English 4348: Spring 2015
American Renaissance
Dr. Ann Beebe
BUS 250
Office: 903-565-5827
Home & Cell Numbers given in class
Office Hours:
MWF 10:00-11:30am and
by appointment
Email: abeebe@uttyler.edu
Welcome to English 4348 (American Renaissance). I am looking forward to studying the evolution of
American literature during the 1830s and 1860s over the semester with you.
I work hard to put together my classes, and I expect a great deal from my students. I expect you to be in
class every day and on time. I expect all reading to be completed by the assigned date. I expect your
reading to be active. Mark up your book and take notes as you read. I expect everyone to participate
substantially in class and Blackboard discussions and listen respectfully to classmates. And lastly, if you
have any questions about class policies, assignments, or readings, I expect you to ask them. You may
always ask questions in class, call or email me, or drop by my office.
In return there are certain things you can expect from me. I will attend class and be on time. I will keep my
office hours and make appointments with students who cannot meet during my hours. I will complete all
the readings and plan lessons by the assigned date. I will give all assignments in writing and sufficiently in
advance. I will grade and return all assignments in a timely manner. I will maintain your Grade Center on
Blackboard so you can track your weighted course grade. I will answer questions about assignments in
class or in my office. If I cannot answer a question when you ask it, I will have the answer by the next class
period.
Required Texts: Please use these editions.
1. Emerson’s Poetry and Prose (Porte, ed. Norton. ISNB: 978-0-393-96792-0)
2. The House of Seven Gables (Levine, ed. Norton. ISBN: 978-0-939-924763-3)
3. Woman in the 19th Century (Reynolds, ed. Norton. ISBN: 978-0-393-97157-6)
4. Leaves of Grass and Other Writings (Moon, ed. 2nd ed. Norton. ISBN: 978-0-939-97496-6)
5. Narrative of the Life of Frederick Douglass (Andrews, ed. Norton. ISBN: 978-0-393-96966-5)
6. The Wide Wide World (Tompkins, ed. CUNY Press. ISBN: 978-0935312669)
7. Scribbling Women: Short Stories (Showalter, ed. Dent. ISBN: 978-0788197475)
8. The Poems of Emily Dickinson (Franklin, ed. Harvard ISBN: 0-674-67624-6) – Please use the
FRANKLIN edition only.
Questions to ask of every author: (Possible BB posts & class discussion)
1. Identify 10+ characteristics of the author’s writing style.
2. How did this author influence the other authors on the syllabus? How was this author influenced by the
authors on the syllabus or other authors (US, UK, World)? Make connections.
3. How does this author address the role of women in the house and in the United States?
4. How does this author (re)define American masculinity?
5. What is this author’s view on education? Consider the education of boys and girls.
6. How does this author address the tension between the individual and the community?
7. How does this author address the legal reality of slavery? How does this author address the separate
issue of racism?
8. How does this author (re)define motherhood / fatherhood?
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9. How does this author address class / economic divisions?
10. What images or symbols are central to this author’s work?
11. How does this author address issues related to religion (faith, doubt, death, etc.)?
Daily Schedule:
[This schedule includes all major readings and assignments. Small additions or changes
may be made. I will make any such changes in writing.]
Week One:
M, 1/12
Introduction to course, texts, assignments, and expectations
W, 1/14
Read Ralph Waldo Emerson, “The American Scholar” 56-69
RQ #1: In “The American Scholar” Emerson discusses three different influences
on the human mind: Nature, books, and action. Which influence does he
take to be the most important? Why? Emerson stresses that American
scholars have the duty “to guide men by showing them facts amidst
appearances.” How is this to be accomplished? [Make sure to include
page numbers when you quote.]
[Before 9:05am on the assigned day, email me your RQ from your UTT
Patriot email account: abeebe@uttyler.edu. Late RQs will not be
accepted. Make sure to include page numbers when you quote.]
Turn in Student Information Sheet
F, 1/16
Read Emerson, “Self Reliance” 120-137
RQ #2: Analyze this statement: “A foolish consistency is the hobgoblin of little
minds, adored by little statesmen and philosophers and divines” (125).
Explain Emerson’s claims about consistency in this essay. [Make sure to
include page numbers when you quote.]
Week Two:
M, 1/19
No Class
W, 1/21
Emerson, “Experience” 198-213
Emerson, Context 601-607
RQ #3: Summarize (with page references) three key themes in “Experience.”
