HIST 1301 206: The US to 1877

HIST 1301 - The US to 1877

Spring 2026 Syllabus, Section 206, CRN 29022


Instructor Information

Rebekah Arenaz, M.A.

Lecturer

Email: rebekaha.arenaz@tamiu.edu

Office: PLG 312E

Office Hours:
Tuesday and Thursday: 8:30-9:30 am
Wednesday: 10 am-12 pm
And by appointment.

Office Phone: (956) 326-2804


Times and Location

TR 10:05am-11:25am in Bullock Hall 103


Course Description

This course covers discovery; European contributions and forces; Spanish and Portuguese conquests in the Americas; English, French, and Dutch in America. The English Colonies in America; accomplishments of nationalistic groups; War of Independence; establishment of the new nation, problems of the formative period, western development, and frontier influence; cultural and constitutional growth; internal dissension and international problems; and Reconstruction. Prerequisites: Completion of Texas Success Initiative (TSI) Reading requirements, ENGL 1301, or appropriate level developmental course sequence.
Humanities Department, College of Arts & Sciences

Additional Course Information

COURSE REQUIREMENTS:

Please read the following thoroughly. If any of the following information is unclear, please ask questions.
Quizzes: We will have weekly quizzes based on the textbook and document readings. Each quiz will cover one chapter. Please take time to read the assigned readings before you attempt each quiz. Quizzes open on Mondays and are due Sundays at 11:59 pm. Each quiz is 10 questions, and you will have 15 minutes to complete the quiz. You have 2 attempts for each quiz. The two lowest quiz grades will be dropped. You will need to use the Respondus Lockdown Browser to access quizzes. Your lowest 2 scores are dropped. Quizzes are worth 15% of your overall grade.
Assignments: Students will be assigned work on blackboard and in class. We will have short response assignments in class based off lecture material. It is imperative you attend class as these assignments cannot be made up. There will also be 4 response assignments due throughout the semester. These will be short essays or a creative assignment. Response papers must be 4 pages, double-spaced. You will need to ensure that you are citing any material used in the writing of your paper. This means that each paper should include references to the textbook and primary source documents. In history, sources are cited using Chicago Manual of Style (CMS); there will be resources on Blackboard to ensure correct citation style is being used. Please reference the schedule below for due dates. The 2 lowest grades will be dropped.

Additionally, there will be one required meeting with me during office hours where we will discuss your progress in the course and your note-taking. You will need to bring your notebook to this meeting. A sign-up will be sent out for meetings to take place during weeks 7-9.


Exams: There are three exams and a comprehensive final exam. You will receive a study guide to help you prepare in advance of each exam. Study guides are provided one week before each exam. Exams are designed to test your critical thinking skills and will consist of short-answer, essay, and map identification questions. Your lowest exam grade will be dropped.

The final exam will include multiple-choice questions taken from the weekly quizzes.

Debates: Students will be required to participate in structured debates. Topics will be assigned 2 weeks in advance. Debates will be held on Thursdays. Groups of 3-4 will be assigned, and you will be informed via Blackboard. Debates will be 20 minutes total. 

Attendance and Participation: Much of the material you will be responsible for will be learned during lectures and discussions. Therefore, it is in your best interest to be in class and prepared to engage with the day’s readings every session. If you must miss class for any reason, please let me know via email (rebekaha.arenaz@tamiu.edu). PowerPoints are provided on Blackboard after class, but you will want to get notes from a classmate. Attendance will be tracked via in-class assignments.


Note-taking: You are expected to take notes during lectures, discussions, and videos. While PowerPoint presentations will be provided following class meetings, it is important to your success in this class to take notes during lecture. This is a no-tech classroom, and notebooks will be discussed during the required office hours meeting.


Readings: In order to be successful in this course you need to attend class AND complete the readings. If you are having trouble understanding the readings, please come talk to me. Unit quizzes will be based solely off textbook and primary source document readings. You will be tested on both your knowledge of lectures and readings. 

Questions during lecture: Please ask your questions. I am more than happy to answer any questions you might have during the lecture or after.


Office Hours: Office hours are time set aside for your professors to meet with students. Office hours are listed on syllabus as well as on Blackboard. Should there be any issue with the available hours, please contact me to set up an appointment. You are also free to contact me by email. If you email me, please be sure to use the email provided at the top of this syllabus (rebekaha.arenaz@tamiu.edu).


