Leadership Stories 2.0 CMS 338 (72945) Summer 2021 Final

Dr. Joe Cutbirth (he/ him/ his) Office on Zoom Email: Please email via Canvas Zoom hours: T 9-11; W 4-6; Th 1-3

TA: Mackenzie Pike Office on Zoom Email: Please email via Canvas Zoom hours: F 9-11

Class Meets: asynchronous Course Mode: Internet/ Canvas

When you see something that is not right, not fair, not just, you have to speak up. You have to say something; you have to do something. - John Lewis

What the people want is simple. They want an America that is as good as its promise. - Barbara Jordan

Course Description This course is designed to explore how social dynamics inherent in various ways we communicate with each other define, present, and model leadership in our society. It draws on nonfiction stories and historic public narratives to present conceptional, practical and personal perspectives on leadership.

Ethics Flag This course carries the university ethics flag. Ethics and leadership courses are designed to give students skills that will help them make ethical decisions in their adult and professional lives. To qualify for an ethics flag, at least one-third of the course grade must be based on work in practical ethics, i.e., the study of what is involved in making real-life ethical choices.

Cultural Diversity Flag This course carries the university cultural diversity in the United States flag. Cultural and diversity courses are designed to explore in-depth the shared practices and beliefs of one or more underrepresented groups subject to persistent marginalization. To qualify for a cultural diversity flag, at least one-third of the course grade must be based on content dealing with the culture, perspectives, and history of one or more of those groups. In addition, students should engage in an active process of critical reflection about their place in that system. What will I learn? I. Skills and Attitudes A. to view narrative as a way we define and shape our concept of leadership B. to examine leadership stories beyond the notions of fame and vertical authority C. to see how leadership narratives intersect systems of class, economic, and race- based oppression

II. Outcomes A. a better understanding of how leadership stories play into the lived experience of individuals from traditionally marginalized backgrounds B. the ability to see how leaders use narratives to bring hope to marginalized groups C. an awareness of how you fit into social systems that include marginalization and the ethical implications of actions you may take to support or to challenge them

How will I learn? A. by engaging readings, videos, handouts, and PowerPoint presentations, which give insight to fundamental ideas of leadership, narrative, and cultural diversity B. by writing a series of short essays that serve as a forum for applying scholarly concepts to historic public narratives C. by completing the course with a reflection paper in which you consider your place in the system examined by this course

Pre-requisites A. upper-division standing

How to Succeed A. stay current with the weekly coaching memo, which is posted on Canvas each Monday B. closely read the handout for each assignment at the beginning of the week; consider the prompts and rubric for it as you read or view the materials; and outline your papers to address the prompts before you begin writing them C. take advantage of the professor's and TA's office hours to discuss your assignments

Course Requirements

Required Materials There are no books or digital materials to purchase for this course. All readings materials for this class are all available on the Canvas website.

Required Devices A. Wi-fi capability and Internet access B. computer with audio and video capability C. Microsoft Word processing program

Canvas, Zoom and Our Class Experience Canvas and Zoom are our digital classrooms. You will find all instructions, assignments, readings, rubrics and essential information on the Canvas website at https://utexas.instructure.com. Your instructors will have regularly scheduled office hours each week on Zoom, where you can discuss course materials, assignments and any individual circumstances that the professor should be aware of. You should use the Zoom feature on the Canvas site to access the instructors during their office hours.

The asynchronous nature of the course creates flexibility in terms of reading materials, watching videos, etc. However, there are deadlines for submitting written work, and the grading rubric does include a policy on late submissions. A typical week for this course will look like this: • By Monday morning, the professor will post a coaching memo as a Canvas Announcement to help you focus on the Course Calendar material for that week. If a Short Essay is due that week, the handout for it also will be posted by Monday. • The materials for each week will include a PowerPoint video lecture by the professor designed to compliment and to connect weekly materials and to help you organize any assignment due on Friday. It will be in the module for that week on Monday morning. You should begin your work each week by watching that video. • On Tuesday, Wednesday and Thursday, the professor will have Zoom office hours where he is available to individually discuss anything about the material or questions you have about the assignment for the week. There will be sign-up times on the Canvas calendar, and you should use Canvas Zoom to connect with him. • On Friday, the TA will have Zoom office hours to individually discuss anything about the material or questions you have about the assignment for the week. You should use Canvas Zoom to connect with her. • Short Essays are due on Friday of Weeks 2,3,4 & 5.

