ENG 200: Otherworlds and the Otherworldly
Literature and the Human Experience
Course Overview
"I am a little world made cunningly" ~ John Donne, Holy Sonnet V
In the Middle Ages, literary heroes traveled to fairy Otherworlds or were challenged by Otherworldly creatures. Religious devotees witnessed Heavenly Jerusalem and werewolves were betrayed by disloyal wives. In this class we explore early encounters with Otherworlds and the Otherworldly as explorations of the human psyche and cultural critique that paves the way for contemporary works that engage the uncanny and the sublime for similar purposes.
While the medieval works we will be reading are concerned with feudal hierarchies, the limits of power, heavenly rewards, and the constraints of arranged marriage, the contemporary texts we will be reading grapple with such modern issues as aging, memory, war, homelessness, racism, technology, and genetic engineering––all through brushes with the uncanny and the sublime.
The medieval texts for this class are Sir Gawain and the Green Knight, Sir Orfeo, Pearl, and a selection of narrative poems by the medieval female author Marie de France. We also read four contemporary novels: Neil Gaiman’s Neverwhere, Kazuo Ishiguro’s The Buried Giant, Victor LaValle’s The Changeling, and Margaret Atwood’s Oryx and Crake.
Contact Information
Dr. Rebekah M. Fowler
Email: rfowler@uwlax.edu
Phone: 608-785-8300
Office: Wimberly 431C
Office Hours
Mondays and Wednesdays:
1:00-2:00 p.m.
Tuesdays and Thursdays:
2:00 - 3:00 p.m.
And By Appointment
Required Materials
All texts available through Textbook Rental
Marie de France
Lais
J.R.R. Tolkien (trans.)
Sir Gawain and the Green Knight, Pearl, Sir Orfeo
Kazuo Ishiguro
The Buried Giant
Neil Gaiman
Neverwhere
Victor LaValle
The Changeling
Margaret Atwood
Oryx and Crake
Canvas
Other readings and materials will be available through the Canvas learning system.
Student Learning Outcomes (SLOs)
Close and Deep Reading
Generate a close reading of a literary text (i.e. fiction, poetry, drama, creative non-fiction) that recognizes, demonstrates an understanding of, and interprets a text's literary elements. Deepen that reading through mindfulness practices and making personal connections to the text.
Perspective
Evaluate differing perspectives on society, the environment, and/or the human experience as represented in literary texts and connect them to the real world.
Context
Articulate contexts (e.g., historical, theoretical, cultural, generic, biographical) that give literature meaning and comprehend what they bring to the text.
Form and Content
Demonstrate an understanding of the connections between literary form and content and how an author's choices impact the story.
Purpose
Articulate purposes of literary study (e.g. aesthetic, epistemological, moral purposes) that go beyond entertainment.
General Education Outcomes Met
Human cultures and the natural world;
Critical and creative thinking;
Aesthetic perspectives and meaning;
Effective communication;
Individual, social, and environmental responsibility.
Grading Contract Overview
I utilize grading contracts in this course, which gives you more autonomy in deciding the types and level of work you will complete for the course, based on the grade you would like to achieve. The baseline grade is a C: the average. You may opt to complete the minimum requirements to achieve a C in the class or you may opt to add “extras” for a B or an A.
I assess all assignments on their level of completion, with “Complete” indicating that the assignment needs no further work and “Incomplete” indicating that the assignment is not quite there yet. If your assignment earns an “Incomplete,” you will asked to revise and resubmit until earning a “Complete.” Each assignment prompt outlines what constitutes a Complete.
In this class, revision is considered normal. Most students are asked to revise at least one assignment. The purpose for revision is the opportunity to improve. Rather than a "one-and-done" approach to teaching and learning, which, in the usual points or letter grade system may pull your course grade and/or overall GPA down, the chance to revise means you benefit from seeing where you still have room to improve and to allow you to do that!
