 68%, 80%, and 90% (respectfully) on their three practical application assignments, I will remove the 68% and count only the 80% and 90% towards the final grade, averaging 85% or 119 total points out of a possible 140.
More information about these assignments will be provided during the semester.

Simulation Activity - 7% of overall grade
This is an assignment where students will participate in a virtual simulation, taking on the role of a Hiring Manager responsible for submitting salary offers to pre-vetted candidates. Students are asked to maximize how many candidates accept offers, while also minimizing how much the organization spends on salaries, after being presented with internal data regarding typical salary ranges. Students then go through a negotiation process of potentially adjusting the offer before submitting it to the candidate to see if they are successful.
The simulation applies principles learned during the semester regarding producing and employing criterion-based selection methods for objective and effective hiring decisions, and modeling applicable and appropriate legal compliance and diversity in the hiring process, based on industry, local and state regulations (beyond federal regulations), etc.

Extra Credit
Beyond my policy on replacing a student's lower-scoring midterm exam score with their final exam score (if their final exam score is higher), extra credit is available through a few ways within the course:
  1. Optional Introduction Discussion Post = during the first week of the semester, students can introduce themselves to the rest of the class through an online discussion post. This just lets classmates get to know each other a bit better, as well as me as the instructor (since it's an online course and we won't be seeing each other every week). Completing this discussion post will give the student up to 5 points of extra credit.
  2. 100% completion of Recorded Lectures = students are expected to watch all recorded lectures by the applicable due date of each module, but more often than not, this assignment will be prioritized less than others. Thus, for those students who put in the effort and watch 100% of the recorded lectures within Modules 1-14 by the applicable due dates, a 10% bonus (or 10 additional points) will be added to these student's recorded lecture grade at the end of the semester.
  3. Textbook Chapter Quizzes = each textbook chapter quiz consists of 15 questions, but only 13 correct answers count towards the student's final grade. As such, scoring 10 on a textbook chapter quiz is considered a 77% score (10/13), scoring 13 on a textbook quiz is considered 100% (13/13), etc. If a student scores either a 14 or 15 on any given textbook chapter quiz, they will thus receive 1-2 points of extra credit on that chapter quiz. This allows students to earn up to 20 points of extra credit over the course of the semester through doing well on textbook chapter quizzes. *Note: because of how these quizzes are set up in Canvas, these extra credit points won't automatically show up after students attempt the quiz, but will be adjusted manually by the instructor each week following the due date to complete each textbook chapter quiz.
  4. Utilizing the Writing Center for Case Study Analysis Assignments = students who utilize the SUU Writing Center when completing their case study analysis assignments (either with writing citation guidance, reviewing their paper for grammar, etc.) will receive an additional/bonus 5% on that assignment's grade, if the Center reports the appointment date/time/student name/assignment name to me via email within five days of the assignment due date. Students can utilize the Writing Center for all three case study analysis assignments and receive this 5% bonus each time it is reported to me by the Writing Center.
  5. Low score conversion on Practical Application Assignments = when I drop each student's lowest practical application assignment score, I convert that lowest score into extra credit by taking that lowest score and multiplying it by 20%, then award this value as extra credit points. For example: if a student's lowest scoring practical application assignment is 80% (or 56/70), I multiply 56 * 25% = 14 points of extra credit. Doing this encourages students to complete all three of these assignments, through a different avenue than I use for the case study analysis assignments.

