Fall 2021 UGS 303: Professionalism in Health Care

Unique numbers 63540, 63545, 63550, 63555)

Overview. This University of Texas Signature course has been designed for TIP students who are considering a health
professions career. The course features three distinctly different forms of engagement:

• Lecture on Tuesdays from 3:30pm to 4:45pm: Dr. Laude lectures on how the scientific method is used to
generate new knowledge in preparation for participation in the Freshman Research Initiative.

• Health professions hour Wednesdays from 4 to 5 pm: Dr. Laude and Lesley Riley, Director of the Health
Professions Office, lead an exploration of the health professions core competencies through critical reasoning
and practical ethics exercises, and personal reflections. In the second hour, students engage in independent
and collaborative inquiries that reveal how new knowledge is created in the sciences and humanities.

• Inquiry “Lab” workshop on Wednesdays from 5 to 6 pm: UGTAs lead their student cohorts as they engage in
independent and collaborative inquiries that reveal how new knowledge is created in the sciences, social
sciences and humanities.

• Lecture/Group Discussions on Thursdays from 3:30pm to 4:45pm: Dr. Lang organizes critical reasoning and
communications activities and assignments which will be lead by peer cohort leaders to train students to
develop writing skills and to apply critical thinking, creativity, and problem-solving skills to advanced verbal
contexts.

Course Designations.
• Signature course. The Signature Courses at the University of Texas at Austin will connect students with
distinguished faculty members in unique learning environments. By way of this rigorous intellectual experience,
students will develop college-level skills in research, writing, speaking, and discussion through an approach that
is both interdisciplinary and contemporary

• Writing flag. Because this course qualifies as a writing flag you will be asked to write often, receive regular
feedback from your instructors and revise your work, and read and discuss your work with your peers.

• Ethics flag. Because this course qualifies as an ethics flag, you will engage in the study and application of real-
world ethical choices, particularly as applied to the health professions. This will be done primarily through the
identity formation activities that you engage throughout the course.

Course Meeting Times and Locations.

This is fully in-person with some office hours and cohort meetings likely to be conducted through Zoom.
• Tuesdays and Thursday at 3:30 pm in WEL 2.246
• Wednesday 4 to 6 pm in WEL 2.306, BME 2.506, BME 2.508 as needed

Instructors.

David Laude, Department of Chemistry, dalaude@austin.utexas.edu

Elon Lang, Humanities Program, emlang@austin.utexas.edu
Lesley Riley, Director, Health Professions Office, lriley@austin.utexas.edu

(Individual appointments are made by e-mailing the instructor.)

Undergraduate Peer Mentors
Humanities Peers Science Peers

Instructional Team Roles.

Faculty: This course is team taught. Dr. Laude leads the Tuesday research methods lectures, the natural science, social
science and group inquries, and with Lesley Riley, the Wednesday hour devoted to exploration of the health professions
core competencies. All questions or concerns about these components of the course should be directed to Dr. Laude.
Dr. Lang leads the Thursday critical reasoning seminar, the humanities inquiry projects, and the critical writing exercises.
All questions or concerns about these components of the course should be directed to Dr. Lang.

TAs and Undergraduate Peer Mentors: The teaching assistants for the course are responsible for supervising the
undergraduate peer mentors, grading inquiry projects, and managing the Canvas grades. Twelve undergraduate peer
mentors, six from Natural Science and six from Liberal Arts, assist with the course. They will supervise supercohorts of
16 students further divided into cohorts of 8, each specifically assigned to peer mentors. These cohorts conduct science
and humanities inquiries, write research proposals, and explore the health professions core competencies. Peer mentors
are the first point of contact for inquiry approval and grading, and will guide students through the writing and inquiry
process.

Grading.