After you have provided a clear summary, engage the theme you think is
most relevant to 21st-century life. Why do you think that theme, and
Emerson’s approach to the topic, is still pressing?
F, 1/23
Emerson, “The Poet” 183-198
Emerson, Context 597-601, 648-654
Quiz 1 (all readings since January 12) The quizzes will take place in the last 25
minutes of class. Each quiz will consist of four short answer questions.
They will be closed book / notes quizzes.
Week Three:
M, 1/26
W, 1/28
Emily Dickinson (Franklin edition only), Poem Numbers 272-347 (from 1862)
RQ #4: Explicate one of the Dickinson poems from today’s readings. [Note: if
you need to review prosody and your explication skills, please view the
“Poetry Workshop” video lecture under “Getting Started.” You can also
consult sample explications from The Explicator, .edu websites on poetry,
or poetry textbooks. Stephen Fry’s The Ode Less Travelled is very
readable and practical.]
Margaret Fuller, Preface – 35 (con’t)
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F, 1/30
Week Four:
M, 2/2
W, 2/4
F, 2/6
Week Five:
M, 2/9
W, 2/11
F, 2/13
Week Six:
M, 2/16
W, 2/18
F, 2/20
Week Seven:
M, 2/23
W, 2/25
F, 2/27
RQ #5: Analyze the persona of Woman in the Nineteenth Century. [Make sure to
include page numbers when you quote.]
NOTE: Start brainstorming paper topics now. Look ahead on the syllabus. Pull
up current articles on these texts on the library databases. What are the
trending topics and research questions? Recommended: They Say; I Say.
Fuller, 35-72
Fuller, Context 213-223
RQ #6: Fuller’s text makes many references to literature and classical history.
Select one allusion and analyze its functions (3-4) in her work. [Make
sure to include page numbers when you quote.]
Fuller, 72 – 105 (finish)
Fuller, Context 223-226, 232-234
RQ #7: Analyze this statement: “But if you ask me what offices they may fill; I
reply – any. I do not care what case you put; let them be sea-captains, if
you will” (102). [Make sure to include page numbers when you quote.]
Fuller, Robinson essay, 243-257
Quiz 2 (all readings since the last quiz including today’s assignment)
Scribbling Women: Sedgwick, 3-16
Scribbling Women: Phelps, 17-25
RQ #8: Analyze Mrs. James in “The Angel over the Right Shoulder.” Offer a
physical, psychological, social, and economic analysis. Bonus question:
Can you compare / contrast this character with any other character in US /
UK literature? [Make sure to include page numbers when you quote.]
Frederick Douglass, Preface through Chapter 4 (3-25)
RQ #9: What are 3-4 functions (intended and intended) of the prefaces by
Garrison and Phillips to Douglass’ Narrative?
Douglass, Chapters 5 through 10 (25-65)
RQ #10: Who is Mr. Convey and what is his significance in Douglass’ Narrative?
[Don’t just describe him; analyze him. Make sure to include page
numbers when you quote.]
Douglass, finish the Narrative (65-80)
Quiz 3 (all readings since the last quiz including today’s assignment)
Exam 1 Study Guide given to class
Dickinson, (Franklin edition only) Poem Numbers 348-405 (from 1862)
RQ #11: Explicate one of the Dickinson poems from today’s readings.
Scribbling Women: Harper, 27-36
Exam 1 Review
Pick up take-home essay question
Turn in typed take-home essay at the beginning of class
Take in-class portion of Exam 1
Nathaniel Hawthorne, Introduction through Chapter 5 (ix-63)
Hawthorne, Context 317-320
Hawthorne, Chapters 6 through 10 (63-113)
Hawthorne, Context 320-323
RQ #12: How does the text compare and contrast Phoebe and Hepzibah? Why
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does the text make this comparison so explicit? Bonus question: Can you
compare / contrast these characters with any other character in US / UK
literature? [Make sure to include page numbers when you quote.]
Week Eight:
M, 3/2
W, 3/4
F, 3/6
March 9-13
Week Nine:
M, 3/16
W, 3/18
F, 3/20
Week Ten:
M, 3/23
W, 3/25
F, 3/27
Week Eleven:
M, 3/30
W, 4/1
F, 4/3
Hawthorne, Chapters 11 through 15 (113-169)
Hawthorne, Context 324-331
Post 3-5 potential paper topics on BB by midnight. Provide feedback for 3+
classmates. [All 4348 papers must analyze and interpret one or more of
the texts studied in this class. Biographies, plot summaries, historical
analysis, appreciations, or summaries of published critical articles will not
be accepted.]