Canvas is a clerical tool to help organize our work, but the syllabus is the contract for the course. Policies, grading processes, due dates, and other information originate on the syllabus and assignment handouts. The professor will use Canvas announcements and email to communicate with the class. You either should check Canvas daily or configure your personal email settings so that Announcements and email sent through Canvas appear in your preferred inbox.

The professor reserves the right to make appropriate small changes to course materials or assignments; any changes will be documented and sent to the class as a Canvas Announcement. If you believe there is a discrepancy between the syllabus and Canvas, follow the information on the syllabus and email the professor for a clarification. Your final grade is calculated with the scores you receive on assignments listed on the syllabus and by the formula described on the syllabus. Grades shown on Canvas gradebook, including scores in the Total column, are computer-generated approximations that may vary slightly due to rounding and the site's algorithm.

The Canvas homepage should be your entry point for all material. It is organized by modules that coincide with the Course Calendar. There is a module titled "Administrative," which contains the syllabus and other general materials. There are six additional modules, one for each week of the summer term. Readings, study guides, links to submit assignments, etc...can be found in the module for that week on the Course Calendar.

All assignments are submitted through Canvas. The links to file assignments are in the module for the week they are due. Assignments will not be accepted by email under any circumstances. The professor and TA grade assignments with the Canvas speed grader, which allows for written feedback and records the grade directly into the Canvas grade book where you can follow your progress in the course. Canvas does not allow us to upload an assignment into your gradebook then grade it. You must upload all work yourself.

If you are having trouble submitting an assignment or accessing material on Canvas your first call is to the Canvas Help Desk. Canvas has online support and a phone help line (1- 855-308-2494) that students can access by clicking the "? Help" icon on the left side of the page. They are very helpful and will work with you to resolve your issue. Do not email the professor about problems with Canvas until you have contacted the Canvas Help Desk.

Grading Assignments are graded on a 100-point scale. They are used to calculate the semester grade according to the formula below:

Short Essays (3 of 4 @ 20 percent ea.) = 60 percent Reflection Project = 40 percent Total = 100 percent

Short Essays (Outcomes II A&B) help students examine key elements of leadership stories - the topic of leadership, how narrative is constructed, the purpose of rhetoric and the role of public spaces - by writing short (650-word) essays that apply scholarly ideas to nonfiction texts and historic public narratives. There is a handout in the Administrative module titled "General Handout for Short Essays" that describes the overall process and format for them. There also will be a handout for each individual essay in the module for the week it is due. The individual handout contains prompts and other information related to the topic for that week. There are four Short Essay assignments, and we will count the three highest scores. Together, your three best Short Essays are worth 60 percent of your course grade.

II. Reflection Project (Outcome II C) gives students a forum to apply what they have learned in the course by considering their place in the systems they have explored in their other work. The project has two parts. The first is a discussion board post for Weeks 1 and 2. It is worth up to 10 points. The second is an extended expository essay (6-7 pages) that examines the ethical implications of decisions we make to support or to challenge the systems and structures we have studied. It is worth up to 90 points. Altogether, the Reflection Project is 40 percent of your course grade.

We operate with a 24/7 policy. That means, if you want to discuss a grade you received on an assignment, we ask that you take 24 hours to review the material related to your question, review the instructions and rubric on the handout, and consider any written feedback from the instructor. Then, if you still want to discuss your grade, you have seven days to make an appointment to meet with the instructor who assigned the grade. After that, the grade stands. You can meet with the professor to discuss a grade on a Short Essay, but you must first meet with the TA who graded it.

Students who have selected the CR/NC grading option for this course must meet the same general requirements other students do. They must receive an average grade of 60 based on the syllabus formula to receive a passing credit for the course.

Final grades are determined by this range (scores are rounded up at .5): A = 93-100 A - = 90-92 B + = 87-89 B = 83-86 B - = 80-82 C+ = 77-79 C = 73-76 C- = 70-72 D+ = 67-69 D = 63-66 D- = 60-62 F = 59. and below

Course Calendar

Week 1. June 3-4. Overview June 3 Cutbirth, J. (2021). Course intro video.

