Topics in Ethics: Applying Ethics - PHIL 4310 M01
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Topics in Ethics: Applying Ethics
PHIL 4310 M01
Fall 2021
1. Course Information
Credits: 3
Prerequisites: Intro. to Philosophy (Phil 1050) and Ethics (Phil 2050)
In-Person Class Time: TR, 3:30-4.45
Classroom: TBD
Professor: Jawara Sanford, Ph.D.
Professor’s E-mail: jawara.sanford@slu.edu. Please, write “PHIL-4310” in the “subject” area of your e-
mail to prevent your message from looking like spam.
Professor’s Phone: (+34) 91 554 5858, ext. 235
Office: SIH 315
Office Hours via Zoom: TR, 2:40-3:10 and by appointment if need be.
Technology Requirements: You will need regular access to a computer with an internet connection.
High speed broadband access (LAN, Cable or DSL) is highly recommended for the optimal learning
experience. Additional requirements include a webcam and microphone, and, if the pandemic makes it
necessary, a laptop or other comparable device to complete quizzes online.
Course Description: The field of ethics—also known as “moral philosophy”—may be divided into three
subfields: (1) normative ethics, (2) metaethics, and (3) applied ethics. This is a course in the third of these
three subfields: applied ethics. More specifically, this course focuses on the following particular moral
issues: (1) freedom of speech, (2) world hunger and poverty, (3) sexual morality, (4) procreation, (5)
animal rights, (6) the death penalty, and (7) abortion. Accordingly, we will be posing and attempting to
answer questions such as the following. What duties, if any, do we have toward the destitute? Should I
have children? Would it be more reasonable to retain or abolish the death penalty? As for the other two of
the three subfields of ethics, metaethics aims to answer deep philosophical questions about the concepts,
assumptions, goals…of normative ethics; and normative ethics is devoted to accurately identifying
broadly applicable fundamental ethical principles and norms, such as the norm requiring truthfulness.
Thinking in applied ethics frequently involves applying, to particular moral issues, fundamental ethical
principles and norms identified within normative ethics. The point of applied ethics is to provide answers
to comparatively narrow ethical questions about particular moral issues, such as those listed above. The
philosophical methodologies within the field of ethics provide the most enlightened way of seeking well-
grounded answers to ethical questions and, hence, of dispelling doubts about moral matters and moving
beyond mere preconceptions and prejudice. A more detailed description of each the seven modules of this
course may be found below in section 5. Please, note that this course description is subject to changes.
Course Goals and Student Learning Outcomes: Students who take advantage of the opportunities that
this course provides will progress in (1) developing well-informed, critical, well-reasoned views on the
abovementioned ethical issues and (2) gaining a greater ability to think productively about ethical
questions in general. More specifically, these students will gain
▪ a basic understanding of the nature of the aforementioned issues, including an understanding of some
of the central questions involved in each one;
▪ familiarity with differing responses to these questions;
1▪ knowledge of relevant and useful distinctions and concepts, such as the concepts of personhood,
speciesism, natural law theory, mere use, supererogation, and consequentialism;
▪ knowledge of key arguments and theories, such as the personhood argument for abortion or the
retributivism argument for the death penalty;
▪ understanding of some of the relations between, on the one hand, various ethical theories and, on the
other, particular ethical issues, such as relations between the utilitarianism and world hunger or
relations between Thomistic natural law theory and sex; and
▪ understanding some common methodological aspects of philosophical reasoning within the field of
applied ethics, such as (the method of) appealing to “common-sense morality,” drawing elucidative
analogies, applying plausible ethical theories to specific problems, adducing counterexamples, and
appealing to hypothetical cases.
These students will also make progress in improving their ability to
▪ identify, comprehend, and critically evaluate arguments in applied-ethics texts;
▪ creatively develop critical, well-reasoned positions of their own on these matters; and
▪ understand and critique ethical thought in general.
Main Course Book: Lewis Vaughn, ed. Contemporary Moral Arguments: Readings in Ethical Issues, 2nd
ed. Oxford University Press, 2013.
Some course readings will be on electronic reserve.
2. Course Requirements
Summary of Course Requirements
▪ Three exams
▪ Readings
▪ Quizzes
▪ Lecture and discussion sessions
▪ Participation
▪ Reading this syllabus
▪ Academic honesty
Note that developments in the pandemic may necessitate significant changes in course policies
regarding class sessions, quizzes, and exams, among other things.