Make-up exams and late assignments: In the event you will miss an exam, you will need to get in contact with me prior to the exam so we can set up a make-up. In general, make-ups will be given in the event of an emergency or other university-excused event. In general, I do not accept late work. I have drops worked into the course to cover any mishaps. However, if something comes up that prevents you from submitting on time, please send me an email to let me know what’s going on. I understand that life happens, and sometimes we find ourselves facing difficult situations. Please just keep me in the loop.
Classroom Norms:
1. Be kind.
2. Don’t be a distraction.
While this can be summed up in two sentiments this includes:
• Respectful discussions of opposing viewpoints during classroom discussions.
• Electronic devices put away and on silent including cell phones, tablets, laptops, headphones, and smart watches (anything that has the potential to become a distraction to you or those around you).
• Refrain from side-conversations
• Please be on time and plan to stay for the duration of the class. If you need to come late or leave early, just give me a heads up before class and please enter/exit discretely.
• During examinations, please put your books and backpacks along the sides/front of the room. You will be required to remove any baseball caps or similar hats, smart watches, and similar technology during exams. Cell phones and all electronics also need to be silenced or turned off and placed in your bags. If you do not bring a bag to the exam, I will provide a safe place for you to keep your things.
Should anyone have difficulties following these norms, warnings will be issued. Continued difficulties following these norms will result in being asked to leave class for the day.

AI Policy:

In general, students may utilize editing AI software like Grammarly. These are useful tools to guide students to become better writers as they learn and adapt their writing based on patterns in common edits. However, students may not use AI to generate whole portions of written work and submit those generated texts as their own work. This would constitute academic dishonesty, and submissions suspected of utilizing such efforts would constitute plagiarism and could result in a "0" or further action taken (see University Policies for more details regarding Academic Dishonesty).

Student Learning Outcomes

Upon successful completion of this course, each student will:

  • CO1: Define and describe the foundations of the United States’ political system and its effects on the development of the nation until 1877.
  • CO2: Recall and classify factors that relate to issues of gender, race, religion, and economic status in US society until 1877.
  • CO3: Identify and explain how the United States interacted with the governments and peoples of other nations until 1877.
  • CO4: Discuss and explain connections between historical events as well as describe historical changes over time.
  • CO5: Analyze primary historical sources, thus demonstrating critical reading skills.
  • CO6: Develop written arguments (e.g., exams, in-class essays).

Important Dates

Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.

Textbooks

Group Title Author ISBN
Required The American Yawp Locke, Joseph L., Wright, Ben eds. 9781503608146 http://www.americanyawp.com/

Other Course Materials

  • Students will be required to use Respondus Lockdown Browser to complete quizzes and exams.
  • 4 Blue books and a scantron. These will need to be turned in prior to exam and can be purchased at the TAMIU Bookstore.
  • A spiral or composition notebook (for lecture notes).
  • Other materials (handouts, videos, and other learning activities) provided by the instructor on Blackboard.

Grading Criteria

GRADE PERCENTAGE
A 91-100
B 80-90.9
C 70-79.9
D 60-69.9
F Below 60

Grade Distribution

ASSIGNMENT VALUE
Weekly Quizzes 15
Exams (1, 2, 3) 20
Debate 15
Assignments 30
Final Exam 20

Schedule of Topics and Assignments (Schedule is tentative and subject to change)

Week of Agenda/Topic Reading(s) Due
1/20 Course Introduction; Indigenous America through European Conquest The American Yawp, chapters 1
Primary Source Readings: Chapter 1: Native American creation stories; An Aztec account of the Spanish attack; Thomas Morton reflects on Native Americans in New England, 1637; Alvar Nuñez Cabeza de Vaca travels through North America, 1542
1/27 European Colonization The American Yawp, Chapter 2
Primary Source Readings: Richard Hakluyt makes the case for English colonization, 1584; John Winthrop dreams of a city on a hill, 1630; A Gaspesian man defends his way of life, 1641; Accusations of witchcraft, 1692-1706
First weekly quiz due: Sunday, 2/1 at 11:59 pm Quiz will cover chapters 1&2
2/3 British Rule and Colonial Unrest The American Yawp, Chapter 3
Primary Source Readings:Olaudah Equiano describes the Middle Passage, Francis Daniel Pastorius describes his ocean voyage, 1684; Haudenosaunee thanksgiving address; Rose Davis sentenced to a life of slavery, 1715.
Weekly quiz Due Sunday at 11:59 pm
Debates In class: 2/5
2/10 British Rule and Colonial Unrest The American Yawp, Chapter 4