June 4 Ganz, M. (2009, March). Why stories matter: The art and craft of social change. Sojourners. Bok, S. (1999). Lying: moral choice in public and private life. Vintage Books.

Week 2. June 7-11. Leadership June 7 Parsons, L. (2021, January 20). History has its eyes on us. The Harvard Gazette. https://news.harvard.edu/gazette/story/2021/01/amanda-gormans-inauguration- poem-the-hill-we-climb/ CNN. (2021, January 20). Amanda Gorman recites stunning poem at Biden inauguration. [Video] YouTube. https://www.youtube.com/watch?v=whZqA0z61jY Discussion Board Post on Ganz-Bok

June 8 University of Texas. (2021). Intro to GVV. [Video]. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/introduction-to-giving-voice-to-values University of Texas. (2021). Giving voice to values Pillar 1: Values. [Video]. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/pillar-1-values University of Texas. (2021). Giving voice to values Pillar 6: Voice. [Video] Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/pillar-6-voice Tatum, B. D. (2015). ‘What is racism anyway?’: Understanding the basics of racism and prejudice. In C. A. Harris & S. M. McClure (Eds.), Getting real about race: Hoodies, mascots, model minorities, and other conversations. SAGE.

June 9 Henderson, C. (2021, March 5). Amanda Gorman shares racial profiling incident: 'This is the reality of Black girls.' USA Today. https://www.usatoday.com/story/entertainment/celebrities/2021/03/05/amanda- gorman-racially-profiled-security-guard/4604848001/ Tatum, B. D. (2015). ‘What is racism anyway?’: Understanding the basics of racism and prejudice. In C. A. Harris & S. M. McClure (Eds.), Getting real about race: Hoodies, mascots, model minorities, and other conversations. SAGE.

June 10 Noah, T., Katz, J., & Flanz, J. (Executive Producers). The Daily Show with Trevor Noah [TV series]. MTV Entertainment Studios. ViacomCBS Domentic Media Networks.

June 11 Short Essay 1

Week 3. June 14-8. Rhetoric June 14 Kennedy, G. (1994). A new history of classical rhetoric. Princeton University Press.

June 15 Guerra, C. (2016, March 1). The appeal of open letters and what it says about us. The Boston Globe. https://www.bostonglobe.com/lifestyle/2016/03/01/shame- humiliation-and-rise-open-letter/PzIvho4MhPl9lEYWiFbLzH/story.html Carpenter, et al. (1963, April 12). Alabama Clergymen's letter to Dr. Martin Luther King, Jr. WaybackMachine. https://ibs.cru.org/files/7814/9063/9009/Letter_Birmingham_Jail.pdf King, Jr., M.L. (1963, April 16 ). Letter from a Birmingham jail. https://ibs.cru.org/files/7814/9063/9009/Letter_Birmingham_Jail.pdf

June 16 Jordan, B. (2017, June 11). Barbara Jordan Watergate articles in impeachment. [Video]. YouTube. https://www.youtube.com/watch?v=FrqVBclJVco University of Texas. (2021). Framing. [Video]. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/framing University of Texas. (2021). Representation. [Video]. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/representation

June 17 Harris, M.R. & Hall A.R. (2018). My living shall not be in vein: the rhetorical power of eulogies in the face of civil unrest." Journal of Contemporary Rhetoric, 8 (3), 173-183. CNN. (2015, June 26). Raw: Obama eulogizes pastor killed in church shooting. [Video]. YouTube. https://www.youtube.com/watch?v=toOYfguBPA4

June 18 Short Essay 2

Week 4. June 21-5. Narrative June 21 Abbott, P. (2008). The Cambridge introduction to narrative. Cambridge University Press. Perry, A.J. (2020, September 4). How Black women athletes paved the way for the NBA strike. NPR. https://www.npr.org/sections/codeswitch/2020/09/04/909638021/how- black-women-athletes-paved-the-way-for-the-nba-strike

June 22 Hartmann, D. (2003). Race, culture and the revolt of the Black athlete. University of Chicago Press. Johnson, G. (2016, June 4). Muhammad Ali: "What's my name?" [Video] The New York Times. https://www.nytimes.com/video/sports/100000003216440/muhammad-ali-whats-my- name.html Kiara, G. (2015, August 16). NBC News-Mohammad Ali on not going to war. [Video]. YouTube. https://www.dailymotion.com/video/x31vq1z