It is possible to contract for an AB or a BC, as well, though I prefer to use those grades to allow for some wiggle room and flexibility both for you and me. Say you contracted for an A, but didn’t get in one revision, or you missed an extra contracted meeting with me. You’ve still done more than B-level contract work, but not quite enough to fulfill the A. The AB gives me the option of acknowledging the work you did while also honestly addressing the missed contract component.
Conversely, if you contracted for a B, but had an extra meeting with me and otherwise fulfilled your B contract, you’d get bumped up! The same logic applies to the BC. If you think you’d be more comfortable contracting for an AB or a BC, one extra (the only one for a BC) still needs to be a written extra.
It is also possible to come away from this class with a D or an F. If the following is true of your end-of-semester work, you would end up with a D: Requirements for the C are incompletely fulfilled and no extras for an A or a B have been completed, OR one or two extras have been completed, but two or more requirements for the C have not. For an F, you must have missed more than 30% of the course (more than 8 class periods, or 4 weeks of class) without notification of and reasonable excuse for a prolonged absence AND/OR failed to submit two or more assignments for the C and completed no extras for an A or a B.
Please be aware that I have deep compassion for those of you who struggle with depression and anxiety, and I understand that it may lead to the occasional absence. However, if it is causing you to miss more than four weeks of class, this is a more serious concern. If you find yourself in this situation, please take advantage of our campus resources or let me help you access them. This may, initially, sound harsh, but without notification from the Office of Student Life or notification of the need for in-patient care, missing more than 4 weeks of class for mental health reasons will not serve as a reasonable excuse, as it will cause you to fall behind, which further exacerbates depression and anxiety.
My most compassionate response to you is to show up, even if it’s hard, and to let your classmates and me be part of your support team to succeed in school. If you find this to be too difficult, then you may need to consider whether taking care of yourself and taking a medical withdrawal is a better option at this time.
Note: I review each students’ work individually; there are some circumstances that may fall outside of these parameters for which I will will make a determination for a lower or higher grade based on what has been completed and the student’s particular situation.
You will contract for your grade by Thursday of Week 2. You may renegotiate their contracts at any point during the semester, but are encouraged to make final changes no later than Week 12. I do, however, understand that end-of-semester crunch time may mean the need to rethink priorities in the last couple of weeks.
Because this course uses contract grading rather than individual assignment grades, no grade breakdown or grading scale has been included in this syllabus. Rather, letter grades are awarded the point values that apply to transcripts and GPAs, which are as follows:
A = 4.00, AB = 3.50, B = 3.00, BC = 2.50, C = 2.00, D = 1.00, F = 0.00.
Grading Contracts
Requirements for a C
To earn a C in ENG 200:
Complete all assigned readings to the best of your ability;
Complete 6 Inquiries;
Complete a Course Project;
Submit a Final Portfolio;
Attend 70%-83% of class meetings (20-24) total meetings; 6-8 absences);
Contribute to small group discussion each class period;
Attend one small group meeting with the professor;
Revise assignments earning an Incomplete until they earn a Complete.
Extras for a B
To earn a B in ENG 200, complete the requirements for a C (see above) and add 1 of the Participation additions and 1 of the Writing additions below.
Participation (Choose One):
Attend 83-100% of the class meetings (25-30 classes, missing no more than 5);
Contribute to whole class discussion at least once a week;
Serve as small group spokesperson to the whole class 3 times during the semester;
Schedule and attend at least one individual meeting with the professor;
Serve as Mindfulness Leader 3 times during the semester.
Writing (Choose One):
Add 6 Inquiries for a total fo 12;
Submit a Midterm Portfolio;
Add a second Course Project option;
Present an individual or collaborative Lesson to the class;
Complete a 12-hour Silent Retreat and write or record a reflection.
Extras for an A
To earn an A in ENG 200, complete the requirements for a C (see above) and add 4 of the additions below. At least ONE needs to be a WRITING option. The other three can be any combination of Participation and Writing extras.