Hawthorne, finish the novel (169-225)
Hawthorne, Context 332-339
RQ #13: Hawthorne is well-known for his use of symbols in his novels and short
stories. List 3-5 symbols in this novel and select one for an extended
analysis. [Make sure to include page numbers when you quote.]
Scribbling Women: Spofford, 37-49
Dickinson, (Franklin edition only), Poem Numbers 406-428 (from 1862)
Quiz 4 (all readings since the last quiz including today’s assignment)
Spring Break
Susan Warner, Chapters 1 through 7 (1-76)
RQ #14: Analyze the mother-daughter relationship that Warner makes the
foundation of this novel. Explain 5+ characteristics of this relationship.
[Make sure to include page numbers when you quote.]
Warner, Chapters 8 through 15 (76-156)
Warner, Chapters 16 through 21 (156-227)
Quiz 5 (all readings since the last quiz including today’s assignment)
Warner, Chapters 22 through 29 (227-305)
RQ #15: Analyze Nancy. Offer a physical, psychological, social, and economic
analysis. Bonus question: Can you compare / contrast this character with
any other character in US / UK literature? [Make sure to include page
numbers when you quote.]
Warner, Chapters 30 through 36 (305-381)
Warner, Chapters 37 through 43 (381-454)
RQ #16: What are Mr. Saunders’ functions in the text? Offer a physical,
psychological, social, and economic analysis. Bonus question: Can you
compare / contrast this character with any other character in US / UK
literature? [Make sure to include page numbers when you quote.]
Warner, Chapters 44 through 48 (454-527)
RQ #17: Why does Warner decide to make Ellen move to Edinburgh? The
change in setting serves what functions (3-4)? [Make sure to include page
numbers when you quote.]
Warner, finish novel and Afterword (527-605)
Scribbling Women: Davis, 51-86
Quiz 6 (all readings since the last quiz including today’s assignment)
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Week Twelve:
M, 4/6
W, 4/8
F, 4/10
Week Thirteen:
M, 4/13
W, 4/15
F, 4/17
Week Fourteen:
M, 4/20
W, 4/22
F, 4/24
M, 4/27
Dickinson, (Franklin edition only) Poem Numbers 429-498 (from 1862)
Commit to a paper topic. Post a paragraph description to BB and email me a
copy (abeebe@uttyler.edu) by midnight. The paragraph should include
a working title, a working thesis, and a statement of the topic’s relevancy.
[Paper topic approval is required.] Provide feedback to 3+ classmates on
BB.
Scribbling Women: Alcott, 95-114
RQ #18: Analyze Miss Dane. How and why does she change in the story? What
does she learn about herself? What does she learn about others? Bonus
question: Can you compare / contrast this character with any other
character in US / UK literature? [Make sure to include page numbers
when you quote.]
Exam 2 Review
Pick up take-home essay question
Turn in typed take-home essay at the beginning of class
Take in-class portion of Exam 2
Walt Whitman, “Preface” 616-636, “One’s-Self I Sing” 3, “I Hear America
Singing” 12-13, “Poets to Come” 14
RQ #19: Analyze the persona of the 1855 preface. [Make sure to include line
numbers when you quote.]
Whitman, “I Hear It Was Charged against Me” 110, “Crossing Brooklyn Ferry”
135-140, “Out of the Cradle Endlessly Rocking” 206-212, “A Noiseless
Patient Spider” 377
Whitman, Context 636-646, 493-505, 800-802, 823-830
RQ #20: Explicate “A Noiseless Patient Spider.”
Whitman, “Calvary Crossing a Ford” 251-252, “The Wound-Dresser” 259-261,
“To a Certain Civilian” 272, “When Lilacs Last in the Dooryard
Bloom’d” 276-283
Whitman, Context 836-844
RQ #21: Explicate “Calvary Crossing a Ford.”
Due Date: Optional Extra Credit – Annotated bibliography of internet resources
Required Peer Review: Bring 3+ pages of your draft to class. [Missed peer
review = one letter grade deduction from paper grade.]
Essays due at the beginning of class – 2 formats. Essay manila folder
(not envelope) should include: final version with WC page in MLA
format, draft from peer review, peer review comments, & copies of
research. You will also submit your paper over Safe Assign on
Blackboard before class.