Course Outline

  • Week 1 are Modules 0 & 1 
    • Module 0 = overview of Canvas course and modules + review of syllabus, Class FAQs, and Honorlock Resources, concluding with the course introductory quiz, all due by end of week.
    • Module 1 = covers Introduction to Workforce Planning and Assessment (Chapter 1). Involves reading, recorded lecture, and chapter quiz, all due by end of week.
  • Week 2 is Module 2 = covers Legal Compliance and Ethical Considerations (Chapter 2). Involves reading, recorded lectures, and chapter quiz, all due by end of week.
  • Week 3 is Module 3 = covers Job Analysis and Design (Chapter 3) and first practical application assignment overview. Involves reading, recorded lectures, chapter quiz, and submission of assignment, all due by end of week.
  • Week 4 is Module 4 = covers first case study analysis assignment overview and Midterm Exam #1. Includes reading, recorded lectures, and completing exam, all due by end of week.
  • Week 5 is Module 5 = covers Job Description and Competency Model Development (Chapter 4). Includes reading, recorded lectures, chapter quiz, and submission of first case study analysis assignment, all due by end of week.
  • Week 6 is Module 6 = covers Job Evaluation (Chapter 5). Involves reading, recorded lectures, and chapter quiz, all due by end of week.
  • Week 7 is Module 7 = covers Recruitment Strategy (Chapter 6) and second practical application assignment overview. Involves reading, recorded lectures, chapter quiz, and submission of assignment, all due by end of week.
  • Week 8 is Module 8 = covers second case study analysis assignment overview and Midterm Exam #2. Includes reading, recorded lecture, submission of second case study analysis assignment, and completing exam, all due by end of week.
  • Week 9 is Module 9 = covers Selection and Interview Strategy (Chapter 7). Involves reading, recorded lectures, chapter quiz, submission of second Case Study Analysis Assignment, all due by end of week.
  • Week 10 is Module 10 = covers Simulation and Assessment Centers (Chapter 8). Involves reading, recorded lectures, and chapter quiz, all due by end of week.
  • Week 11 is Module 11 = covers Selection: Employment Testing (Chapter 9) and third practical application assignment overview. Involves reading, recorded lectures, chapter quiz, and submission of assignment, all due by end of week.
  • Week 12 is Module 12 = covers third case study analysis assignment and associated assignment quizzes. Involves reading, recorded lectures, two quizzes, and submission of third case study analysis assignment, all due by end of week.
  • Week 13 is Module 13 = covers Making the Hire - Final Assessment of Candidate/Job Fit (Chapter 10) and simulation activity. Involves reading, recorded lectures, and submission of simulation activity, all due by end of week.
  • Week 14 is Module 14 = covers course assignment breakdown lectures and Final Exam. Involves recorded lectures and completing exam, all due by end of week.

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

A student's grade is assessed by their output, not a personal evaluation of them or the amount of effort the student or I believe they put in (although generally, putting more effort into an assignment translates into a better product and, therefore, a better grade). I am happy to meet with students at any time during the semester to discuss their performance and how they might improve moving forward. Thus, emails at the end of the semester asking for grades to be adjusted upward or additional assignments for more points will not be granted. Please note: this policy (indeed, all of the policies in this syllabus) are not subject to the pressures students may face from family, financial aid, sports, jobs, etc. While I understand these are real pressures (having experienced some of them myself), basic principles of fairness and integrity prohibit me from incorporating them into the grading process.

This is a course designed for undergraduate business students. As I anticipate that students intend to enter the professional world following their glorious SUU student experience, it's time (if students haven't already) for students to think about the professionalism that will define them in the working world. When people hear a students name, what do they think? Is the student a consistent, reliable, and purposeful contributor? Do they give their best effort in a timely manner and are proud to submit the work that carries their name? Or is the student unreliable, problematic, or contentious? Marketers call the process of developing reputations "building a brand," thus students should adopt the following acronym while in this class: WWIDITWARJ ("What would I do if this were a real job?").