Primary Source Readings: Boston trader Sarah Knight on her travels in Connecticut, 1704; Jonathan Edwards revives Enfield, Connecticut; 1741Extracts from Gibson Clough’s War Journal, 1759; Pontiac Calls for War, 1763; Alibamo Mingo, Choctaw leader, reflects on the British and French, 1765
Weekly quiz Due Sunday at 11:59 pm
Exam 1: Chapters 1-4 Thursday 2/12
2/17 American War for Independence and Creating a Republic
The American Yawp, Chapter 5
Primary Source Documents: Chapter 5: George R. T. Hewes, A retrospect on the Boston Tea-party, 1834; Thomas Paine Calls for American independence, 1776; Women in South Carolina Experience Occupation, 1780; Abigail and John Adams converse on women’s rights, 1776.
Weekly quiz Due Sunday at 11:59 pm
Debates, in class 2/19
Response Paper Due: 2/22 at 11:59 pm
2/24 American War for Independence and Creating a Republic The American Yawp, Chapter 6
Primary Source Readings: Hector St. Jean de Crèvecoeur Describes the American people, 1782; Mary Smith Cranch comments on politics, 1786-87; George Washington, “Farewell Address,” 1796; Venture Smith, A Narrative of the Life and Adventures of Venture, 1798
Weekly quiz Due Sunday at 11:59 pm
Debate in class 2/26
3/3 The Early Republic and a Changing Economy The American Yawp, Chapter 7
Primary Source Readings: Black scientist Benjamin Banneker demonstrates Black intelligence to Thomas Jefferson, 1791; Tecumseh calls for Native American resistance, 1810; Congress Debates Going to War, 1811.
Weekly quiz Due Sunday at 11:59 pm
Response Paper due 3/1 at 11:59 pm
3/10 Spring Break: No classes
3/17 The Early Republic and a Changing Economy The American Yawp, Chapter 8
Primary Source Readings: A traveler describes life along the Erie Canal, 1829; Harriet H. Robinson Remembers a Mill Workers’ Strike, 1836; Maria Stewart bemoans the consequences of racism, 1832; Alexis de Tocqueville, “How Americans Understand the Equality of the Sexes,” 1840
Weekly quiz Due Sunday at 11:59 pm
Exam 2: Chapters 5-8, Thursday, 3/19
3/24 Jacksonian Democracy and the Reform in the 19th century The American Yawp, Chapter 9
Primary source documents: Chapter 9: Missouri controversy documents, 1819-1820, Black Philadelphians Defend their Voting Rights, 1838 Blackboard: Cherokee Samuel Cloud Remembers the Trail of Tears. 1838; Andrew Jackson, Second State of the Union Address re: Native American Policy, 1830
Weekly quiz Due Sunday at 11:59 pm
Debates, in class 3/26
3/31 Jacksonian Democracy and the Reform in the 19th century The American Yawp, Chapter 10
Chapter 10: Dorothea Dix defends the mentally ill, 1843; Sarah Grimké calls for women’s rights, 1838; Henry David Thoreau reflects on nature,
Weekly quiz Due Sunday at 11:59 pm
Reading Response Assignment Due IN CLASS 4/7
4/7 The Antebellum South and Expansionism The American Yawp, Chapter 11
Primary Source Documents: Chapter 11: Nat Turner explains the Southampton rebellion, 1831; Harriet Jacobs on rape and slavery, 1860; George Fitzhugh Argues that Slavery is Better than Liberty and Equality, 1854; William Wells Brown, “Clotel; or, The President’s Daughter: A Narrative of Slave Life in the United States,” 1853 Blackboard documents: Frederick Douglass, “Narrative of the Life of Frederick Douglass
Weekly quiz Due Sunday at 11:59 pm
Debates, in class 4/9
4/14 The Antebellum South and Expansionism The American Yawp, Chapter 12
Primary Source Documents: Chapter 12: John O’Sullivan Declares America’s Manifest Destiny, 1845; Diary of a Woman Migrating to Oregon, 1853; Chinese Merchant Complains of Racist Abuse, 1860; Wyandotte woman describes tensions over slavery, 1849; President Monroe outlines the Monroe Doctrine, 1823
Weekly quiz Due Sunday at 11:59 pm
Exam 3 (Chapters 9-12), 4/16
4/21 Sectionalism and the Civil War The American Yawp, Chapter 13
Primary Source Documents: Chapter 13: Stories from the Underground Railroad, 1855-56; Margaraetta Mason and Lydia Maria Child Discuss John Brown, 1860; 1860 Republican Party Platform; South Carolina Declaration of Secession, 1860 Blackboard documents: Solomon Northup “Twelve Years a Slave 1853”
Weekly quiz Due Sunday at 11:59 pm
Response Paper Due Sunday, 4/26 at 11:59 pm
Debates, in class 4/23
4/28 Sectionalism and the Civil War The American Yawp, Chapter 14
The American Yawp Chapter 15
Chapter 14: Alexander Stephens on Slavery and the Confederate Constitution, 1861; William Henry Singleton, a formerly enslaved man, recalls fighting for the Union, 1922; Ambrose Bierce Recalls his Experience at the Battle of Shiloh, 1881; Abraham Lincoln’s second inaugural address, 1865. Chapter 15: Primary Source Readings: Jourdon Anderson writes his former enslaver, 1865; Frederick Douglass on remembering the Civil War, 1877
Weekly quiz Due Sunday at 11:59 pm
Debates, in class 4/30
5/5 Final Exam Week FINAL EXAM: Thursday, May 7th.