Exams: The main purpose of the exams is to provide evidence of understanding and knowledge. Exam
questions will cover the content of the lectures and closely related discussions. Lectures will be largely,
but not exclusively, based on the course readings. All exams will be composed of questions taken from a
list of possible exam questions that will be handed out before the days of the exams. Please note that the
classes and the readings—and, if necessary, the office hours—should be taken advantage of, so that any
questions about the course subject matter are cleared up before the possible exam questions are handed
out.* Note also that the expected quality of the answers to the exam questions will be higher than it would
have been, had the questions not been available prior to the exams. So that students have a good idea of
what the exams will be like, two sample exam questions will be provided rather early in the semester.
Preparation. What is the best way to prepare for the exams? Before sitting down to study for the
exam, it will be very useful to carefully do the assigned readings and take full advantage of the class
sessions. Taking full advantage of the sessions involves taking good notes, thinking about the subject
matter, and participating. When the time comes to study for the exam, the goal will be to know the
answers to the possible exam questions well enough to be able to clearly explain the answers to someone
who knows nothing about those answers. To be able to do this, it will be extremely useful to have a very
good set of notes, since, as mentioned above, exam questions will cover the content of the lectures and
closely related discussions. Finally, keep in mind that the best aid to memory is genuine understanding.
*
There are two main reasons for this policy. (1) It makes much more sense for everyone to take
advantage of the class sessions than for the professor to go over, at multiple different times with different
students, what was already discussed in those sessions. (2) Carrying out the latter option by e-mail the
night before the exam is not even feasible.
2Grading. Excellent responses to the exam questions will be complete, precise, and well-organized
and will not include irrelevant ideas. In responding to the exam questions, the most effective strategy to
use is to seek to show that the readings, the lectures, and the classroom discussions were taken full
advantage of. When exam questions ask for your view on a topic, an excellent response will provide a
reasoned, clear, well-organized, and appropriately knowledgeable answer. Note that, in formulating all of
your responses to exam questions, it is essential to think constantly about the reader’s point of view,
asking yourself what you have to say so that the reader will follow and understand you well. In general,
once one has figured out what ideas one wants to convey, one still needs to devote a good deal of thought
to determining how to express those ideas so that someone else will understand them.
Readings and Other Assignments: At the very beginning of each class session, the professor will
announce the reading and/or other assignment –if any– for the next class session. Note also that handouts
may be used in some class sessions.
Quizzes: The main purpose of quizzes is for students to obtain credit for doing the readings and coming
to class prepared to understand the lecture and participate in the discussions. The course readings are a
very important component of the course. Brief and fairly simple unannounced quizzes on some readings
will be given at the very beginning of a number of class sessions throughout the semester. There will be a
quiz on approximately half of the readings.
Grading. There are four possible grades on the quizzes. The main ones are “pass,” “borderline pass,”
and “fail.” The forth possible grade is “fail –2.”* This grade is used rarely and is only for those
exceptional cases in which it seems very obvious that the answer given to the quiz question was simply
made up in an attempt to make it look as though the reading was done even though it apparently was not
read at all. As for the grade “borderline pass,” the first two grades of this kind count in the same way as
the grade “pass.” Any additional ones counts as “fail.” As for the overall quiz grade, it will be calculated
by simply dividing the total number of passes by the total number of quizzes †. Students may find it useful
to keep in mind that this means that each quiz is pretty important for the overall quiz grade and,
consequently, for the overall course grade.
Participation: Class participation has multiple main purposes, such as critical evaluating the authors’
views, answering questions, reflecting on the ideas of classmates, and receiving feedback on one’s own
ideas. Approximately two thirds of the participation grade will depend on verbal participation, such as
contributions to discussions, responses to questions, apropos comments, questions, and any other form of
participation that enriches the class. The rest of the class participation grade will depend on attentive
presence. (For additional information, see “Overall Grade” in section 3 below.) Students may rest assured
that the professor keeps daily records of participation, instead of relying solely on memory. For grading
purposes, both the quantity and the quality of participation will be taken into consideration. Conduct that
any professor would deem detrimental and unfitting for a university class –such as frequent tardiness or
inappropriate uses of electronic devices– may lower the overall participation grade.