June 23 Weissman, D. (2010). Talking 'bout a revolution: Music and social change in America. Backbeat Books

June 24 Gabler, J. (2019, January 18). The story of Stevie Wonder's 'Happy Birthday' MLK tribute. Minnesota Public Radio. https://www.thecurrent.org/feature/2019/01/16/martin-luther-king-jr-day-stevie- wonder-happy-birthday North, A. (2018, August 7). The political and cultural impact of Aretha Franklin's 'Respect,' explained. Vox. https://www.vox.com/2018/8/17/17699170/aretha- franklin-2018-respect-song-otis-redding-feminism-civil-rights

June 25 Short Essay 3

Week 5. June 28-July 2. Public Memory and Public Spaces June 28 Houdek, M. & Phillips, K. (2017, January 25) Public memory. Oxford Research Encyclopedia of Communication. httpa://doi.org/10/1093/acrefore/9780190228613.013.181

June 29 Lowry, R. (2017, August 15). Mothball the Confederate monuments. National Review. https://www.nationalreview.com/2017/08/charlottesville-virignia-robert-e-lee-statue- remove-right-decision-confederate-monuments-museums/ Smith, K. (2017, August 15). Destroying symbols: Where does it end? National Review. https://www.nationalreview.com/2017/08/destroying-confederate-statues-whats- end-point-washington-monument/ Goodman, A. (2019). "What to the slave is 4th of July?": James Earl Jones reads Frederick Douglass's historic speech. Democracy Now. https://www.democracynow.org/2015/7/3/what_to_the_slave_is_4th

June 30 Flager, (2020, August 21). What University of Texas athletes are fighting for: A walk through campus history. Community Impact Newspaper. https://communityimpact.com/austin/na/education/2020/06/18/what-university-of- texas-athletes-are-fighting-for-a-walk-through-campus-history/ Levin, J. (2020, June 17). The damning history behind UT's 'The Eyes of Texas' song. Texas Monthly. https://www.texasmonthly.com/arts-entertainment/ut-austin-eyes-of- texas-songracist/#:~:text=The%20Damning%20History%20Behind%20UT’s%20‘ The%20Eyes%20of,performed%20in%20a%20minstrel%20show.%20By%20Joe% 20Levin

July 1 The Eyes of Texas History Committee.(2021). The Eyes of Texas History Committee report. https://eyesoftexas.utexas.edu/full-report/

July 2 Short Essay 4

Week 6. July 5-8. Reflections July 5 University of Texas. (2021). Being your best self - moral awareness. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/best-self-part-1-moral-awareness University of Texas. (2021). Being your best self - moral decision-making. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/best-self-part-2-moral- decision-making

July 6 University of Texas. (2021). Being your best self - moral intent. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/best-self-part-3-moral-intent University of Texas. (2021). Being your best self - moral action. Ethics Unwrapped. https://ethicsunwrapped.utexas.edu/video/best-self-part-4-moral-action

July 7 Writing Day

July 8 Reflection Paper

Policies and General Information

Learning Success Your success in this class is important. If there are aspects of this course that prevent you from learning or that you feel exclude you, please let me know as soon as possible. Together we’ll develop strategies to meet both your needs and the requirements of the course. I also encourage you to reach out to the student resources available through UT. Many are listed below, but I am happy to connect you with a person or Center if that helps. If you are looking for ideas and strategies to help you feel more comfortable participating in our class, this is a good place to start: https://onestop.utexas.edu/keep-learning/

Personal Pronoun Use (She / He / They / Ze / Etc) Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with differences of race, culture, religion, politics, sexual orientation, gender, gender variance, and nationalities. I receive class rosters with each student’s legal name, unless they have added a “preferred name” with the Gender and Sexuality Center (http://diversity.utexas.edu/genderandsexuality/publications-and-resources/). I will gladly honor your request to address you by a name that is different from what appears on the official roster, and by the gender pronouns you use (she/he/they/ze, etc.). Please advise me of any changes early in the semester so that I may make appropriate updates to my records

Office Hours, Email and Professional Communication. I have set my office hours on Zoom to maximize availability for students who may work or have other commitments during the day or the evening this summer. I have three two-hour sets of Zoom office hours each week - Tuesday morning, Wednesday late afternoon, and Thursday early afternoon - to give students with various schedules the broadest ability to meet. You may reserve a slot during those times through the Canvas Calendar, or you may show up without an appointment. If I am meeting with a student and you don't have an appointment, please be patient, I will send a note in Zoom chat and let you know that I see you in the que and how much longer I will need to be with the present student.

