Up@dawn 2.0

Syllabus

The syllabus is a constant work-in-progress, subject to change at the last minute; always consult the "Next" section in the upper right corner of our Homepage (cophilosophy.blogspot.com) for the latest revisions and other announcements.

PHILOSOPHY 1030-Introduction to Philosophy
(aka "CoPhilosophy," in Oliver's sections. We take a peripatetic* approach when we can, wear comfortable shoes.)

Fall 2019 Sections:
1030.12 MW 12:40-2:05 DSB 101
1030.13 MW 2:20-3:45 JUB 202
1030.11TTh 1:00-2:25 JUB 202


Dr. Phil Oliver, phil.oliver@mtsu.edu - (615) 898-2050, 525-7865 (call this number only during office hours), 898-2907 (Philosophy Dept) NOTE: don't bother trying to contact me via D2L: we're not using it, mostly.

OFFICE HOURS (Fall '19): M-Th 4-5 and by appointment, James Union Building (JUB) 300. NOTE: On nice days office hours may be outside; on other days they may be at a designated alternative location; check my office door for details. FYI: I reply to email mainly during office hours, but not at all on weekends. Best way to insure a prompt reply to any query: call or come in during office hours or designated appointment time.

The purpose of our course is to introduce some of the leading topics and figures of (mostly western) philosophy, with both a thematic and historical approach, and to help students discover and articulate their own philosophical ideas in a collegial and cooperative spirit. Our classroom emphasis is on collaboration: we'll be conversing, listening, and “putting our heads together” in group research and discussion both in the classroom and, in the peripatetic* fashion, all around campus. See more on this at the course blogsite “CoPhilosophy": www.cophilosophy.blogspot.com.

Achieving our purpose will entail asking lots of questions and conversing about them, argumentatively but not disagreeably... supporting claims with reasons, listening thoughtfully and respectfully to one another, expressing our views amicably and hearing others’ views receptively. It is possible-- in a functional democracy it really is essential-- to share and contest differing views respectfully and in good faith. As a political culture we've not been doing such a good job of that lately. But why, after all, would you have come to college and enrolled in a philosophy course if you weren't prepared to entertain unfamiliar points of view?

Among the central, perennial preoccupations of philosophy in its pursuit of wisdom is the crucial importance of honesty and truthfulness about what's real. In our historical moment, with so much casual talk of "alternative facts" and so much documented daily dishonesty in the executive branch of our federal government, truth and reality seem under seige. Hence, the focus in our course (anchored by Fantasyland) - on how we got here.

TEXTS
REQUIRED for Spring 2019:

I also recommend books/resources listed below. You may wish to use one or more of them, or some other text you find (and I approve), as the basis of your midterm group or final solo report.

RECOMMENDED-
    Also see "More books" in our blogsite sidebar... and look for more in the Philosophy stacks on the 2d floor of our library.
Important Dates-

Fall Semester 2019
  • Aug 26 - Classes Begin
  • Sep 2 - Labor Day - No Classes
  • Sep 18/19 - identify midterm report topics
  • Sep 25/26 - midterm report presentations begin
  • Sep 30/Oct 1 - Exam 1
  • Sep 9/10 -  midterm report blog posts due
  • Oct 14-15 - Fall Break - No Classes
  • Oct 30/31 - Exam 2
  • Nov 11/12 - Final report presentations begin
  • Nov 27-30 - Thanksgiving Break - No Classes
  • Dec 1 - Final report blog post 1st draft due (if you want constructive feedback)
  • Dec 2 - tba
  • Dec 3/4- Last class. Exam 3.
  • Dec 7 - Final report blog posts final draft due
  • Dec 14 - Commencement
  • Dec 16 - Final grades reported

AUG
M 26/T 27 - Introduce yourself in class and online (before next class) by replying to "Introductions" on our blogsite at http://cophilosophy.blogspot.com/ & read classmates' introductions. Answer two questions (bearing in mind that this is an open site): Who are you? and Why are you here? (in school, in a philosophy class, in middle Tennessee... whatever you'd like to share.)