General Advice: Philosophy professors frequently find that a number of students overestimate how well
they understand course material. The ability to avoid this sort of overestimation is one that is improved
over time. To work towards avoiding such overestimation, students can conscientiously try to be careful
and precise in assimilating course material. They can also keep in mind that one does not really know a
set of ideas until one is capable explaining them to someone else in such a way that this other person ends
up having a clear understanding of them. Note that the exams in this course will include the following
instructions: “In responding to the questions, remember to formulate your answers in such a way that
someone who knows nothing about the subject matter would understand them well.” These instructions
will be taken into consideration when the exams are graded.
3. Course Policies
Academic Honesty: For important information on this topic –including information specific to this
course–, see the heading “Academic Honesty” in section 5 below.
*
This grade subtracts 2 additional points from the overall quiz grade.
†
(unless a grade of “fail –2” must be counted)
3Overall Grade:* Two systems will be used to calculate the overall grades. If a student’s class
participation grade will raise their overall grade, system 1 will be used. Otherwise, system 2 will be used.
In short, the system that will be used is the one that raises the overall grade the most.
System 1 System 2
60% three exams (20% + 20% + 20%) 69% three exams (23% + 23% + 23%)
22% quizzes 24% quizzes
18% class participation 7% class participation
Extra Credit: If the grades on both the second exam and the final exam are at least 11 points higher than
the grade on the first exam, 1 point of extra credit will automatically be added to the grade on the first
exam. If both grades are at least 12 points higher, 2 points will automatically be added. If both are at least
13 points higher, 3 points will automatically be added. And so on, up to a maximum of 10 points of extra
credit.
There is a second possible form of extra credit. If (1) a student’s verbal participation goes well
beyond what is necessary for a score of 100 and (2) that participation is also suggestive of philosophical
promise, then the participation grade will be made to count for as much as approximately 30% of the
overall grade.
Note that no other form of extra credit is available.
Grading scale
Grade Percentage Grade Point
A 100-93 4.0
A- 90-92.9 3.7
B+ 87-89.9 3.3
B 83-86.9 3.0
B- 80-82.9 2.7
C+ 77-79.9 2.3
C 73-76.9 2.0
C- 70-72.9 1.7
D 60-69.9 1.0
F 0-59.9 0
Communication Norms: For quick questions, the Zoom office hours or e-mail may be used. For
questions that require longer responses or conversation, using the Zoom office hours is the best option,
given the greater efficiency and effectiveness of this option. Questions about lectures and readings need
to be addressed in a timely manner throughout the semester, so as to prevent possible last-minute
congestion before the exams. Hence, questions about a lecture or reading should be posed (1) during the
corresponding class session, (2) right after that session or (3) in the next two sessions of office hours—
barring exceptional circumstances, such as illness.
Exams and quizzes. Barring unforeseen hindrances, quizzes will usually be graded by the next class
session, and exams will be graded in approximately a week.
E-mail. Barring exceptional circumstances, the professor will usually respond within 24 hours to e-
mails received on weekdays and within 48 hours to those received on weekends. Students are requested to
do the same. Your “@slu.edu” e-mail should be checked daily. Campus and course announcements will
often be handled by e-mail.
Attendance/Absences: For an absence to be counted as excused, students should, if at all possible,
inform the professor of the absence before it takes place. If this is not feasible, the professor should be
notified by the next class session at the latest. For the sake of their grade in this class, students are
encouraged to notify the professor of any excused absences.
Readings and assignments. Students who arrive late or are absent are responsible for finding out
about any reading, assignment, or handout.
Participation. Repeated absences may lower the overall participation grade.
*
Some students may require at least a C grade to obtain credit for this course from their home campus. If
you are one of these students, it would be prudent to work toward getting your desired grade starting from
day one. Please recall that professors are expected not to assign grades on the basis of criteria external to
their courses.
4Quizzes and exams. To pass a quiz it is necessary to be present to take the quiz; however, one quiz
that is missed on account of an excused absence will not be counted.* In conformity with standard
practice, exams must be taken at the established times, except in the case of force majeure.†
4. Course Schedule
Information about the schedule
▪ The schedule is divided into modules, which are divided into sections.
▪ Sections do not correspond exactly to class sessions.
▪ Since the exact amount of time that each section will require cannot be predicted, the reading and/or
other assignment –if any– for the next class session will be announced at the beginning of each class
session.
▪ When a reading is assigned, the professor will explain how to access it.
