Office Hours (in person): MTWRF 11:00 AM – 1:00 PM & by appointment.

OFFICE PHONE: My campus office phone is 940-397-4246. You can call any time. If I am unable to answer immediately, please leave your name, message, and the number to call you back. My OUTLOOK email will record your VOICE message, alert me to it, and play it back.

ZOOM: Make an appointment with me by email. At the agreed-upon time, I will send you the link.

TWO Required Books:

The Little, Brown Compact Handbook. 10^th edition. Jane E. Aaron & Michael Greer. Or LB Brief. Jane E. Aaron. Pearson. [Any edition.]

The Best American Essays 2019. Edited by Rebecca Solnit. Mariner. YOU CANNOT SURVIVE WITHOUT THIS BOOK. GET IT RIGHT AWAY.

Course Goals:

Write thesis-based essays that provide strong support and specific details.

Engage in a writing process that includes invention, drafting, and revision.

Demonstrate critical and creative thinking about a timely issue or debatable topic.

Demonstrate proficient use of Standard Written English.

Assignment percentage values:

Ten Qs (quizzes) on D2L                10 percent (each is 1 point)

Five Essays – the Ws                     50 percent (50 points out of 100)

W1       5%                                                                                                                            

W2      10%  

W3      12%  

W4      13%   

W5      10%  

Final Grammar Exam                                                      20 percent (20 points out of 100)

Final Essay                                                                    20 percent (20 points out of 100)

The W’s: Writing Assignment Due Dates at a glance:

W1 Enclosed Spaces: Pars. 1-2                           Thursday September 8

W2 Enclosed Spaces: Pars. 3-4                           Thursday September 22

W3 Losing Something                                          Thursday October 20

W4 Fitting In                                                       Thursday November 10

W5 NOT Fitting In                                                Thursday December 1

The Qs (Quizzes in ASSESSEMENTS; click on TESTS) at a glance:

Q1      Take before 11:59 PM Friday September 2

Qs 2, 3, 4      Take before 11:59 PM Friday September 16

Qs 5, 6, 7      Take before 11:59 PM Friday September 30

Qs 8, 9, 10    Take before 11:59 PM Friday October 21

Our Last Tests at a glance (in ASSESSMENTS; click on TESTS):

Practice Test opens November 28– Requires Respondus LockDown Browswer

Final Grammar Exam opens 7:00 PM December 5; closes 11:59 PM December 6 – Requires Respondus LockDown Browser

Final Essay opens 7:00 PM December 5; closes 11:59 PM December 6 – Requires Respondus LockDown Browser

WE NEED OUR BOOKS!

Please purchase them as soon as possible: The Little, Brown Compact Handbook. 10^th edition OR any edition of Pearson's LB Brief (Jane E. Aaron) would serve just fine--but we especially need Best American Essays 2019 (Editor: Rebecca Solnit), published by Mariner.

Attendance

In D2L Class Progress indicates the most recent date that students have logged into the course. I do NOT have an attendance penalty, but the university tracks attendance for Financial Aid purposes. I use class progress (log-in history) in D2L for all reporting.

Grading

Grading (out of 100): A 100-90; B 89-80; C 79-70; D 69-60; F 59-0 (no rounding up). The late penalty for “W” essays is capped at 10 points out of 100. NOTE: The semester grade is NEVER rounded up to the next letter grade. For instance, a 79.9 is a C, not a B; an 89.9 is a B, not an A. 

FINAL GRAMMAR EXAM and FINAL ESSAY both open at 7:00 PM Wednesday June 29; they close at 11:59 PM Thursday June 30. You may take either before the other.

FINAL GRAMMAR EXAM (20 percent of semester grade) 50 multiple choice questions/60 minutes. Requires Respondus Lockdown Browser+Webcam.

FINAL ESSAY (20 percent of semester grade) 3 prompts to choose from/two hours. We use our standard 4-paragraph model, but we are NOT quoting from BEST AMERICAN ESSAY 2019. Requires Respondus Lockdown Broswer+Webcam.

PRE-TEST IN GRAMMAR (Two attempts/NOT for a grade)

Pre-Test (Bank A) is modeled on our Final Grammar Exam. Take first attempt our first week. Take the SECOND attempt the last weekend before the Final Grammar Exam.

GOOD NEWS about the Q’s

Each Q becomes a 100 at the end of the semester, but only if you actually take the Q. Quizzes are NOT extra credit. If you fail to do the Q, the grade for that Q is a “0,” and it will hurt your overall grade.