W 28/Th 29 - What's your definition of "philosophy"? Do you have a favorite philosopher? Can you summarize your current, personal philosophy of life? And: if you read Educated, post a comment on it. William James, Pragmatism lecture 1; WATCH: What's Philosophy for? School of Life (SoL); FL 1-2
     Recommended: LISTEN: What is Philosophy? and Who's Your Favourite Philosopher? (PB Philosophy Bites). Also recommended, if you need help articulating your personal philosophy: Look on the This I Believe website for essays you like, and post links to them; and this;  TIB II

SEP
T 3 - William James said ""The really vital question for us all is, What is this world going to be? What is life eventually to make of itself?" What do you think? Will humans go back to the moon, to Mars, and beyond? Should we? Is there a long-term future for human life on this planet? Will we ever learn to think of ourselves as one species, with a common fate? Or will humans forever antagonize themselves? Pale Blue Dot, &WATCH: Pale Blue Dot (Sagan) LISTEN: Why explorling space still matters (Tyson)

W 4/Th 5 - Peripatetic* philosophy. Gymnasiums of the Mind; Finley, "Traveling Afoot" (JW); FL 3-4
     Also recommended: Read these old posts, & this one (and if any of you in Sections #12-13 wish to discuss the material from Tuesday, feel free)

M 9/T 10 - Stephen, "In Praise of Walking" (JW); FL 5-6; Native & indigenous philosophies, Native Pragmatism tba

W 11/Th 12 - Beerbohm, "Going Out for a Walk" (JW); FL 7-8; "The Monk and the Philosopher" & tba

M16/T 17 - Pre-Socratic philosophy, tba; Dickens, "Night Walks" (JW); FL 9-10
==
Constitution Day is Tuesday, September 172019(https://mtsu.edu/amerdem/); Constitution Week is the fourth week of the semester. Please schedule Constitution Day activities, to bring your students to read the Constitution aloud during class time on Tues. 9/17 from 9:00 to 1:15. (Please incentivize your students’ participation if you teach MWF classes or an afternoon TR class.) Constitution Day is a Connection Point program and an MT Engage common intellectual experience.

Constitution Day2:30 Tuesday afternoon, Sept. 17, in Tucker TheatreSuffragists and CitizenshipA Dialogue, with nationally esteemed women’s historian Dr. Marjorie Spruill, author of Divided We Stand, and State Rep. London Lamar, the youngest member of the Tennessee Legislature, a panel discussion, moderated by New York Times opinion writer Ms. Margaret Renkl, author of Late Migrations. This program commences a year of study about suffrage and voting rights in celebration of the centennial of the Nineteenth Amendment to the U.S. Constitution, providing full citizenship for American women.

At 3:00 Monday afternoonSept. 16, of Constitution Week, also in Tucker Theatre, please bring your students to: Albert Gore, Sr.: Voting Rights, Civil Rights, and Public Policy, a conversation between Al Gore, former Vice President of the United States, and Prof. Anthony Badger, author of Albert Gore, Sr.: A Political Life, a panel discussion. Professor Badger and Vice President Gore kick off Constitution Week, examining voting, policy, and political activism, from the mid-20th century to today.
==
W 18/Th 19 - Democritus, Diogenes, and the Sophists; Trevelyan, "Walking" (JW); FL 11-12; identify midterm report topics

M 23/T 24 - Socrates and Plato, LH1; Atkinson, "A Note on Walking" (JW); FL 13-14
Also recommended: LISTEN M.M. McCabe on Socratic Method & Angie Hobbs on Plato on Erotic Love (PB); WATCH: Know ThyselfDiotima's Ladder: From Lust to MoralityPlato (SoL)

W 25/Th 26 - Aristotle, LH 2; Hazlitt, "On Going a Journey" (JW); FL 15-16Midterm report presentations begin
     Also recommended: WATCH: Aristotle on Flourishing: How to Live a Good Life? LISTEN: Aristotle & flourishing; How Do I Live a Good Life? (HIp); Terence Irwin on Aristotle's Ethics (PB).

M 30/T OCT 1 -  Skepticism, LH 3; Dickens, "Tramps" (JW); FL 17-18. Exam

W 2/Th 3 - Epicureans and Stoics, LH 4-5; Gissing, "Walking Experiences" (JW); FL 19-20
     Also recommended: WATCH Epicurus (SoL); Epicurus on HappinessThe Stoics (SoL);  LISTEN Epicureanism (IOT); Epicurus the greatest philosopher? (IOT); Seneca & facing death (HI)