▪ This course schedule is subject to modifications. In fact, since this schedule is ambitious, it probably
will not be possible to discuss everything.
Exams
▪ First exam: Tues., Oct. 5th at 3:30 p.m.
▪ Second exam: Tues., Nov. 16th at 3:30 p.m.
▪ Final exam: Fri., Dec. 15th at 3:30 p.m.
Module 1: Disagreement and Freedom of Speech
In this module, we will begin by briefly discussing epistemological questions raised by disagreements. In
this regard, we will focus on questions similar to, Is it reasonable for me to think that I am the one who is
right, when someone else disagrees with me? We will also briefly consider the applied ethics topic of
freedom of speech, focusing on some well-known arguments in defense of freedom of speech. We begin
with the topics of disagreement and freedom of speech because they will be relevant to our discussions of
all of the rest of the topics in this course.
Section 1
Main Goal
Understand and remember the concept of normative judgment
Think critically about the legitimacy of having an opinion in the face of disagreement.
Tasks
No reading
No quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on (1) Mill’s central ideas on freedom of speech,
including his main arguments against silencing contrary opinions, and (2) a few additional
arguments by John Arthur in defense of freedom of speech
Tasks
Readings: ▪ John Stuart Mill, “On Liberty,” 474-79 plus a brief supplementary excerpt from
On Liberty (last three paragraphs on 330 and first full paragraph on 331). ▪ John Arthur,
“Sticks and Stones.” Read only section 1, “Why Protect Freedom of Speech?”, which has
only seven paragraphs.
Possible quiz
*
If any additional quiz is missed on account of excused absence, students should contact the professor for
case-by-case information on how to proceed.
†
An unexcused absence from an exam will result in a penalty of 30 percentage points on any make-up
exam.
5 Lecture and discussion
Module 2: World Hunger and Poverty
According to the World Bank, in 2014 1.2 billion people were living in extreme poverty, in other words,
they did not have enough income to meet their most basic needs. On the one hand, most people believe
that we have some sort of “duty of beneficence” to, for example, family members. On the other, many
people also believe that we have a duty of beneficence to more or less distant people in dire need,
although there is considerable disagreement over the extent of this duty. Do we indeed have such a duty?
Supposing we do, what exactly is the content, the strength, and the basis of the duty?
Section 1
Main Goal
Understand, learn, and reflect critically on Peter Singer’s well-known defense of his position
on aiding the very poor.
Tasks
Readings: ▪ Peter Singer, The life you can save (excerpts). ▪ Food First, “World Hunger: Ten
Myths.”
Possible quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on John Arthur’s defense of his position on aiding the
very poor
Tasks
Reading: ▪ John Arthur, “Equality, Entitlements, and Distribution of Income” (excerpt).
Possible quiz
Lecture and discussion
Module 3: Sexual Morality
Sexual activities include adultery, contraception, heterosexual intercourse, masturbation, sex with
multiple partners, homosexuality, premarital sex, and others. What sexually activities are morally
permissible or impermissible? And under what conditions are they permissible or not? And, finally, what
is it precisely that makes them morally acceptable or not? A very conservative position may hold, e.g.,
that all sexual activity must be restricted to legally married couples of different sexes and must aim at
procreation. On the other hand, a much more liberal position may hold, e.g., that homosexual sex,
premarital sex, sex with multiple partners, and heterosexual intercourse with contraception are all morally
permissible provided that specific cases of engagement in these activities do not infringe any widely
applicable valid moral rules governing human relations in general, such as the rules against deception and
harming others. We will consider, among other things, conservative and liberal positions.
Section 1
Main Goal
Understand, learn, and reflect critically on the fundamentals of natural law theory and St.
Thomas Aquinas’s historically significant natural-law position on sexual morality
Tasks
Readings: ▪ Alan Soble, The Philosophy of Sex and Love, 2nd ed., 24–30, 69–70, 72–73, 89–
92. (excerpts on St. Augustine & St. Thomas Aquinas) (sup.). ▪ Lewis Vaughn, “Natural Law
Theory.”
Possible quiz
Lecture and discussion
6Section 2
Main Goal
Understand, learn, and reflect critically on John Corvino’s arguments against two common
secular arguments against homosexuality
Tasks
Reading: ▪ John Corvino, What’s Wrong with Homosexuality? (excerpt).