NOTE: QUIZZES ARE NOT EXTRA CREDIT

If you don't do a Quiz, then the grade for that Q is "0." That will hurt your overall grade.

Writing Assignments (the W’s)

All our writing is the same four-paragraph model (see model in this syllabus). For W1 and W2 we will divide the same four-paragraph essay into two parts: W1 Enclosed Spaces: Pars. 1-2 and W2 Enclosed Spaces: Pars. 3-4.. The W essays (W1-W5) must be submitted to their appropriate drop box in order to be evaluated and graded.

MODULES in CONTENT

On the navigation bar, click on CONTENT. The MODULES for everything we do are down the left side: OVERVIEW, SYLLABUS, WRITING ASSIGNMENTS (the “W’s”), DISCUSSIONS, QUIZZES (the Q’s), CORE GRAMMAR, PRACTICE EXAM, FINAL GRAMMAR EXAM, FINAL ESSAY, and PURDUE GRAMMAR EXERCISES (optional study aid for FINAL GRAMMAR EXAM).

QUICK ACCESS on the NAVIGATION BAR

On the navigation bar, students can click on ASSESSMENT and ASSIGNMENTS for the drop boxes of our W’s, or click on ASSESSMENT and TESTS to find the Quizzes, Practice Exam, Final Grammar Exam, and Final Essay.

THREADS: GETTING MY INPUT PRIOR TO SUBMISSION TO THE DROP BOX

You have the OPTION of receiving my input on your writing BEFORE it is due in the drop box (only if you truly want the input—it is not a requirement). We call this opportunity for my feedback and suggestions POSTING A THREAD. It is a paragraph (or two, or three, or four) that you type (or copy and paste from your own document) directly into the text box. When you post it, I am informed in OUTLOOK that you would like my input.

The THREAD begins in CONTENT by clicking on the module for DISCUSSION FORUMS

On the navigation bar, click on CONTENT. Then click on the DISCUSSION FORUMS & TOPICS for a THREAD module. You will see a discussion forum for each “W.” Beside the title of each forum is an arrow. Click on the arrow for VIEW TOPIC. At the end of the TOPIC is the TEXT BOX to submit your paragraph(s) for my input and suggestions. Do not use any attachment function--your work-in-progress must be in the text box in order for me to type my reply and see your writing at the same time.

NOTE ABOUT ORIGINALITY

Students in our class are at liberty to click on a thread and see a student’s work-in-progress with my reply and suggestions. However, students are not allowed to copy-and-paste or adapt each other’s work and represent it as their own.

SUBMISSION TO DROP BOX IS MANDATORY IN ORDER TO BE GRADED

Getting my input in a THREAD is a GOOD idea, but it does not constitute submission for a grade. In order to be graded, the “W” must be submitted to the drop box.

LATE WORK is accepted by D2L.The penalty is 10 points out of 100.  

The late penalty for our W’s is capped at minus 10 points. If students fall behind with a “W,” they can go back and make it up until 11:59 PM Thursday December 8.  

What follows is our four-paragraph model with optional Work Cited at the end:

Paragraph 1 needs these components:

Answer-to-prompt and the "because" give us the overall idea (first person plural "We"). 1 sentence.

Supporting idea 1 will be the topic idea of paragraph two (“we”). 1 sentence.

Preview of example 1 for par. 2 and one of its sensory details (first person singular “I” or “my”). 1 sentence: e.g., mother’s kitchen for breakfast—taste of homemade bread.

Supporting idea 2 will be the topic idea of paragraph three ("We"). 1 sentence.

Preview of example 2 for par. 3 and one of its sensory details (“I” or “my”). 1 sentence: e.g., mother’s kitchen for dinner—the smell of her pot roast.

LAST SENTENCE of PARAGRAPH ONE: THESIS SENTENCE– Here is the “because” of the answer-to-the-prompt but without the word “because” (the THESIS may be refined and improved, but it has the same meaning as the reason—the "because"—in the first sentence of the paragraph).

NOTE: Use “we” for universals (supporting/topic ideas); use the singular (“I” or “my”) for description of examples. Do NOT use “you” for anything.

Paragraph 2 needs these components:

Topic idea restates and explains the first supporting idea ("We") – 1 or 2 sentences. 

Provide the context for the first example previewed in par. 1 ("I" is fine). 1 or 2 sentences.