M 7/T 8 - Augustine, Boethius, Anselm, Aquinas LH 6-8; Morley, "Sauntering" (JW); FL 21
     Also recommended: WATCH Augustine (SoL); LISTEN Neuroscience & free will (HI); Boethius (LH); Consolation of Philosophy tba; LISTEN Religious freedom as constraint (HI); WATCH: Boethius & Philosophy; WATCH Aquinas & 1st Cause (HI) LISTEN Anthony Kenny on Aquinas' Ethics (PB)

W 9/Th 10- Machiavelli, Hobbes, LH 9-10; Belloc, "The Brienzer Grat" (JW)  FL 22; Midterm report blog posts due
     Also recommended: WATCH Hobbes on freedom & security (HI) LISTEN Quentin Skinner on Machiavelli's The Prince, Quentin Skinner on Hobbes on the State (PB); Hobbes & civil disobedience (HI)

FALL BREAK

W 16/Th 17 - Montaigne, Descartes, & Pascal, LH 11-12; Thoreau, "Walking" (JW); FL 23-24
     Also recommended: (How to Live, ch1); LISTEN Sarah Bakewell on Michel de Montaigne (PB); A.C. Grayling on Descartes' Cogito (PB); WATCH Montaigne (SoL); Descartes (HI)

M 21/T 22- Spinoza, Locke, & Reid, LH 13-14FL 25-26
     Also recommended: LISTEN Susan James on Spinoza on the Passions (PB)

W 23/Th 24- Berkeley, Leibniz, Hume, & Rousseau, LH 15-18; FL 27-28
     Also recommended: John Campbell on Berkeley's Puzzle (PB); Locke on personal identity (HI); WATCH The Is/Ought Problem. LISTEN Peter Millican on Hume's SignificanceMelissa Lane on Rousseau on Civilization (PB); Hume & the philosophy of good taste (HI); Hume (IOT); Hume the greatest philosopher? (IOT)

M 28/T 29 - Kant, Bentham, Hegel, Schopenhauer LH 19-23FL 29-30
     Also rec: WATCH Kant's Axe (HI); LISTEN Adrian Moore on Kant's Metaphysics (PB); LISTEN Robert Stern on Hegel on Dialectic (PB)

W 30/Th 31 - FL 31-32; AP Prologue. Exam

NOV
 M 4/T 5 - Mill, Darwin, Kierkegaard, Marx LH 24-27; FL 33-34; AP -38
     Also rec: WATCH Mill's harm principlePaley & the divine watchmaker (HI); LISTEN Richard Reeves on Mill's On Liberty (PB); WATCH Marx (SoL); Marx on alienation (HI); Humans, Apes, & Linnaeus; Evolution & Beauty (HI)

W 6/Th 7 - Peirce & James, Nietzsche, Freud LH 28-30; FL 35-36; AP -77; Thoreau, "Walking" (JW)
     Also rec: LISTEN Angie Hobbs on beauty & goodness (HI); WATCH Nietzsche (SoL); LISTEN: Aaron Ridley on Nietzsche on Art and Truth (PB); Jung & the mind (HI)

M 11/T 12 - Russell, Ayer, Sartre, de Beauvoir, Camus LH 31-33; FL 37-39; AP -119; Final report presentations begin

W 13/Th 14 - Wittgenstein, Arendt, Popper & Kuhn, Foot & Thomson LH 34-37; FL 40-41; AP -149