Possible quiz
Lecture and discussion
Section 3
Main Goal
Understand, learn, and reflect critically on (1) the main thesis of Mappes’ view on sexual
morality, (2) Mappes’ Kantian defense of that thesis, and (3) some implications of that thesis.
Tasks
Reading: ▪ Thomas A. Mappes, “Sexual Morality and the Concept of Using Another Person.”
Possible quiz
Lecture and discussion
Module 4: Procreation
In her introduction to Permissible Progeny?, Sarah Hannan asserts that “many individuals do not
seriously consider whether to become parents.” The fact, e.g., that almost half of the pregnancies in the
U.S. are unintended suggests that she is correct.* Whatever the case may be, the decision of whether to
become a parent is one of the most important ones that a person can make. And it is a decision that raises
many relevant questions. On the one had, it raises questions about the value of procreation for the person
who is procreated. Can causing someone to exist benefit this person? Supposing that it can, under what
conditions does it do so? On the other hand, procreation also affects people other than the procreated
person. For example, procreation may contribute to overpopulation or global warming, thereby
diminishing or spoiling resources needed by others. It may also contribute to the well-being of the
parents. In light of these and other considerations, when is procreation wrong, permissible, or even
obligatory?
Section 1
Main Goal
Understand, learn, and reflect critically on the Parfit’s defense of the idea that it may be
possible to benefit a person by bringing that person into existence.
Tasks
Reading: ▪ Derek Parfit, “Whether Causing Someone to Exist Can Benefit this Person.”
Possible quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on Harrison’s and Tanner’s main arguments against
the common-sense notion that procreation is morally permissible.
Tasks
Reading: ▪ Gerald K. Harrison & Julia Tanner, “None.”
Possible quiz
Lecture and discussion
Section 3
Main Goal
Understand, learn, and reflect critically on Parfit’s position on (1) whether human history has
been worth it, (2) the future will be worth it, and (3) what humanity should do now.
*
www.guttmacher.org
7Tasks
Reading: ▪ Derek Parfit, “What Matters Most.”
Possible quiz
Lecture and discussion
Module 5: Animal Rights
In the United States 9.2 billion cattle, chickens, ducks, hogs, sheep, lambs, and turkeys were slaughtered
in 2015.* Humans also use (non-human) animals for experimentation, clothing, entertainment, and
companionship. According to a survey in 2007, 72% of the adults in the U.S. believed that “animals
deserve some protection from harm and exploitation but it is still appropriate to use them for the benefit
of humans” and 25% believed that “animals deserve the exact same rights as people to be free from harm
and exploitation.” Do we have duties to animals? If so, what exactly is the basis and the extent of these
duties? Do we have, for example, a duty not to support “factory farming”? (Note that, because S.L.U.
Madrid offers a semester course on this topic, we will pay less attention to it than we otherwise would.)
Section 1
Main Goal
Understand, learn, and reflect critically on (1) the main points of Rachels’ argumentation in
favor of vegetarianism and the (2) the concept of speciesism (which does not appear in the
reading)
Tasks
Reading: ▪ James Rachels, “The Moral Argument for Vegetarianism.”
Possible quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on some of the arguments and counterarguments for
vegetarianism that are presented in these talks that challenge common-sense views.
Tasks
Videos: ▪ “Non-Human Animals: Crash Course Philosophy #42” ▪ Melanie Joy, “Toward
Rational, Authentic Food Choices.”
Possible quiz
Lecture and discussion
Module 6: Death Penalty
In a Gallup poll in 2016, 60% of Americans said that they were in favor of the death penalty for persons
convicted of murder.† On the other hand, in the world there are 141 “abolitionist” countries as opposed to
57 “retentionist” countries.‡ No more than 23 countries were known to have carried out judicial
executions in 2016. Is the death penalty ever a morally permissible form of punishment? If it ever is or
never is, what explains why it sometimes is or never is? Retribution? Deterrence or a lack thereof?
Prevention? The inherent worth of persons? We will consider these and other questions when we discuss
arguments in favor of and against the death penalty.
Section 1
Main Goal
Understand, learn, and reflect critically on some of the central arguments for and against
capital punishment that Primoratz discusses in his defense of capital punishment.
*
www.humanesociety.org
†
www.gallup.com
‡
“Abolitionist” countries include “abolitionists for ordinary crimes” and “abolitionists in practice.” For
more details see deathpenaltyinfo.org.