What does this acronym mean in this class/course environment? A few examples may suffice:
  • First, please note that late work, absent an extreme emergency, is either not accepted (in the case of discussion responses and reading quizzes) or heavily discounted (20% per day on exams and/or written assignments). Part of this is to encourage students to meet their professional obligations, part of it is for the student's own benefit (to help keep them on track), and part of it is out of courtesy to me (grading) and their classmates (fairness). To use some extreme examples, things like “my father died” would qualify as emergencies that could justify late work; things like “I waited until the last minute and now I can’t find the materials I need” do not. Also, consider the timing of the notice: it is much better to say, “I was diagnosed with pneumonia this morning and I’m worried about being able to complete this week’s quiz and assignment on time”, than it is to email, “I was sick last week and couldn’t do the work” after the deadline has passed. Students are asked to put themselves in the position of a manager; what would justify an employee coming in and offering late work? With that said, I offer several opportunities for students to improve their grade by replacing a low midterm score with the final exam score if it's higher, counting only two of three case analysis assignments, and allowing two attempts on quizzes with highest score counting.
  • Second, I am more than happy to communicate with students outside of class and will endeavor to respond to emails/messages promptly. However, I do have a few requirements:
    • Contact me by email - I prefer direct email rather than Canvas (my email address is above) because it helps me keep track of our discussions, though Canvas email does work. I don’t get notifications of other types of communications (like comments on assignments or announcements), and I can’t respond if I don’t see them.
    • I do not respond to email that is unprofessional, rude, or demanding. Before students send me an email on any topic, they should ensure that they have taken care to use appropriate tone, punctuation, and spelling. Note that if the student is trying to meet these obligations, they almost certainly have.
    • I respond most promptly to emails during the workweek (Monday - Friday, 8 am – 5 pm), so this is when students should also be communicating with me if they need something. I will occasionally check my emails over the weekend, but this is rare and is not the expectation. Thus, if a student is struggling with questions about an assignment that is due over the weekend, an email sent to me on Saturday or Sunday will likely not get this student the help they need in the timeframe they need it in, so the student should plan accordingly to ask their questions and/or communicate with me during regular University business hours.
    • Students should ensure that they have read the syllabus, Class FAQ, course announcements, etc., so that they have consumed the information I’ve already provided. Again, what would a student do if they were a manager and one of their subordinates asked a question they (as the manager) have already addressed, or did so rudely?

Attendance Policy

As an online-only course, there is no required attendance. The main difference between an online course and an in-person course is the extent to which the student is taking responsibility for how they get work done. In an in-person class, the student would see me (instructor) multiple times per week, which would allow me to help students manage their work. In an online environment, this rests entirely on the student's shoulders. Thus, an online class allows students the flexibility to complete their work when they want, but if they try to do their homework all at the last minute, it's unlikely that this student would be as successful than if they were more disciplined.

I STRONGLY ADVISE that students not rely too heavily on the “To Do List” or the “Calendar” in Canvas for completing assignments; rather, students should work through the Module for each week. Why? Well, because there’s a reason I put things in the order I do. Each item typically builds on the next, and this is clearly reflected in the Modules. When students rely too heavily on the “To Do” or “Calendar,” this "order of operations" may not be reflected in the same way and it often leads to lack of planning (e.g., students only begin working on assignments when they see the assignment in due in Canvas that day. That won't work in the student's favor as most assignments take notable prep time). When I receive emails from students who are having difficulty in the course and/or not understanding course requirements, they are nearly always failing to use the Modules for guidance.

Modules are generally structured with an overview, followed by chapter readings and recorded lectures, a chapter reading quiz, any assignments (when applicable), any exams (when applicable), and a summary. Each module is structured to "start" on a Wednesday (corresponding with when the semester starts) and "close" on a Tuesday, making that week's information applicable for an entire week and following the layout of the academic calendar. This will also mean that most due dates in Canvas for the course will be on Tuesday, unless denoted otherwise because of campus holidays or closures.

My suggestion is that students should work through each module each week, in the order the materials are listed in the module. I have organized them this way on purpose, both to build a common and predictable pattern for students to work from (thus making the coursework an easy habit to adopt each week) and ensure students stay on task with what they need to be successful in each module/week of class.

Course Fees

N/A

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.

Religious / Conscience Belief Accommodation

RELIGIOUS / CONSCIENCE BELIEF ACCOMMODATION: In accordance with SUU Policy 6.7 Student Belief Accommodation, students may request, in writing, that their faculty accommodate their sincerely held religious or conscience beliefs. Students should provide their faculty with sufficient advanced notice, if possible within the first five (5) business days of the semester or session, or thereafter with good cause for requesting an accommodation after the first five (5) business days.

Faculty must provide a schedule accommodation or excuse an absence, in any course, for students to observe or participate in religious holidays or an organized activity conducted under the auspices of the student’s religious tradition or religious organization.

In courses that are required for graduation or for an academic major, a faculty member may accommodate a religious or conscience belief by modifying an assignment or examination if its content conflicts with the student’s belief. Faculty may decline the accommodation if it would fundamentally alter the course requirements. If declined, the student may request review by a neutral arbiter using the Belief Accommodation Request Form: https://cm.maxient.com/reportingform.php?SouthernUtahUniv&layout_id=5

Questions go to Assistant Provost Jake Johnson at johnsonj@suu.edu.

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.