M 18/T 19 - Rawls, Turing & Searle, Singer LH 38-40; FL 42-43; AP -178

W 20/Th 21 - FL 44-45; AP -208

M 25/T 26 - FL 46; AP -235

THANKSGIVING BREAK

DEC
M 2 - tba

T 3/W 4 - Last class. Exam #3

F 26 - Final report blog post due

COURSE REQUIREMENTS

& grades, Fall 2019-
  • attendance and participation, which we'll track on a daily "scorecard" with "bases" and "runs" whose final tally will contribute to final grade. 4 bases = 1 run, which you can earn in each class. You have to come to class to "get on base" and have a chance to score your daily participation run, but if you ever have to miss a class see the *make-up policy below.
  • short ungraded daily quizzes which we'll go over in class, & two or three 20-questionexams based on the quizzes; exams worth one run per correct answer
  • How to score your daily participation run.Come to class: you're now on 1st base. Move up to 2d, 3d, & home to score if you posted any combination of three relevant alternative quiz questions, discussion questions, comments, and/or links. (Post in the comments section under the day's quiz. Keep a record of your posts in your own notes, be prepared to document them by date and location when asked.) Bases awarded during class also count toward your daily participation run.
  • MIDTERM COLLABORATIVE REPORT, working with two other classmates. 500+word blog post (due date tba) & 10-15 minute presentation (to be scheduled), worth up to 20 runs. Include quiz & discussion questions, relevant graphics, videos, and links with your report. Topics tba, including pre-Descartes philosophers, recommended supplemental texts, Stone & This I Believe essay(s)...
  • FINAL SOLO REPORT. 500+ word blog post (due date tba) & very brief report preview (or "trailer"), worth up to 20 runs. Include quiz & discussion questions, relevant graphics, videos, and links with your report. Possible topics include any post-Descartes philosopher, further development of midterm report topic, a StoryCorps interview/essay, a transcribed imaginary dialogue between yourself and one or two philosophers...
Presentations, like group discussions, will follow the peripatetic model when weather and inclination permit. So, post all supplemental and supportive multimedia material on our site in advance and be prepared to report like a peripatetic, in the open air.

PHONE/COMPUTER POLICY. It should go without saying, but for some does not: put your phone away during class. Be fully present, and participate. If you cannot comply with this, you'll be asked to leave and will be marked absent. It's okay to use a laptop to take notes and access course materials during class, but not for any other purpose.

*MAKE-UP POLICY. To "get on base" and be eligible to score when you're not able to be physically present, post an extra-credit blog post of 500 words (minimum) on a topic covered when you were absent, within one week of the class date you missed.

Scorecards, & how to play the game

Can't tell the players without a scorecard.


We'll track daily participation with baseball-style scorecards. But our game's much easier than the national pastime, all you have to do to get to 1st base is show up for class (or submit a make-up post when you have to miss class: see make-up policy above). Each class date is a column or "inning" on the scorecard. Simply showing up to class gets you to 1st base. Mark your scorecard accordingly. Now you're eligible to collect more bases and score your daily participation run (runs=participation points, 4 bases = 1 run).

Collect up to four bases (= 1 run) per class. See how to score your daily participation run above.

Besides posting, you can claim a base if you started the computer/projector & opened this site in our classroom before class, or were verbally awarded a base during class.

How to post. Eventually, everyone will have an opportunity to sign up as an "author" on our site. Until then, post your questions, comments, links, etc. in the current "comments" section under each day's quiz. Or, post via a classmate's author account (click on "new post" in the upper right.
==
Daily Quiz

We'll do daily ungraded quizzes, posted before class on our site by me and supplemented (in the comments section) by you. Exams will be based on the daily quizzes. 
Why a daily quiz? Because philosophy is all about the questions, and because "frequent quizzes can deepen learning" (see "How to Study" below).

And note: "One reason scientists suspect that studying in pairs or groups can be helpful is that students are forced to talk to one another about the material-or better yet, argue about it... [this] deepens learning more than passively rereading or reviewing the material" alone. Hence, the rationale for our quiz-and-collaboration course format.

And besides, it's fun.

Questions & Links etc.
QUIZ QUESTIONS, DISCUSSION QUESTIONS. An example of a QQ: “Was it Plato or Aristotle who presented the Allegory of the Cave in his book The Republic?” [Plato]. A DQ might be: “Who do you think had a better understanding of reality and how we can discover it, Plato or Aristotle? Why?”
LINKS. An example of a posted link that would earn you a base: “Plato’s Allegory of the Cave is helpfully explained in a cartoon I found on YouTube at https://www.youtube.com/watch?v=-EPz5z1pUag”... OR, “I found a helpful article about Aristotle in the Internet Encyclopedia of Philosophy at http://www.iep.utm.edu/aristotl/” etc.

Grades

FAQ-How do you grade?

"Well, I add up the grades for the essays, quizzes, the midterm and final. I average them out. Then I consult my stomach."
That's how someone else puts it. Here's how I do:

Those with the most RUNS get an A. If you finish within 10% of the 3d-highest run scorer, you're safe at the plate.

Others will probably also receive A's based on exceptional report and exam scores and participation.

To those who think this is a less "objective"grading system than others, I say a run is a run. The only subjective element is my evaluation of your blog posts and reports... and I'm looking to make those assessments more inter-subjective in the future, by soliciting class feedback on posts and reports. Everything else reflects your efforts and achievements as recorded on the daily scorecard.