THEN we need sustained DESCRIPTION OF EXAMPLE ONE in THREE respects (e.g., beginning, middle, and end)—use of “I” and “my.” Use “sensory” details: e.g., onions and peppers sizzled on the grill. SENSORY details paint a picture in sight, sound, physical action, texture, taste, and even smell. TRY TO BRING IN MORE THAN ONE PHYSICAL SENSES. Strive for a SUSTAINED description of at least three sentences—that’s our minimum. Description SHOWS (it does not tell)—we infer your meaning from the details of your description. I am hoping for more than just three sentences.

Paragraph 3 needs these components:

Provide 1 or 2 sentences for the Topic idea ("We"), which restates and explains supporting point 2. Then introduce the required author from Best American Essays 2019. Put the title of the essay in quotation marks. Explain (better yet describe) the author’s scenario in your own words prior to the quote. Quote from the designated essay in BEST AMERICAN ESSAYS 2019 and provide a parenthetical page. For W2 use either Camille Dungy (70-76) or Elizabeth Kolbert (124-130) in our BEST AMERICAN ESSAYS 2019 book. Here is the model: Camille T. Dungy in her essay “Is All Writing Environmental Writing?” makes the point that the in-between is where nature has a chance to grab hold of us, change us, and make us more like her—more free. As a youngster, Camille eluded her neighbor’s scary Dobermans by climbing above her neighborhood cul-de-sac and venturing along an undeveloped hillside of overgrown weeds, precarious rock outcroppings, and imposing, scraggly trees. She was always in sight of her home, but the hillside terrain felt like untamed wilderness: “On that little-traveled path, I was free from the tensions of my built environment. I could be like the landscape in the hills beyond our house—a little wild and moderately protected” (71). [Note: Don't use my quote -- pick a different quote.] Paragraph 3 is not over! After the quote, provide the context of the second example previewed (1 or 2 sentences with “I” or “my”) in par. 1: e.g., if example 1 was your mother’s kitchen for breakfast, example 2 might be your mother’s kitchen for dinner preparation. Describe the example’s experience with sensory details, starting with the description you previewed in paragraph one. We need SUSTAINED description in at least THREE respects (e.g., beginning, middle, and end)—use “I” or “my.” The minimum would be at least three sentences.

Paragraph 4 (four to five sentences) needs these components:

Start with a NEW sensory detail for the example you developed in either par. 2 or par. 3 (first person “I” or “my” – first two or three sentences) and close with a “we” relevant thought (e.g., a variation on your THESIS sentence at the end of paragraph one—one or two sentences).  

OPTIONAL WORK CITED (feel free to copy-and-paste):

Dungy, Camille T. “Is All Writing Environmental.” The Best American Essays 2019, edited by Rebecca Solnit, Mariner (Houghton Mifflin Harcourt), 2019, pp. 71-76.

Kolbert, Elizabeth. “How to Write About a Vanishing World.” The Best American Essays 2019, edited by Rebecca Solnit, Mariner (Houghton Mifflin Harcourt), 2019, pp. 124-30.

Lanham, J. Drew. “Forever Gone.” The Best American Essays 2019, edited by Rebecca Solnit, Mariner (Houghton Mifflin Harcourt), 2019, pp. 131-44.

Johnson, Lacy M. “On Likability.” The Best American Essays 2019, edited by Rebecca Solnit, Mariner (Houghton Mifflin Harcourt), 2019, pp. 105-112.

Johnson, Walter. “Guns in the Family.” The Best American Essays 2019, edited by Rebecca Solnit, Mariner (Houghton Mifflin Harcourt), 2019, pp. 113-23.

Pyle, Kai Minosh. “Autobiography of an Ice-heart.” The Best American Essays 2019, edited by Rebecca Solnit (Houghton Mifflin Harcourt), 2019, pp. 176-88.

GRADING (out of 100): A 100-90; B 89-80; C 79-70; D 69-60; F 59-0 (no rounding up). The late penalty for “W” essays is capped at 10 points out of 100. NOTE: The semester grade is NEVER rounded up to the next letter grade. For instance, a 79.9 is a C, not a B; an 89.9 is a B, not an A.

ACADEMIC DISHONESTY is when students rely on undocumented sources, whether a printed source (other than our required books) or a human being who writes the essay or part of it on behalf of the student. The grade for that assignment is “0” and the semester grade is an F, and the student is removed from the course with a WF. Offenders will be reported to the Chair of the Department. NOTE: Students have the right to appeal an alleged incident of Academic Dishonesty. More information about this policy and appeal procedure can be found on page 55 of the Student Handbook https://msutexas.edu/student-life/_assets/files/handbook.pdf

PLAGIARISM is the use of someone else’s thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in “Works Cited”) whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and not tolerated, whether intentional or not. NOTE: A single item WORKS CITED for THE BEST AMERICAN ESSAY 2019 (edited by Rebecca Solnit) is OPTIONAL.