Please use Canvas email for class correspondence and remember that email is a professional conversation. It is a good medium for short direct questions, but office hours are more appropriate for conversations about topics such as your standing in the course, emergency circumstances that may interfere with your work, or your grade on an assignment.

The TA has office hours each Friday. Her job is to help you with course content and assignments. She cannot grant extensions or make individual exceptions to policies on the syllabus or instructions on the handouts. Please do not email the TA or copy her on emails to the professor about personal or emergency matters.

You may expect a response to email during normal business hours within one class work day, which excludes evenings and weekends. (For example, you may expect an email sent at 1 p.m. on Thursday to be answered by 1 p.m. on Friday. You may expect an email sent at 2 p.m. on Friday to be answered by 2 p.m. on Monday.)

Students with Special Circumstances. We are glad to work individually with students with special circumstances who have documentation on file with the Services for Students with Disabilities (SSD) office. Once you have that documentation - regardless of whether SSD has posted a letter to the portal or emailed it to me - it is your responsibility to set up a meeting during my office hours to discuss the suggestions SSD lists. To determine whether you are eligible, examine the information provided on the SSD website (http://ddce.utexas.edu/disability/accommodations-and-services/). You will be required to participate in course activities under normal conditions until you have met individually with me to develop a plan for your success in the course.

Late Policy and Emergency Situations. We are committed to grading weekly assignments and returning them with feedback in a timely way so you can improve or continue to excel as you move through the course. The compact nature and fast pace of a summer course presents some challenges. There is flexibility within each week, but it is up to you to submit your assignments on time each Friday so we can do our part and turn them back to you on schedule. So, there are penalties for late submissions. They are outlined on the General Guidelines for Short Essays handout.

If unexpected personal circumstances are keeping you from doing the work for the course, Student Emergency Services in the Dean of Student's Office is there to help. That includes documented illness, death in your family, unexpected financial hardship, family emergencies, and other unforeseen things. Their website is https://deanofstudents.utexas.edu/emergency/ You may contact them at 512-471-5017 or [email protected].

In those cases, just send the professor an email without going into detail saying you have some extenuating circumstances and that you have contacted SES. (Please do not copy the TA.) SES will send me a note without discussing details of your situation confirming that you have contacted them. When things are better we can meet and work on some alternatives to help get you back on course and to finish the class.

Honor Code and Academic Integrity You are responsible for understanding UT’s Academic Honesty and the University Honor Code, which can be found at: https://deanofstudents.utexas.edu/conduct/standardsofconduct.php

Class recordings are reserved for students in this class for educational purposes; they are protected under FERPA. Recordings should not be shared outside the class in any form. Violation of this restriction could lead to Student Misconduct proceedings.

No materials such as lecture hand-outs, videos, assessments (quizzes, exams, papers, projects, homework assignments), review sheets, and additional problem sets may be shared online or with anyone outside of the class without my written permission. It is an Honor Code violation and an act of academic dishonesty. Any materials found online that are associated with you or any suspected unauthorized sharing of materials, will be reported to Student Conduct and Academic Integrity in the Office of the Dean of Students. These reports can result in sanctions, including failure in the course.

Plagiarism is taken very seriously at UT. Therefore, if you use words or ideas that are not your own (or that you have used in previous class), you must cite your sources. Otherwise you will be guilty of plagiarism and subject to academic disciplinary action that may result in failing the course.

Written work may be subject for textual similarity review to Turnitin.com for the detection of plagiarism. All papers will be included as source documents in the Turnitin.com reference database, which is used to detect plagiarism. Use of the Turnitin.com service is subject to the Usage Policy posted on the Turnitin.com site. There are no second chances for intellectual dishonesty. Plagiarism, inappropriate collaboration, fabrication, or other breaches of intellectual integrity will be prosecuted to the fullest extent of the university code, which may include failure of the course, notification of deans and advisers, and suspension from the university.