Core Curriculum Learning Outcomes

Core-Curriculum Learning Outcomes:

  1. Critical Thinking Skills (CT) - creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information
  2. Communication Skills (COM) - effective development, interpretation and expression of ideas through written, oral and visual communication
  3. Empirical and Quantitative Skills (EQS) - manipulation and analysis of numerical data or observable facts resulting in informed conclusions
  4. Teamwork (TW) - ability to consider different points of view and to work effectively with others to support a shared purpose or goal
  5. Social Responsibility (SR) - intercultural competence, knowledge of civic responsibility, and the ability to engage effectively in regional, national, and global communities
  6. Personal Responsibility (PR) - ability to connect choices, actions and consequences to ethical decision-making

University/College Policies

Please see the University Policies below.

COVID-19 Related Policies

If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.

Required Class Attendance

Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:

  • Participation in an authorized University activity.
  • Death or major illness in a student’s immediate family.
  • Illness of a dependent family member.
  • Participation in legal proceedings or administrative procedures that require a student’s presence.
  • Religious holy day.
  • Illness that is too severe or contagious for the student to attend class.
  • Required participation in military duties.
  • Mandatory admission interviews for professional or graduate school which cannot be rescheduled.

Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible. 

Classroom Behavior (applies to online or Face-to-Face Classes)

In the classroom, students are expected to listen attentively, participate respectfully, and adhere to established rules. Behavior that interferes with the class lecture may result in disciplinary action, ensuring a productive and respectful learning environment for everyone. Any disputes over academic matters should be addressed calmly and constructively, ideally during designated times such as office hours or after class. If a student does not agree with a decision, they can request a meeting with the instructor to discuss their concerns in more detail. Should further resolution be needed, the student may escalate the matter to the department head or use formal grievance procedures as outlined in the sections below. (please refer to Student Handbook Article 4).

TAMIU Honor Code: Plagiarism and Cheating

As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at Student Handbook.

We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.

Plagiarism is the presentation of someone else’s work as your own. It occurs when you:

  1. Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
  2. Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
  3. Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.

Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):

“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due.  Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254).  This same principle applies to the illicit use of AI.

Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should   acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.

TAMIU has penalties for plagiarism and cheating.

  • Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
    • Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
    • Caution:  Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
  • Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
    • Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
  • Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.

Use of Work in Two or More Courses

You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once. 

AI Policies

Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.

TAMIU E-Mail and SafeZone

Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.

Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students.  SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents.  Go to SafeZone for more information.

Copyright Restrictions

The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.

Students with Disabilities

Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Disability Services for Students located in Student Center 124. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Office of Disability Services for Students.

For accommodations or assistance with disabilities, contact the Disability Coordinator, Karla Pedraza, at karla.pedraza@tamiu.edu, call 956.326.2763, or visit Student Center 124. 

Student Attendance and Leave of Absence (LOA) Policy

As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: Student Handbook).

Pregnant and Parenting Students

Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student's physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student's status beyond what would be required for other medical conditions. Students who experience or observe alleged or suspected discrimination due to their pregnant/parenting status, should report to the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU's anonymous electronic reporting site, Report It, at https://www.tamiu.edu/reportit.

TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student's completion of missed coursework or assignments. The Office of Compliance (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodation. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students, contact the Title IX Coordinator. In the event that a student needs a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook.  As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOAs for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule.  Both rules can be found in the TAMIU Student Handbook.

For parenting-related rights, accommodations, and resources, contact the Parenting Liaison, Mayra Hernandez, at mghernandez@tamiu.edu, call 956.326.2265, or visit Student Center 226.

For pregnancy-related rights, accommodations, and resources, contact the TIX Coordinator, Lorissa Cortez, at lorissaM.cortez@tamiu.edu, call 956.326.2857, or visit Killam Library 159.

Anti-Discrimination/Title IX

TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.

Incompletes

Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:

  1. The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
  2. The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
  3. The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
  4. The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.

WIN Contracts

The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.

Student Responsibility for Dropping a Course

It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.

Independent Study Course

Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.

Grade Changes & Appeals

Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.

Final Examination

All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.

Mental Health and Well-Being

The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.