SAFE ZONE: We need to treat each other with respect regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. The ADA requires that we accommodate disabilities for which the student has provided paperwork to Disability Support Services in Room 168 of the Clark Student Center (397-4140).

Topic Schedule & Due Dates

August 22 – September 22: W1 and W2 Enclosed Spaces.

Option: Post a THREAD for instructor input. In CONTENT click on the module DISCUSSION FORUMS & TOPICS for a THREAD. Then click on the arrow by the title of the relevant “W.” That will be VIEW TOPIC. It will provide you a TEXT BOX to post a paragraph (or paragraphs) for my input.

Do the Pre-Test and Q1. Q1 closes 11:59 PM Friday September 2. See LB BRIEF CH 21 Parts of Speech; LB CH 22 The sentence; LB 24 Sentence Types. Do the PDF study aid in the module before doing Q1. Always do one of the study aids in the Q-module before taking the scheduled Q. That way you are preparing for the FINAL GRAMMAR EXAM.

NOTE: We are dividing our first essay—on ENCLOSED SPACES—into two parts: paragraphs one and two will be W1; paragraphs three and four will be W2.

Prompt for W1 & W2 Enclosed Spaces: What do our enclosed spaces say about us? What makes them meaningful or significant in our lives?

DUE DATE: Submit W1 Enclosed Spaces: Pars. 1-2 to the drop box before 11:59 PM Thursday September 8.

Do Q’s 2, 3, and 4 before 11:59 PM Friday September 16. Q2 Phrases, clauses, fragments – See LB 23 Phrases/Clauses; LB 35 Fragments. Q3 Comma Splices, fused run-on – See LB 36 Comma splices/run-on syntax; In CONTENT click on the appropriate Quiz (“Q”) module. In the module are study aids including the PDF. At the very least, study the module’s PDF before taking the Quiz. THAT WAY YOU ARE PREPARING FOR THE FINAL GRAMMAR EXAM.

IMPORTANT FOR W2 ENCLOSED SPACES: Pars. 3-4: In par. 3 please quote from ONE of these two essays in BEST AMERICAN ESSAYS 2019: Camille T. Dungy, “Is All Writing Environmental Writing?” (pp. 70-76). OR Elizabeth Kolbert, “How to Write about a Vanishing World” (pp. 124-130). SEE FOUR PARAGRAPH MODEL IN THIS SYLLABUS.

DUE DATE: Submit W2 Enclosed Spaces: Pars. 3-4 to the drop box before 11:59 PM Thursday September 22.   

September 23 – October 20: W3 LOSING SOMETHING.

Option: Post a THREAD for instructor input. In CONTENT click on the module DISCUSSION FORUMS & TOPICS for a THREAD. Then click on the arrow by the title of the relevant “W.” That will be VIEW TOPIC. It will provide you a TEXT BOX to post a paragraph (or paragraphs) for my input.

DO Q’s 5, 6, 7 before 11:59 PM Friday September 30. Q5 Pronoun Agreement & Q6 Pronoun Case. See LB 30, 31, 32. Q7 Commas. See LB 39. In CONTENT see modules for the Quizzes; study the PDF before taking the Quiz.

Now we do all four paragraphs in one essay.

Prompt for W3: How does loss make our lives meaningful or significant?

In paragraph three, be sure to quote from J. Drew Lanham, “Forever Gone” (pp. 131-144, see esp. pp. 131-33, 136-42).  PAR. THREE: After the topic idea (and prior to the quote), indicate author, title of essay, and describe in your words the situation in the essay. After the quote, provide description in three respects of your 2^nd example—just like you did for the first example in par. 2.

DUE DATE: Submit W3 Losing Something to the drop box before 11:59 PM Thursday October 20.

October 21 – November 10: W4 FITTING IN:

Option: Post a THREAD for instructor input. In CONTENT click on the module DISCUSSION FORUMS & TOPICS for a THREAD. Then click on the arrow by the title of the relevant “W.” That will be VIEW TOPIC. It will provide you a TEXT BOX to post a paragraph (or paragraphs) for my input.

Do Q’s 8, 9, 10 before 11:59 PM Friday October 21, Q8 Colons & semicolons - see LB 40 & 41. Q9 Parallelism – see LB 16. Q10 Apostrophes – see LB 42 and LB 43. In CONTENT see the modules for the quizzes; review the PDF study aid in each module before taking the quiz. That way you are preparing for the FINAL GRAMMAR EXAM.