8Tasks
Readings: ▪ Lewis Vaughn, “The Death Penalty.” ▪ Igor Primoratz, Justifying Legal
Punishment (excerpt).
Possible quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on some of the central arguments for and against
capital punishment that Nathanson discusses from an abolitionist stance.
Tasks
Reading: ▪ Stephen Nathanson, An Eye for an Eye? Read excerpt 1 and excerpt 2.
Possible quiz
Lecture and discussion
Module 7: Abortion
As Lewis Vaughn points out, “Views on abortion—whether by church, state, or citizenry—have varied
dramatically through time and across cultures.” As for the present and the United States, according to a
rather recent poll, 35% of adults thought that abortion should be “legal in most cases,” while 30% held
that it should be “illegal in most cases.” Another 15% responded that it should be “illegal in all cases,”
while 19% held that it should be “legal in all cases.” In 1973 the Supreme Court decision in Roe v. Wade
made many abortions legal, declaring, among other things, that no state may ban abortions that are
performed before viability. Since then the Supreme Court has circumscribed to some extent the right to
abortion but has not invalidated the decision in Roe v. Wade.* In the U.S. in 2014, 19% of pregnancies
(excluding miscarriages, i.e., spontaneous abortions) ended in abortion.† At what stages in fetal
development—if any—and for what reasons—if any—is abortion ever morally permissible, and why? We
will consider “conservative,” “liberal,” and “moderate” responses to these questions.
Section 1
Main Goal
Understand, learn, and reflect critically on Warren’s well-known multi-faceted defense of a
“pro-choice” position.
Tasks
Readings: ▪ Lewis Vaughn, “Abortion.” ▪ Mary Anne Warren, “On the Moral and Legal
Status of Abortion.”
Possible quiz
Lecture and discussion
Section 2
Main Goal
Understand, learn, and reflect critically on Marquis’ multi-faceted and probing defense of his
anti-abortionist position.
Tasks
Reading: ▪ Marquis, “An Argument that Abortion is Wrong.”
Possible quiz
Lecture and discussion
Section 3
Main Goal
Understand, learn, and reflect critically on (1) some well-known liberal and conservative
arguments discussed by Louis Pojman and (2) his defense of his own position.
Tasks
Reading: ▪ Louis P. Pojman, “Abortion: A Defense of the Personhood Argument.”
*
See course book, p. 122.
†
www.guttmacher.org
9 Possible quiz
Lecture and discussion
5. University Policies
Netiquette: As in any learning environment, certain behavioral codes are expected when you
communicate with both your peers and your instructors. These codes are referred to as netiquette. For
further information, refer to the PDF document, Netiquette Guide for Online Courses, posted on Canvas.
Assessment of Student Learning: To maintain quality academic offerings and to conform to
accreditation requirements, SLU-Madrid regularly assesses its teaching, services and programs for
evidence of student learning. For this purpose, SLU-Madrid keeps representative examples of student
work from all courses and programs on file, including assignments, papers, exams, portfolios and results
from student surveys, focus groups and reflective exercises. Copies of your work for this course may be
kept on file for institutional research, assessment and accreditation purposes. If you prefer SLU-Madrid
not to retain your work for this purpose, you must communicate this decision in writing to your professor.
Academic Honesty: Academic integrity is honest, truthful and responsible conduct in all academic
endeavors. The mission of Saint Louis University is “the pursuit of truth for the greater glory of God and
for the service of humanity.” Accordingly, all acts of falsehood demean and compromise the corporate
endeavors of teaching, research, health care, and community service through which SLU fulfills its
mission. The University strives to prepare students for lives of personal and professional integrity, and
therefore regards all breaches of academic integrity as matters of serious concern.
The full University-level Academic Integrity Policy can be found on the Provost's Office website.
Additionally, SLU-Madrid has posted its academic integrity policy online. As a member of the University
community, you are expected to know and abide by these policies, which detail definitions of violations,
processes for reporting violations, sanctions and appeals.
Your instructor will review these matters during the first weeks of the term. Please direct questions about
any facet of academic integrity to the instructor, the chair of the department of your academic program or
the Academic Dean of the Madrid Campus.
Information specific to this course. As stated above, “The University strives to prepare students for lives
of personal and professional integrity, and therefore regards all breaches of academic integrity as matters
of serious concern.” In keeping with this statement, cases of academic dishonesty will be taken seriously,
and the penalties for such cases will be substantial. * (Examples of academic dishonesty include acts of
academic deception that involve inappropriately taking advantage of the current exceptional
circumstances caused by the pandemic.)