Title IX Reporting Title IX is a federal law that protects against sex and gender-based discrimination, sexual harassment, sexual assault, sexual misconduct, dating/domestic violence and stalking at federally funded educational institutions. UT Austin is committed to fostering a learning and working environment free from discrimination in all its forms. When sexual misconduct occurs in our community, the university can: 1. Intervene to prevent harmful behavior from continuing or escalating. 2. Provide support and remedies to students and employees who have experienced harm or have become involved in a Title IX investigation. 3. Investigate and discipline violations of the university’s relevant policies (https://titleix.utexas.edu/relevant-polices/).

Beginning January 1, 2020, Texas Senate Bill 212 requires all employees of Texas universities, including faculty, report any information to the Title IX Office regarding sexual harassment, sexual assault, dating violence and stalking that is disclosed to them. Texas law requires that all employees who witness or receive any information of this type (including, but not limited to, writing assignments, class discussions, or one-on-one conversations) must be reported. The professor is considered "a Responsible Employee" and must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with me, or with any faculty or staff member about a Title IX-related incident, be sure to ask whether they are a responsible employee. If you would like to speak with someone who can provide support or remedies without making an official report to the university, please email [email protected]. For more information about reporting options and resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at [email protected], or call 512-471-0419.

Although graduate teaching and research assistants are not subject to Texas Senate Bill 212, they are still mandatory reporters under Federal Title IX laws and are required to report a wide range of behaviors we refer to as sexual misconduct, including the types of sexual misconduct covered under Texas Senate Bill 212. The Title IX office has developed supportive ways to respond to a survivor and compiled campus resources to support survivors.

Counseling and Mental Health Center Do your best to maintain a healthy lifestyle this semester by eating well, exercising, avoiding drugs and alcohol, getting enough sleep and taking some time to relax. This will help you achieve your goals and cope with stress.

All of us benefit from support during times of struggle. You are not alone. There are many helpful resources available on campus and an important part of the college experience is learning how to ask for help. Asking for support sooner rather than later is often helpful.

If you or anyone you know experiences any academic stress, difficult life events, or feelings like anxiety or depression, we strongly encourage you to seek support. http://www.cmhc.utexas.edu/individualcounseling.html

Safety BeVocal is a university-wide initiative to promote the idea that individual Longhorns have the power to prevent high-risk behavior and harm. At UT Austin all Longhorns have the power to intervene and reduce harm. To learn more about BeVocal and how you can help to build a culture of care on campus, go to: https://wellnessnetwork.utexas.edu/BeVocal.

While we will post information related to the contemporary situation on campus, you are encouraged to stay up-to-date on the latest news as related to the student experience. https://coronavirus.utexas.edu/students

If you have concerns about the safety or behavior of fellow students, TAs or Professors, call BCAL (the Behavior Concerns Advice Line): 512-232-5050. Your call can be anonymous. If something doesn’t feel right – it probably isn’t. Trust your instincts and share your concerns.

The following recommendations regarding emergency evacuation from the Office of Campus Safety and Security, 512-471-5767, http://www.utexas.edu/safety/

Occupants of buildings on The University of Texas at Austin campus are required to evacuate buildings when a fire alarm is activated. Alarm activation or announcement requires exiting and assembling outside. • Familiarize yourself with all exit doors of each classroom and building you may occupy. Remember that the nearest exit door may not be the one you used when entering the building. • Students requiring assistance in evacuation shall inform their instructor in writing during the first week of class. • In the event of an evacuation, follow the instruction of faculty or class instructors. Do not re-enter a building unless given instructions by the following: Austin Fire Department, The University of Texas at Austin Police Department, or Fire Prevention Services office. • Link to information regarding emergency evacuation routes and emergency procedures can be found at: www.utexas.edu/emergency

Course Evaluations. Student input is an important part of creating and maintaining quality courses in the Moody College. The professor, the teaching assistants, and the administration appreciate feedback that we can use to continue effective assignments and to improve on others. There will be an opportunity for anonymous feedback to the professor) midway through the course through the Canvas website. Traditional student evaluations will be available at the end of the course through the university CIS system. https://utdirect.utexas.edu/ctl/ecis/results/mycis.WBX