Prompt for W4 Fitting In: Why is it so important for us to fit in?

In paragraph 3, be sure to quote from either Lacy M. Johnson, "On Likability" (pp. 105-112; see esp. 105-106) OR Walter Johnson, "Guns in the Family" (pp. 113-123; see esp. 113-15, 116-17, 117-18, 120-22). PAR. THREE: After the topic idea (and prior to the quote), indicate author, title of essay, and describe in your words the situation in the essay. After the quote, provide description in three respects of your 2^nd example—just like you did for the first example in par. 2.

DUE DATE: Submit W4 Fitting In to the Drop box before 11:59 PM Thursday November 10.

November 11 – December 1: W5 NOT Fitting In.

Option: Post a THREAD for instructor input. In CONTENT click on the module DISCUSSION FORUMS & TOPICS for a THREAD. Then click on the arrow by the title of the relevant “W.” That will be VIEW TOPIC. It will provide you a TEXT BOX to post a paragraph (or paragraphs) for my input.

Prompt for W5: Not Fitting In: Why is failing to fit in sometimes a good thing?

In paragraph three, be sure to quote from Kai Minosh Pyle, “Autobiography of an Iceheart” (pp. 176-188). Prior to quote, indicate author, title of essay, and describe in your words the situation in the essay. PAR. THREE: After the topic idea (and prior to the quote), indicate author, title of essay, and describe in your words the situation in the essay. After the quote, provide description in three respects of your 2^nd example—just like you did for the first example in par. 2.

DUE DATE: Submit W5 NOT Fitting in to the drop box before 11:59 PM Thursday December 1.

November 28 – December 2.

Practice Exam for Requires Respondus Lockdown + Webcam.

In CONTENT click on the module for Practice Exam. OR on the navigation bar, click on ASSESSMENTS and then TESTS. BOTH the FINAL GRAMMAR EXAM and the FINAL ESSAY will open at 7:00 PM Monday December 5 and both will close at 11:59 PM Tuesday December 6. You may take either before the other.

MONDAY 7:00 PM Monday Dec 5 - Final Grammar Exam Ì¶ 50 multiple choice/60 minutes. Requires Respondus Lockdown Browser + Webcam. Click on ASSESSMENTS and then TESTS. CLOSES TUESDAY 11:59 PM Dec 6.

MONDAY 7:00 PM Monday Dec 5 - Final Essay – choice of 3 prompts/2 hours. Requires Respondus Lockdown Browser + Webcam. Click on ASSESSMENTS and then TESTS. CLOSES TUESDAY 11:59 PM Dec 6.

Attendance: In D2L Class Progress indicates the most recent date that students have logged into the course. I do NOT have an attendance penalty, but the university tracks attendance for Financial Aid purposes. I use class progress (log-in history) in D2L for all reporting.

LATE WORK is accepted by D2L.The penalty is 10 points out of 100.  

The late penalty for our W’s is capped at minus 10 points. If students fall behind with a “W,” they can go back and make it up until 11:59 PM Thursday December 8.  

NOTE: I need all late work before 11:59 PM Thursday December 8.

Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

All instructors in the Department have voicemail in their offices and MSUTexas e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Obligation to Report Sex Discrimination under State and Federal Law

Midwestern State University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from sex discrimination of any kind. State and federal law require University employees to report sex discrimination and sexual misconduct to the University’s Office of Title IX. As a faculty member, I am required to report to the Title IX Coordinator any allegations, personally observed behavior, or other direct or indirect knowledge of conduct that reasonably may constitute sex discrimination or sexual misconduct, which includes sexual assault, sexual harassment, dating violence, or stalking, involving a student or employee. After a report is made, the office of Title IX will reach out to the affected student or employee in an effort to connect such person(s) with resources and options in addressing the allegations made in the report. You are also encouraged to report any incidents to the office of Title IX. You may do so by contacting:

Laura Hetrick

Title IX Coordinator
Sunwatcher Village Clubhouse
940-397-4213

laura.hetrick@msutexas.edu

You may also file an online report 24/7 at Maxient 

Should you wish to visit with someone about your experience in confidence, you may contact the MSU Counseling Center at 940-397-4618. For more information on the University’s policy on Title IX or sexual misconduct, please visit MSU Texas Title IX

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at https://msutexas.edu/campus-carry/rules-policies.

If you have questions or concerns, please contact MSU Chief of Police at police@msutexas.edu.