I'd be happy to stop grading altogether, if the administration would let me. See what you can do about that and let me know.
==
And if you're tempted to complain about your B+, complain first to the administration which doesn't let us report an A- ...and read What Straight-A Students Get Wrong... "Academic grades rarely assess qualities like creativity, leadership and teamwork skills, or social, emotional and political intelligence. Yes, straight-A students master cramming information and regurgitating it on exams. But career success is rarely about finding the right solution to a problem — it’s more about finding the right problem to solve..."

Honors College Information
To graduate from the University Honors College, students must complete 18 hours of lower-division of Honors coursework, and 11 hours of upper-division Honors coursework, including a capstone thesis research or creative project. Students must maintain a 3.25 to participate in the Honors Program. For all of the special benefits of the Honors program, specific course graduation requirements, and/or questions about the thesis or creative project, please contact one of our Honors College advisors:

Ms. Laura Clippard (FOR SPECIAL SCHOLARSHIP STUDENTS) in HONR 227; Laura.Clippard@mtsu.edu; or 615-898-5464; OR
Ms. April Goers (FOR FRESHMEN) in HONR 228; April.Goers@mtsu.edu; or 615-494-7767; OR
Ms. Judy Albakry (FOR SOPHOMORES THROUGH SENIORS) in HONR 229; Judy.Albakry@mtsu.edu; or 615-494-8819.
==
Academic integrity is a hallmark of Middle Tennessee State University. We expect students to complete academic exercises, i.e., assignments turned in for credit, that are original and appropriately credit all sources used. Academic misconduct includes, but is not limited to: 1. Plagiarism: The adoption or reproduction of ideas, words, statements, images, or works of another person as one’s own without proper attribution. This includes self-plagiarism, which occurs when an author submits material or research from a previous academic exercise to satisfy the requirements of another exercise and uses it without proper citation of its reuse. 2. Cheating: Using or attempting to use unauthorized materials, information, or study aids in any academic exercise. This includes unapproved collaboration, which occurs when a student works with others on an academic exercise without the express permission of the professor. It also includes purchasing assignments or paying another person to complete a course for you. 3. Fabrication: Unauthorized falsification or invention of any information or citation in an academic exercise. Going online and using information without proper citation, copying parts of other students’ work, creating information to establish credibility, or using someone else’s thoughts or ideas without appropriate acknowledgment is academic misconduct. If you have a question about an assignment, please ask me to clarify. All cases of academic misconduct will be reported to the Director of Student Academic Ethics and may result in failure on the test/assignment or for the course. When students participate in behavior that is considered to be academic misconduct, the value of their education and that of their classmates is lessened, and their academic careers are jeopardized. -Michael Baily, Director of Student Academic Ethics

REPORT TOPIC SUGGESTIONS:

  • An approved pre-17th century philosopher (midterm rpt)
  • An approved post-17th century philosopher (final rpt)
  • Pre-Socratics
  • Eastern philosophy (Buddhism, Confucianism, Hinduism, Taoism...)
  • Pop culture & philosophy (see sidebar)
  • Women in philosophy
  • Soren Kierkegaard
  • Henri Bergson
  • Existentialism (Sartre, de Beauvoir, Camus...) 
  • Charles Sanders Peirce
  • Wittgenstein
  • John Rawls on justice
  • Alan Turing vs. John Searle on Artificial Intelligence
  • Peter Singer on altruism 
  • Book report/review of any recommended title (see above and sidebar)
  • Stone essay(s) review/critique
  • StoryCorps interview
  • This I Believe essay
  • transcribed imaginary dialogue between yourself and one or two classic philosophers
  • For final report: further development of midterm report topic
  • Your suggestion, w/approval

Granny Rice
"When the last great scorer comes to mark against your name, it matters not if you won or lost, but how you played the game." Grantland Rice (Murfreesboro's most famous son)


*Peripatetics
The original peripatetics were Aristotle's students at the Lyceum, back in the day. Legend has it that they didn't sit indoors in orderly rows like students nowadays, but instead roamed the grounds in small groups, walking-and-talking philosophy. I like their style, apocryphal or not. It’s a model we’ll emulate when the weather is nice enough, outdoors.

Would you be interested in joining a peripatetic Study Abroad summer course that involves walking and talking in England? Let me know...