Campus Study Day
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Additional Information
Grading:
Quizzes
Exam 1
Exam 2
Essay with scholarly research (8-10pages + WC page)
Reading Questions
Daily Work: Class Participation (not attendance), Blackboard
Participation, Peer Review
10%
20%
20%
30%
10%
10%
You should expect to spend 2 hours outside class for every 1 hour in class. Translation: You should study
6 hours a week (minimum) outside of class for each 3-credit course.
[12 credit hours + 24 hours outside of class = 36 hours per week for a full time student.]
The last day to withdraw from a Spring class is March 23rd.
Student Learning Outcomes:
By the end of the semester, students should be able to:
 Reproduce a timeline of American literature from the 1830s to the 1860s that includes key genres,
styles, topics, and authors
 Articulate the themes and ideas representative of American literature from the 1830s to the 1860s
 Recognize how historical, political, and social events shape our analysis and appreciation of
literature
 Argue independent interpretations of canonical and non-canonical texts in the American literary
tradition
 Write persuasive close readings / explications of short stories, novels, poems, and essays
 Use the terms related to literary study and literary theory appropriately in discussion and in writing
 Enter the critical interpretation of literary texts with published scholars in their own essays
 Understand literature’s significance in creating and shaping an evolving American identity
Reading Questions:
On the daily schedule I have written 21 reading questions. [Submission Format: Before class on the
assigned day, email me your RQ from your UTT Patriot email account: abeebe@uttyler.edu. Late RQs will
not be accepted.] Answer the reading questions in complete sentences with enough thoughtful detail to
demonstrate that you have read the assigned works and have come to class prepared to discuss them. The
daily reading questions will be worth 10% of your final grade.
How to Explicate a Poem:
An explication is not a prose paraphrase. It offers a close reading of an excerpt or entire poem. A poetry
explication is always written in complete sentences. For a quiz or exam explication you will typically be
given 4-8 lines of a poem. Your explication should run 6-10 complex sentences. The first two sentences
should contextualize the poem (possibilities: relevant author’s biography, time period, type of poem,
connections to other poems by same author or by other writers). You should next address the overall theme
of the poem and explain where your excerpt fits into the poem’s project. Pay close attention to form, meter,
rhyme, etc. Use literary terms knowledgably. Explain their relevance to your interpretation. Work closely
with the specific lines you have been given. Focus on key words or phrases, images, sounds, and offer your
interpretations. Your last sentence should attempt to wrap up your close reading of the quotation. [See the
“Poetry Workshop” video lecture on your Blackboard.]
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Quizzes and Exams:
You will have 6 reading quizzes throughout the semester. They should not be difficult. The quizzes will be
geared toward plot lines and characters. If you have read the selections and taken some notes, you should
pass them. Quizzes missed due to an unexcused absence cannot be made up. Quizzes missed due to an
excused absence must be rescheduled by the student. The quizzes are worth 10% of your final grade.
Quizzes will take place in the last 25 minutes of class and are always closed notes and book. Cheating on a
quiz in English 4348 will result in failure of the quiz. A second cheating incident will result in failure of
the class.
You will have 2 exams. While they will also encompass plot lines and characters, they will go beyond
memorization and ask you to do some interpretation and argumentation. If you have read the assignments,
taken notes, participated in class and on BB, and paid attention to the development of themes along a series
of authors, you should pass the exams. I will provide a study guide for each exam. Each exam is worth
20% of your course grade.
Research Essay:
This assignment requires you to go beyond a book review or research report. I am not checking to see if
you have read the works in question. I want to understand your thoughts on the readings and have you
present a well-reasoned and carefully written argument. You must make a claim (thesis), give reasons,
offer evidence, show awareness of other points of view, etc. The essay should be 90% your ideas / words
and 10% quotes. Do not overquote.
Details:
 Topic choices DUE on March 2nd (Topic Approval Required)
 8-10 pages, ds, typed, 1 inch margins, 12 New Times Roman
 Appropriate use of 3-5 ACADEMIC SECONDARY sources (no encyclopedias, no book
reviews, no cliff notes or spark notes, no Wikipedia, no non-academic websites). If you
have any questions about a source, please check with me before you include a reference to
it in your essay. Unless specifically approved, all sources must have been published
between 1985-2015. NOTE: Your 4348 essays must be original works of scholarship. You
are NOT paraphrasing or summarizing what other critics have said about the work(s).
 Required peer review on April 22nd. (You can turn in a draft to me at anytime. Give me 24
hours to make comments.)