Diversity and Inclusion: Saint Louis University is committed to fostering a positive, inclusive and
welcoming learning and working environment. SLU-Madrid's policies prohibit discrimination based on
race, color, national origin, ancestry, religion, sex, gender, gender identity, gender expression, sexual
orientation, pregnancy, age, disability, physical appearance, financial or socio-economic status,
immigration status, parental or marital status, veteran status or any other protected classification of
identity. Discrimination includes any form of unequal treatment such as denial of opportunities,
harassment, and violence. Sex-based violence includes rape, sexual assault, unwanted touching, stalking,
dating/interpersonal violence, and sexual exploitation.
If you experience or witness any kind of discrimination, you are encouraged (but not required) to report
the incident to the SLU-Madrid's Department of Student Life, whose office is located in Padre Rubio Hall
(marta.maruri@slu.edu; +34 915 54 58 58, ext, 213. You can also report the incident to the University's
Hotline (900-99-0011; then enter 877-525-5669 when asked for the hotline number).
*
The university requests that professors explicitly specify sanctions for violations of academic integrity.
Cheating on a quiz or another comparable assignment (by, e.g., copying and pasting from the Internet)
will result in a zero as the overall quiz grade. Cheating on an exam will result in a zero on the exam.
Instead of subjecting the possibility of cheating to a cost-benefit analysis, cheating should simply be
considered not to be an option.
10Please know that instructors have a responsibility to inform SLU-Madrid when made aware of incidents
of discrimination, harassment sexual misconduct, and/or related retaliation, to ensure that individuals
impacted receive information about options for reporting and support resources. If you want confidential
support, counseling is available on and off campus:
Counselors at SLU-Madrid's Wellness Center, located on the third floor of San Ignacio Hall
(wellness-madrid@slu.edu; 915 54 58 58, ext. 230).
Counselors at Sinews Multilingual Therapy Institute, SLU-Madrid's off-campus counseling and
mental health services provider (www.sinews.es; 917 00 19 79).
SLU-Madrid's Campus Minister, Fr. James O'Leary, S.J. (james.oleary@slu.edu; 915 54 58 58,
ext. 279).
Additional information and resources are posted on our Safety and Security and Community Standards
webpages.
Disability Accommodations and Learning Resources: In recognition that people learn in a variety of
ways and that learning is influenced by multiple factors (e.g., prior experience, study skills, learning
disability), resources to support student success are available on campus. Students who think they might
benefit from these resources can find out more about:
Course-level support (e.g., faculty member, departmental resources, etc.) by asking or emailing
your course instructor.
University-level support (e.g., tutoring/writing services, Disability Services) by contacting the
Academic Dean's Office (advising-madrid@slu.edu) or by reviewing the Academic Resources
website online.
Students with a documented disability who wish to request academic accommodations must contact
Disability Services to discuss accommodation requests and eligibility requirements. Once successfully
registered, the student also must notify the course instructor that they wish to access accommodations in
the course. Please contact disabilityservices-madrid@slu.edu or +34 915 54 58 58, extension 242 or 249.
Confidentiality will be observed in all inquiries. Once approved, information about the student’s
eligibility for academic accommodations will be shared with course instructors via email from Disability
Services. Note: Students who do not have a documented disability but who think they may have one are
encouraged to contact Disability Services.
For more information about academic accommodations, see the SLU-Madrid Disability Services
webpage.
Needs Security Statement: Students in personal or academic distress and/or who may be specifically
experiencing challenges such as securing food or difficulty navigating campus resources, and who believe
this may affect their performance in the course, are encouraged to contact Marta Maruri, SLU-Madrid’s
Director of Student Life (marta.maruri@slu.edu or +34 915 54 58 58, ext. 213) for support. Furthermore,
please notify the instructor if you are comfortable in doing so, as this will enable them to assist you with
finding the resources you may need.
Use of Posted Course Content: SLU-Madrid prohibits recording and transmission of classroom lectures
and discussions by students unless written permission from the class instructor has been obtained and all
students in the class as well as guest speakers have been informed that audio/video recording may occur.
Recordings, course materials, and lecture notes may not be exchanged or distributed for commercial
purposes, for compensation, or for any other purpose other than study by students enrolled in the class.