Assignments: This is a non-traditional lecture course with no formal exams. Instead, over the course of the semester you
will assemble an electronic portfolio that consists of the following:

• 40% of your grade 3 inquiry projects (Social Science inquiry, Humanities inquiry, Natural Science inquiry)
• 20% of your grade group inquiry project
• 25% of your grade 5 seminar exercises (submitted as formal essays)
• 15% of your grade reflections and responses on health professions, critical reasoning, practical ethics
• 5% of your grade active participation and engagement in class (cohort leaders’ performance evaluation)

Electronic Portfolio: Your complete portfolio of Canvas assignments is due at the end of the official final exam time for
the course, December 11th at 12 noon. It will be made of the materials that contribute to the 9 inquiries and seminar
exercises listed above as well as the collection of health professions and practical ethics exercise reflections completed
during the Health Professions hour.

Assignment Grading: Each of the 9 major assignments will be given a score from 0 to 4. Scores above 1 constitute
satisfactory completion of the assignment. Although there is no substantive difference between a 1+ and a 4 as far as
your course grade is concerned, we hope that this grading system will help you track your progress through the course
and get a sense of how your inquiry compares to your fellow students’ projects. See the following page for what the
numerical values mean with respect to the quality of the work. Critical Reasoning and Practical Ethics
Exercises and Health Professions Reflections are graded on participation and the earnestness of your
engagement. If you submit thoughtful responses to each prompt question you will earn full credit.

Late Work: Philosophically, Drs. Laude and Lang are opposed to assigning due dates in courses based on inquiry. The
problem is that if left to your own devices, many of you will fall behind and it will also end up impacting not just this
course but all your other courses till you get the work done.
Attendance: Students are expected to attend class at lecture, inquiry, and seminar sessions unless permission is
received to be absent. If you cannot make it to class, even if it is because of oversleeping or getting caught in
traffic, you are expected to e-mail your instructor with your regrets. Unexcused absences negatively impact your
classmates and consequently chronic absences will result in your course grade suffering.

Course Grade: To earn an A for the course you are required to satisfactorily complete all 9 assignments with an
assignment grade of 1+ or higher, participate actively in the health professions and practical ethics reflections exercises,
and receive a positive performance evaluation from your cohort UGTA leaders. Should you turn in work the instructors
consider to be substandard, a 0 or 1, it will be returned as incomplete with suggestions on how to improve. It is expected
that the quality of your work will improve over the semester. In other words, what it takes to earn a 2 on an inquiry or
critical reasoning essay becomes more difficult as the semester progresses. What we are looking for is a commitment to
do the work asked of you. If you do so, your improvement will happen organically and when you look back at the work
from earlier in the semester you will be very pleased with your progress. Understand that your faculty and peer mentors
are rooting for you to succeed. So, if you are struggling because of academic or non-academic issues, please reach out
to your peer mentor and to your instructor so that we can find a solution that will allow you to succeed in the course.

Numerical scores on assignments are explained.

Four: Excellent. You received a four for your inquiry or essay if you showed creative and original thought, substantial
effort, and a critical conclusion and/or a substantive reflection on your subject. You demonstrated critical thinking
concerning the planning, execution, and analysis of your project. You seemed sincerely interested in and excited about
your work. Good job! P.S. Earning 4s are very rare. If you get one, frame it.

Three: Good. You received a three for your inquiry or essay if you showed creative and original thought, substantial
effort, and a critical conclusion and/or a substantive reflection on your subject—but you were lacking in at least one
of the three categories mentioned above: planning, execution, or analysis. Perhaps your idea was good but you lacked
the time to complete the inquiry well; perhaps you failed to consider important variables in your experiment design but
indicated your failure in your conclusion. Perhaps the essay was unorganized, but the idea and the composition of your
prose was quite strong. You might also have earned a three if your idea was unoriginal but you still took the time to
explore an idea new to you. Anyone who earned a three demonstrated interest in the project and showed critical
thinking at times.