 30% of your final grade
 Turn in drafts, peer review, copies of research in a manila folder on April 24th.
Paper Format:
Title pages are not necessary. On the first page, top left, include the single-spaced header:
Your name
English 4348.001
My name (Dr. Ann Beebe)
Date
Leave one space and center your title. (All essays should have original titles.) Number and staple your
pages. Make sure your margins do not exceed 1 inch; your font size should be 12. Always leave time to
proofread your final version and make corrections. MLA in-text citation and a Works Cited page are
required for sources. Please do not put your essay in a plastic cover.
Extra Credit Possibility – Internet Resources:
There are so many resources on the web for students of the American Renaissance – YouTube clips, TED
talks, video lectures, podcasts, etc. You will be running across them as you read and investigate your
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readings on the web. I am offering you the chance to earn some extra credit by gathering a minimum of 10
high-quality links connected to the authors / texts on our syllabus for an annotated bibliography. You can
focus on one author or a range of authors. Each entry should include the title of the website, an active link,
and your 7+ sentence summary and evaluation of the link. (What is it? How long is it? Who posted it?
How credible is it? Who might find the link useful? Why?)
You can earn between 4-6 points to be added to one of your exams. (4 = C, 5 = B, 6 = A) Your extra credit
work will be evaluated for the quality of your sources as well as the depth of your annotation. The final day
to turn in hardcopy and electronic copies of this extra credit assignment is April 20th. You can turn your
bibliography of internet resources in EARLY.
Writing Center:
Located in BUS 202, the UT-Tyler Writing Center provides professional writing tutoring for all students in
all disciplines. If you wish to use the Writing Center, you should plan for a minimum of two hour-long
tutorials per assignment: the first to provide an initial consultation and drafting plan, and the second to
follow up. Be prepared to take an active role in your learning--you will be expected write and/or discuss
your work during your tutorial. While Writing Center tutors are happy to provide constructive criticism and
teach effective writing techniques, under no circumstances will they fix your paper for you. Appointments:
903-565-5995. More information: www.uttyler.edu/writingcenter.
Class Participation:
English 4348 is not a lecture class. While I will give mini-lectures to help you understand the historical
context, an author, or a genre, the majority of class time will be spent in discussion. Please, do not come to
class unprepared. You will be expected to participate in a substantial way. Please note that attendance
and participation are not the same thing.
Blackboard Participation:
I have created a Blackboard course for this section. Please use it to discuss the readings, your essays, and
exams. Each student will be expected to make 8 or more substantial contributions to the Blackboard this
semester for a C in Blackboard participation. If you do not participate regularly in class discussion, 16 BB
postings are needed for a C in participation. For an A in participation, you should post 16 (with regular
class contributions) or 32 (without substantial classroom contributions.) I will keep a record of postings in
the gradebook. If you find an interesting early American literature or culture website, please post a notice
with commentary for your classmates. There are several excellent websites on the authors we will be
studying and on the time periods. Take a minute to surf for these topics and share your findings.
[A posting = a developed paragraph.]
Options for the Discussion Boards:
Comment on a reading before class.
Comment on a reading and class discussion after class.
Post your notes from class.
Respond to a classmate’s posting
Post link and commentary to relevant website
Post questions about readings, quizzes, or exam.
Post thesis statements or drafts for optional peer review.
Post comments or recommendations about additional works (and relevant films).
Attendance & Tardiness:
You will be expected to attend every class and be on time. Please keep track of your absences. The
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attendance policy for a summer class is:
6 excused / unexcused absences = Final letter grade drops by one
8 excused / unexcused absences = Final letter grade drops by two
9 excused / unexcused absences = Failure of course
Ten minutes after class has started, I ask that no late students enter the class. You can see me after class
and get notes from a classmate. Missed work due to an unexcused absence or tardiness will not be
accepted. In the case of excused absences, it is the student’s responsibility to arrange for an alternative due
date upon return to the class. Don’t assume your absence is unexcused. Come talk to me about why you
missed class.
Late Work:
Late work will not be accepted.
Academic Dishonesty and Plagiarism:
This definition of plagiarism comes from the 2000-2001 University of Maine at Farmington catalog:
Students plagiarize when they make use of the work of others [from publications, websites, or
other students] and claim such work as their own. The phrase “make use of” refers to such actions as the
following:
(a) copying words, phrases, or sentences verbatim;
(b) paraphrasing or summarizing sentences or paragraphs;
(c) appropriating ideas, facts, arguments, or concepts which are not common knowledge.