Public distribution of such materials may constitute copyright infringement in violation of Spanish law.
Violation of this policy may subject a student to disciplinary action in accordance with SLU-Madrid
policies on Student Rights and Responsibilities and Community Standards.
GDPR Norms Concerning Class Recordings: In accordance with General Data Protection Regulation
(GDPR), we inform you that as a participant in an on-line classroom, your image and voice may be
recorded by Saint Louis University in Spain, S.A., CIF A28654879, in 28003 Madrid (Spain), Avenida
del Valle 34, for the sole purpose of the instruction of the said class that you are registered in. This
information will be stored for the duration of an online class and erased thereafter by the professor of the
course. Should you not want your image or voice to be a part of class recordings, please contact your
professor to indicate that you will be turning your camera and microphone off and be participating via
chat.
11In addition, we would like to inform you that all recordings will be available to you in Canvas and are
exclusively for the use of the participants of the online class and should not be published on any other
platform without the prior consent of all participants that may appear in the recording.
According to the rights conferred by the current GDPR regulation, you may exercise your rights of
access, rectification, limitation of treatment, deletion, portability and opposition to the processing of your
personal data, as well as the consent given for the treatment of it by directing your requests to the address
indicated above or by sending an email to dpo-madrid@slu.edu.
Fall 2021 Important Dates:
Wednesday, September 1 First day of classes
Wednesday, September 8 Mass of the Holy Spirit 12:00 p.m. (noon) – classes are cancelled.
Sunday, September 12 Last day to drop a class without a grade of W and/or add a class
Last day to choose Audit (AU) or Pass/No Pass (P/NP) options
Application deadline for spring semester degree candidates
Tuesday, October 12 Madrid Campus Closed
Sunday, October 24 Professors' deadline to submit midterm grades
Monday, November 1 Madrid Campus Closed
Wednesday, November 3 Registration for Spring 2022 begins
Sunday, November 7 Last day to drop a class and receive a grade of W
Tuesday, November 9 Madrid Campus Closed
Monday, December 6 Madrid Campus Closed
Wednesday, December 8 Madrid Campus Closed
Friday, December 10 All MONDAY classes meet.
Tuesday, December 14 Last day of classes
Wed.-Tues., December 15-21 Final Exams
Tuesday, December 21 Midyear Commencement
Thursday, December 23 Professors’ deadline to submit final grades
Fall 2021 – Final Exam Schedule
Class Meeting Time* Exam Date/Time
Mondays 8:30, 9 and 9:30 a.m. Thursday, Dec. 16, 8:30 to 11:30 a.m.
Mondays 10 a.m. Friday, Dec. 17, 8:30 to 11:30 a.m.
Mondays 11 and 11:30 a.m. Monday, Dec. 20, 8:30 to 11:30 a.m.
Mondays 12 and 12:30 p.m. Wednesday, Dec. 15, 12 to 3 p.m.
Mondays 1 p.m. Friday, Dec. 17, 12 to 3 p.m.
Mondays 2 p.m. Thursday, Dec. 16, 3:30 to 6:30 p.m.
Mondays 3:30 p.m. Monday, Dec. 20, 3:30 to 6:30 p.m.
Mondays 5 p.m. Tuesday, Dec. 21, 3:30 to 6:30 p.m.
Mondays 6:30 and 7 p.m. Friday, Dec. 17, 7 to 10 p.m.
Tuesdays 8 a.m. Tuesday, Dec. 21, 8:30 to 11:30 a.m.
Tuesdays 9:30 and 10 a.m. Wednesday, Dec. 15, 8:30 to 11:30 a.m.
Tuesdays 11 a.m. Thursday, Dec. 16, 12 to 3 p.m.
Tuesdays 12:30 p.m. Tuesday, Dec. 21, 12 to 3 p.m.
Tuesdays 2 p.m. Monday, Dec. 20, 12 to 3 p.m.
Tuesdays 3:30 and 4 p.m. Wednesday, Dec. 15, 3:30 to 6:30 p.m.
Tuesdays 5 and 5:30 p.m. Friday, Dec. 17, 3:30 to 6:30 p.m.
Tuesdays 6:30 p.m. Monday, Dec. 20, 7 to 10 p.m.
*For courses meeting only on Wednesdays or Fridays, follow the Monday schedule. For courses meeting
only on Thursdays, follow the Tuesday schedule.
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