Two: Acceptable. Your inquiry or critical reasoning essay earned a two if you reached most of the benchmarks
for the assignment but it was substantially lacking in one, or partially lacking in two, of the following three
categories: planning, execution, or analysis. A grade of two passes the assignment without requiring resubmission,
but only barely. Perhaps the project was well-designed, but the assignment showed little effort. Inquiries that earned
a grade of two may not have demonstrated strong critical thinking. Essays that earned a two probably did not
demonstrate especially strong effort in the prewriting, drafting and review phases of the assignment, or may
have a lot of organizational and/or mechanical problems. Usually inquiries earning twos were lacking in the planning
and analysis stage, since these are the two stages where critical thinking is most important. An inquiry might also earn
a two if the project was submitted in an inappropriate format; an essay might also earn a two if the student failed to
prepare for the peer review phase of the assignment.

One+: Your instructors occasionally give this grade because even though you should do more work on the assignment,
we are on the fence about its acceptability and will let you go on to the next assignment where you had better do a
good job because we won’t let you get away with this twice—you may receive only one 1+ in the semester and still pass.

One: Resubmit. Inquiries earning a grade of one are not satisfactory and must be redone to earn an A in the course. A
one indicates a lack of critical thinking during at least one part of the inquiry, a lack of effort, or an unacceptable
format for submission. The most frequent reason for resubmission is a basic misunderstanding of what was required
to competently complete the inquiry or critical reasoning essay. If you earned a one please speak to your peer mentor
to find out what you need to do to improve your project.
Zero: Resubmit and see your instructor. You didn’t even try. Make an appointment with the instructor who graded
your assignment and get started on turning around your attitude in this course. The difference between a one and a
zero is that a zero means you either failed to complete the assignment or you know what you submitted was not
acceptable and you turned it in anyway.

Types of Assignments.

Independent Inquiries 1-3 (40%): This portion of your grade will be the work product of self-directed inquiries spawned
from original ideas. Each student must satisfactorily complete three original inquiries that are two to four weeks in
length. Inquiry 1 is worth 10% of your total grade and Inquiries 2 and 3 are each worth 15%. Topics will include a project
in which you ask interesting questions of and analyze a social science data set, a humanities inquiry associated with a
gem from one of our campus’ cultural collections, and a natural science inquiry that involves the design and execution
of an experiment in the FRI labs based on learning how to take accurate measurements.

Group Research Project (20%), a.k.a. Inquiry 4: Over the last month of the semester your cohort will break into smaller
teams to generate an original research proposal that is worth 20% of your grade. The project will require your research
team to engage collaboratively with every aspect of grantsmanship, from coming up with a good idea, to
creating context and justification, to performing a literature review, to developing a timeline and project scope, to
drafting a fully developed proposal in a discipline-appropriate style. Through this assignment you will experience
the various stages of the proposal process: reference work, vetting by experts, oral presentation, criticism and rebuttal.
Your topic can be anything from a traditional science research project seeking a cure for cancer to funding a not-for-
profit to tackle homelessness to seeking a grant to organize a conference to promote interfaith religious dialogues. The
only stipulation is that the maximum grant you can seek is for $360,000.

Seminar Exercises (Essays) (25%): This portion of your grade will be earned by completing 5 short essays during
progressive 1-3 week units. In these units, you will practice analysis of texts in a particular rhetorical genre, draft a short
essay in that genre for an in-class review, and submit a revised version of that essay to Canvas. You will explore genres
such as autobiography, observation, explanation, evaluation, and arguing a position in an ethical debate. The final
autobiographical revision exercise will include a component asking you to reflect on what you have learned about
yourself in your first semester in college. So--who are you? As you read this syllabus you currently are considering the
health professions for a career. This means that three or four years from now you will be sitting in a medical school
interview with a physician who will look at you and say, "tell me about yourself... just exactly why should we admit you
to our esteemed medical school?" Our intention in this course is that you spend it reflecting on who you are now, and
will be personally, academically, and professionally. In other words, in this class you will be starting on your med school
personal statements. Or maybe not. Instead you might even rewrite your autobiographical essay about how you've
changed your mind about being a doctor and are instead going to be a research scientist, or an audiologist or a linguist,
or just an 18-year-old who doesn't know yet.