Plagiarism is a serious violation of academic integrity (305). Please make sure you understand this
definition. Plagiarism on a writing assignment in 4348 will result in failure of the course.
Beepers and Cell Phones:
Please turn off the audio portion of all beepers and cell phones when you are in the classroom. No text
messaging will be permitted in class.
Refreshments:
Feel free to bring beverages (non-alcoholic) to class. If you bring food, bring enough for the entire class.
No tobacco in any form will be allowed.
___________________________________________________________________________________
The following University policies must appear on each course syllabus or be provided as an informational
sheet (web-links to these policies may be used in the print or electronic syllabus)
http://www.uttyler.edu/academicaffairs/syllabuspolicies.pdf
Students Rights and Responsibilities
To know and understand the policies that affect your rights and responsibilities as a student at UT Tyler,
please follow this link: http://www.uttyler.edu/wellness/rightsresponsibilities.php
Grade Replacement/Forgiveness and Census Date Policies
Students repeating a course for grade forgiveness (grade replacement) must file a Grade Replacement
Contract with the Enrollment Services Center (ADM 230) on or before the Census Date of the semester in
which the course will be repeated. Grade Replacement Contracts are available in the Enrollment Services
Center or at http://www.uttyler.edu/registrar. Each semester’s Census Date can be found on the Contract
itself, on the Academic Calendar, or in the information pamphlets published each semester by the Office of
the Registrar.
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Failure to file a Grade Replacement Contract will result in both the original and repeated grade being used
to calculate your overall grade point average. Undergraduates are eligible to exercise grade replacement for
only three course repeats during their career at UT Tyler; graduates are eligible for two grade replacements.
Full policy details are printed on each Grade Replacement Contract.
The Census Date is the deadline for many forms and enrollment actions that students need to be aware of.
These include:
approvals for taking courses as Audit, Pass/Fail or Credit/No Credit.
ter the Census Date)
-enrolled in classes after being dropped for non-payment
hrough Financial Aid
State-Mandated Course Drop Policy
Texas law prohibits a student who began college for the first time in Fall 2007 or thereafter from dropping
more than six courses during their entire undergraduate career. This includes courses dropped at another 2year or 4-year Texas public college or university. For purposes of this rule, a dropped course is any course
that is dropped after the census date (See Academic Calendar for the specific date).
Exceptions to the 6-drop rule may be found in the catalog. Petitions for exemptions must be submitted to
the Enrollment Services Center and must be accompanied by documentation of the extenuating
circumstance. Please contact the Enrollment Services Center if you have any questions.
Disability Services
In accordance with Section 504 of the Rehabilitation Act, Americans with Disabilities Act (ADA) and the
ADA Amendments Act (ADAAA) the University offers accommodations to students with learning,
physical and/or psychiatric disabilities. If you have a disability, including non-visible disabilities such as
chronic diseases, learning disabilities, head injury, PTSD or ADHD, or you have a history of modifications
or accommodations in a previous educational environment you are encouraged to contact the Student
Accessibility and Resources office and schedule an interview with the Accessibility Case Manager/ADA
Coordinator, Cynthia Lowery Staples. If you are unsure if the above criteria apply to you, but have
questions or concerns please contact the SAR office. For more information or to set up an appointment
please visit the SAR office located in the University Center, Room 3150 or call 903.566.7079. You may
also send an email to cstaples@uttyler.edu
Student Absence due to Religious Observance
Students who anticipate being absent from class due to a religious observance are requested to inform the
instructor of such absences by the second class meeting of the semester.
Student Absence for University-Sponsored Events and Activities
If you intend to be absent for a university-sponsored event or activity, you (or the event sponsor) must
notify the instructor at least two weeks prior to the date of the planned absence. At that time the instructor
will set a date and time when make-up assignments will be completed.
Social Security and FERPA Statement:
It is the policy of The University of Texas at Tyler to protect the confidential nature of social security
numbers. The University has changed its computer programming so that all students have an identification
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number. The electronic transmission of grades (e.g., via e-mail) risks violation of the Family Educational
Rights and Privacy Act; grades will not be transmitted electronically.
Emergency Exits and Evacuation:
Everyone is required to exit the building when a fire alarm goes off. Follow your instructor’s directions
regarding the appropriate exit. If you require assistance during an evacuation, inform your instructor in the
first week of class. Do not re-enter the building unless given permission by University Police, Fire
department, or Fire Prevention Services.
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