"Solvitur ambulando" (says The Thinker's best friend)
Questions & Links etc.QUIZ QUESTIONS, DISCUSSION QUESTIONS. An example of a QQ: “Was it Plato or Aristotle who presented the Allegory of the Cave in his book The Republic?” [Plato]. A DQ might be: “Who do you think had a better understanding of reality and how we can discover it, Plato or Aristotle? Why?
LINKS. An example of a posted link that would get you home to score: “Plato’s Allegory of the Cave is helpfully explained in a cartoon I found on YouTube at https://www.youtube.com/watch?v=-EPz5z1pUag”... OR, “I found a helpful article about Aristotle in the Internet Encyclopedia of Philosophy at http://www.iep.utm.edu/aristotl/” etc.

Word counts
Publish a 200-word (minimum) post each week (in reply to a current discussion question, something said in class, something you read, etc.) for one run. Your final report should be 1,000 words (minimum) split into two posted installments.

Generally, 3 pages is 1,500 words single spaced, 750 words double spaced. 4 pages is 2,000 words single spaced, 1,000 words double spaced. 5 pages is 2,500 words single spaced, 1,250 words double spaced. 6 pages is 3,000 words single spaced, 1,500 words double spaced.

Here's a font-sensitive word-converter.


ALSO RECOMMENDED:
School of Life (SoL) videos
History of Ideas video animations
History of Ideas podcasts
In Our Time podcasts

JPO's blogs & podcasts (we're not using D2L): JPO blogs at CoPhilosophy, Up@dawn and Delight Springs, podcasts here and on Soundcloud (More day to dawn, at iTunes), and tweets @osopher. "You don't need to follow me..."



but if a blog or podcast link is included with the daily quiz you'll probably want to read or listen.
==
FREE TUTORING!
Learn how to study, get help with understanding difficult course material,  receive better test grades, or simply improve your grade point average!  Our FREE tutoring service is available in study skills and learning strategiesthat includes sessions on time management, notetaking, when and where to study, and memory principles.  Tutoring is also available in several courses including biology, history, computer information systems, physics, math, psychology, chemistry, economics, recording industry, and many more.  The central location for tutoring is the Tutoring Spot, located in Walker Library, but is also conducted at various other campus sites.  For available tutoring opportunities, visit http://mtsu.edu/studentsuccess/tutoring.php#on .  For questions, call the Tutoring  Spot at 615-904-8014.

You are encouraged to take advantage of this free service.

And, watch this space (and the sidebar) for details on Philosophy Tutoring...
==
Lottery scholarship statement,
from: Academic Affairs <Academic.Affairs@mtsu.edu>
to: Faculty

Do you have a lottery scholarship? To retain the Tennessee Education Lottery Scholarship eligibility, you must earn a cumulative TELS GPA of 2.75 after 24 and 48 attempted hours and a cumulative TELS GPA of 3.0 thereafter. A grade of C, D, F, FA, or I in this class may negatively impact TELS eligibility.

If you drop this class, withdraw, or if you stop attending this class you may lose eligibility for your lottery scholarship, and you will not be able to regain eligibility at a later time.

For additional Lottery rules, please refer to your Lottery Statement of Understanding form (http://www.mtsu.edu/financial-aid/forms/LOTFEV.pdf) or contact your MT One Stop Enrollment Coordinator (http://www.mtsu.edu/one-stop/counselor.php).
==
Take advantage of our FREE tutoring service and learn how to study, get help with understanding difficult course material,  receive better test grades, or simply improve your grade point average.  Tutoring is available in study skills and learning strategies that includes sessions on time management, notetaking, when and where to study, and memory principles.  Tutoring is also available in over 200 courses including biology, history, computer information systems, physics, math, psychology, chemistry, economics, recording industry, and many more.  The central location for tutoring is the Tutoring Spot, located in Walker Library, but is also conducted at various other campus sites.  For available tutoring opportunities, visit http://mtsu.edu/studentsuccess/tutoring.php#on .  For questions, call the Tutoring  Spot at 615-904-8014.

Dr. Cornelia Wills
Director of Student Success
Middle Tennessee State University
P. O. Box 500
Murfreesboro, TN 37132
Telephone:  615-898-5025
==
Title IX
Students who believe they have been harassed, discriminated against or been the victim of sexual assault, dating violence, domestic violence or stalking should contact a Title IX/Deputy Coordinator at 615-898-2185 or 615-898- 2750 for assistance or review MTSU’s Title IX website for resources. http://www.mtsu.edu/titleix/