Critical Reasoning, Practical Ethics, and Health Profession Reflection (15%): Critical Reasoning and Practical Ethics
Exercises generally will be completed fully during class meetings on Wednesday afternoons. This will involve completing
live-administered multiple choice quizzes that replicate MCAT Critical and Analytical Reasoning Section (CARS) questions
and timed writing exercises based on CASPer Exam practical ethics scenarios. You will likely take both of these exams as
part of your application process for medical or graduate school in the health professions. In addition, you will write
reflections after listening to presentations by health care professionals and students discussing the core competencies
you are expected to develop on your path into the health professions.

Participation (5%): at the end of the semester your cohort’s peer mentors will help the course instructors assemble a
holistic picture of your individual performance and engagement in the class. If you make an earnest effort to attend every
class session, to meet all submission deadlines, to engage actively in each discussion and breakout session, to follow up
with team members and leaders outside of class, to seek guidance in order to improve your work, and to act in a
professional and collegial manner, you will get full credit for this component of the class.
Course Schedule and Assignments
Colors: Research methods; Writing seminar; Health Professions; Inquiry 1; Inquiry 2; Inquiry 3; Inquiry 4

Week Day Date Topic Assignments

eek ay Hour 1: Introductions, Syllabus and Grading Inquiry 1: Social Science Inquriy assigned
1 W4 Welcome 8/25
Introduction to Excel and the Inquiry 2 data set
Health Hour 2: Health Professions Introduction Core Competency Self-Assessment
W5 8/25
Prof. Cohort-building activities CARs , CASPER and Reflection
Thinking through Writing: the Value of Uncertainty
Th Seminar 8/26 Seminar essay 1 assigned: Autobiography
Writing the Self: Observing your own ethical frame
Research Methods: Thinking rationally
2 T Lecture 8/31 UT Libraries presentation on Social Sci. Datasets

Health Intro to Core Competencies—Guest Lecture

W4 9/1 CARs, CASPER and Reflection
Prof. Dr. Judianne Kellaway, Long School of Medicine
W5 Inquiry 9/1 Workshop on Inquiry 1: Soc. Sci. Inquiry
Th Seminar 9/2 Autobiography workshop
Research methods: Why thinking like a scientist means Inquiry 1 Approved
3 T Lecture 9/7 Seminar essay 1 due
thinking like a statistician
Health Health professions autobiography—Dr. Shannon
W4 9/8 CARs, CASPER and Reflection
Prof. Markus (driving force behind the Aspire Banquet at UT)
W5 Inquiry 9/8 Workshop on Inquiry 1: Soc. Sci. Inquiry
Autobiography wrap up
Th Seminar 9/9 Inquiry 2: Humanities Inquiry assigned
Introduction to Humanities Inquiry
Research methods: SHIFT
4 T Lecture 9/14 Inquiry 1 Due
A data-driven public health example at UT Austin
Health
W4 9/15 Health Professions: Self Regulation—Dr. Laude CARs, CASPER and Reflection
Prof.
W5 Inquiry 9/15 Inquiry 2 idea workshop: making observations Inquiry 2 draft idea submission due
Inquiry 2 final idea selection due
Observation, Analysis, Questioning: Finding data in
Th Seminar 9/16 Seminar essay 2 assigned: begin observation re.
details (i.e. without numbers) Inquiry 2 selection
Research methods: Experimental design
5 T Lecture 9/21 UT Libraries presentation on Humanities Scholarship Seminar essay 2 due

Health
W4 9/22 Health Professions: Resilience—Dr. Laude CARs, CASPER and Reflection
Prof.
W5 Inquiry 9/22 Inquiry 2 Workshop In Class Inquiry 2: One annotation due

Using secondary sources as interpretive lenses (using In Class: Lens Exercise with the annotated
Th Seminar 9/23
Lens Exercise in the Humanities Inquiry) secondary source
6 T Lecture 9/28 Research Methods: Modeling data Inquiry 2 Annotated bibliography due
Health Health Professions: Guest Speaker
W4 9/29 CARs, CASPER and Reflection
Prof. You are what you do—Patty Prado, Dell Med
Inquiry 2 Workshop humanities inquiry (concept-
W5 Inquiry 9/29 Inquiry 2 draft due for peer exchange
explanation and communicating significance)

Inquiry 2 wrap up In class: Explaining Concepts Exercise within

Th Seminar 9/30
How to explain concepts effectively to an audience Inquiry 2 (& identifying a claim’s significance)
Inquiry 2 full essay due
7 T Lecture 10/5 Introduction to inquiry 3
Inquiry 3 assigned
Health Health Professions Guest Speaker
W4 10/6 CARs, CASPER and Reflection
Prof. Managing Bias: Jesus Ortega, Dell Medical
 W5 Inqiury 10/6 Inquiry 3: data analysis intro workshop
In class: Explaining Concepts to a different
Explaining concepts wrap-up
Th Seminar 10/7 audience
The evolving thesis as both hypothesis and conclusion
In class: Mocking up an evolving thesis for Inquiry
Research Methods: The Academic Enterprise 3
8 T Lecture 10/12
UT Libraries presentation on Natural Sci scholarship
Health
W4 10/13 Health Professions: Action Plan—Lesley Riley CARs, CASPER and Reflection
Prof.
W5 Inquiry 10/13 Inquiry 3 experiment design and prep Inquiry 3 Approved
Seminar essay 3 assigned: Making an evaluative
Th Seminar 10/14 Evaluation: establishing criteria
claim in the humanities and sciences (re. Inquiry 3)
9 T Lecture 10/19 Introduction to Ethics
Health Dr. JohnProfessions
Health Luc, Dell Medical
Speaker
W4 10/20 CARs, CASPER and Reflection
Prof. Professional Ethics: Dr. John Luc, Dell Medical
W5 Inquiry 10/20 Inquiry 3 workshop Inquiry 3 annotated bibliography due
Th Seminar 10/21 Evaluation wrap-up
Scientific Research: The Academic Enterprise Seminar essay 3 due
10 T Lecture 10/26
Inquiry 4 introduced Inquiry 4 assigned
Health
W4 10/27 Health professions: Dr.Reg Baptiste CARs, CASPER and Reflection
Prof.
W5 Inquiry 10/27 Inquiry 3 workshop and peer review
Th Seminar 10/28 Arguing a position on an ethical issue Seminar essay 4 assigned: Ethical debate prep
Inquiry 3 due
11 T Lecture 11/2 Research Methods: Ethics in scientific research
Inquiry 4 Form I assigned
Health
W4 11/3 Health professions: Dr. Christina Salazar CARs, CASPER and Reflection
Prof.
W5 Inqiury 11/3 Inquiry 4 Group formation and topic selection Inquiry 4 Form I due
Th Seminar 11/4 Ethical Questions: Arguing a position Seminar essay 4 due
Ethical debates
12 T Lecture 11/9 Inquiry 4 Form II and III assigned
UT Libraries presentation ahead of Inq 4 annotated bib
Health
W4 11/10 Health professions: Student Panel CARs, CASPER and Reflection
Prof.
W5 Inqiury 11/10 Inquiry 4 Group proposal work
Autobiography and Memoir as a means for tracking Seminar essay 5 assigned: Autobiography
Th Seminar 11/11
personal growth and developing perspectives revision and expansion
13 T Lecture 11/16 Science Ethics debates
Health
W4 11/17 The pre-med take on COVID-19 CARs, CASPER and Reflection
Prof.
W5 Inquiry 11/17 Inquiry 4 Group proposal work
Th Seminar 11/18 Seminar wrap-up: Autobiography revision and expansion Seminar essay 5 due
14 M, T 11/22-23 Group meetings with Instructors Inquiry 4 Form II due
Thanksgiving Break
15 T 11/30 Group presentations
W 12/1 Group presentations
Th 12/2 Group presentations
16 M 12/6 Inquiry 4 Form III due with full proposal
W 12/8 Inquiry 4 Form IV due with criticism
Sat 12/11 Final Exam 9a-noon: Identity Formation Essays Inquiry 4 due
University Policies.

Q Drop Policy: If you want to drop a class after the 12th class day, you’ll need to execute a Q drop before the Q-drop deadline,
which typically occurs near the middle of the semester. Under Texas law, you are only allowed six Q drops while you are in
college at any public Texas institution. For more information, see: http://www.utexas.edu/ugs/csacc/academic/adddrop/qdrop

Services for Students with Disabilities: This class respects and welcomes students of all backgrounds, identities, and abilities. If
there are circumstances that make our learning environment and activities difficult, if you have medical information that you
need to share with the instructors, or if you need specific arrangements in case the building needs to be evacuated, please let us
know. We are committed to creating an effective learning environment for all students, but we can only do so if you discuss your
needs with us as early as possible. We promise to maintain the confidentiality of these discussions. Any student with a
documented disability who requires academic accommodations should contact Services for Students with Disabilities at 471-6259
(voice) or 512-410-6644 (Video Phone) as soon as possible to request an official letter outlining authorized accommodations. For
more information, visit http://ddce.utexas.edu/disability/about/.

Religious holidays: It is a University policy that a student be allowed to complete missing work due to observance of a religious
holiday. Please notify us by the 12th class day if you are impacted.

Academic Dishonesty: The phrase academic dishonesty is a euphemism for cheating. We really dislike cheating—and so
does the University. If you want proof, read the University’s Honor Code:
“The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity and
responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness
and respect toward peers and community.”
That sounds pretty complicated for what we ask in this class, so let's make it simple: don’t cheat. Now in this course where
your work is pretty much a lot of writing, cheating amounts to copying what other people have written (this is called
plagiarism.) You know how to avoid plagiarism—DON’T USE THE CUT AND PASTE FUNCTION ON YOUR COMPUTER. If in doubt
when you are working with others on a project, please make sure you ask if you have any confusion about whether you’re
documenting your sources appropriately.

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. 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

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, to 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. We are Responsible Employees and
must report any Title IX related incidents that are disclosed in writing, discussion, or one-on-one. Before talking with one of the
instructional staff for this class, 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 advocate@austin.utexas.edu. For more information about reporting options and
resources, visit http://www.titleix.utexas.edu/, contact the Title IX Office via email at titleix@austin.utexas.edu, 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.

Sharing of Course Materials is Prohibited: No materials used in this class, including, but not limited to, lecture hand-outs, videos,
assessments (quizzes, exams, papers, projects, homework assignments), in-class materials, review sheets, and additional problem
sets, may be shared online or with anyone outside of the class unless you have our explicit, written permission. Unauthorized
sharing of materials promotes cheating. It is a violation of the University’s Student Honor Code and an act of academic
dishonesty. We are well aware of the sites used for sharing materials, and 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.

Class Recordings: Class recordings are reserved only for students in this class for educational purposes and are protected under
FERPA. The recordings should not be shared outside the class in any form. Violation of this restriction by a student could lead to
Student Misconduct proceedings.

Zoom Etiquette:
• Mute yourself unless you are speaking. This will cut down on background noise and limit any distractions.
• Be mindful of your surroundings when on camera. We want to make sure we avoid as much distraction as possible.
• Turn your camera off if you are leaving the meeting temporarily.
• If the video or audio is choppy, try turning off your video.
• Please always use reliable private or enterprise WIFI.

COVID-19 Update: 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://protect.utexas.edu

SHIFT UT: This course takes part in UT Austin’s SHIFT initiative and incorporates protective factors to promote student wellness
and mitigate the risks associated with drug and alcohol misuse, including adverse academic outcomes.
https://shift.utexas.edu/index.html

Behavior Concerns: 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.