Participation (Choose 2-3)
Attend 83-100% of the class meetings (25-30 classes, missing no more than 5);
Contribute to whole class discussion at least once a week;
Serve as small group spokesperson to the whole class 3 times during the semester;
Schedule and attend at least one individual meeting with the professor;
Serve as Mindfulness Leader 3 times during the semester.
Writing (Choose 1-2):
Add 6 Inquiries for a total fo 12;
Submit a Midterm Portfolio;
Add a second Course Project option;
Present an individual or collaborative Lesson to the class;
Complete a 12-hour Silent Retreat and write or record a reflection.
Mindfulness
In addition to the regular writing assignments and creative activities, we will be engaging in contemplative/mindfulness practices throughout the semester as a means to better engage with and attend to the course materials. We will be working with the following techniques, among others:
Breathing
Embodied Practice
Silence
Writing
Deep Listening
Beholding
Lectio Divina
Breathing and Embodied Practice: We will often begin class with a short breathing and/or embodied practices to ground us in the present moment.
Embodied practice may includes such things as tapping, mindful walking, and other forms of mindful movement to also help energize our bodies in preparation for class or to connect physically with course readings and concepts.
Silence: We will frequently take a moment to silently reflect on course content or questions in order to focus more intentionally on them.
Writing: You will be contemplating your personal connection to the course content in writing throughout the semester. We may also follow silence with some free-writing.
Deep Listening: We will practice listening attentively to each other without judgment or the immediate impulse to react: truly hearing one another; understanding others’ perspectives; connecting; and formulating mindful responses based on thoughtful consideration of each others’ words.
Beholding: We will use beholding to more intently notice visual imagery related to course readings or for other purposes.
Lectio Divina: This is a reading practice commonly used in monasteries since the Middle Ages, but has roots that go further back into Jewish and non-Western traditions, as well. We will be using the 4 steps of this reading practice to slow down the reading process.
A Note on Mindfulness and Inquiries:
Several of the mindfulness practices used in this class are rooted in various religious or spiritual practices, including Christianity and Buddhism, though our use in this class is secular. If using any of these practices makes you uncomfortable, I encourage you to talk with me about it and to choose the Inquiry options of Research, Journaling (if not already doing one of the journaling options), and Beholding, which are the three that are not specifically rooted in a spiritual tradition.
If you prefer not to participate in the mindfulness practices we do in class, I invite you, during this time, to quietly review your notes and/or course materials in preparation for class.
The Grand Quest
Unit 1: Gathering Supplies (Jan. 24-Feb. 4)
Unit 2: Visiting the Past (Feb. 7-22)
Unit 3: Taking a Walk Down Memory Lane (Feb. 24-Mar. 8)
Unit 4: Journeying to the Underworld (Mar. 10-29)
Unit 5: Touring Parenthood and Cyberspace (Mar. 31-Apr. 14)
Unit 6: Voyaging into a Future (Apr. 18-29)
Unit 7: Returning (May 2-13)
Weekly Quests
Plan Your Semester
The major Course Project assignments for this class are assigned by text rather than at the end of the semester (except for Atwood, our last author). Revision deadlines for Projects do not appear on this schedule, but will be due within a week of receiving feedback. Some extras like the Silent Retreat and teaching a lesson have no specific deadlines, as you decide when to complete them. Reflections for both are due within a week of completing the assignment. If you teach a lesson, other materials are due on the day you present.
Tuesday, Jan. 25
Unit 1: Gathering Supplies
Have Read: Nothing
Have Written: Nothing
Thursday, Jan. 27
Unit 1: Gathering Supplies
Have Read: Syllabus and Reading Literary Texts guide (click link to left)
Have Written: Questions about Syllabus, Grading Contracts, Schedule
Tuesday, Feb. 1
Unit 1: Gathering Supplies
Have Read: Sigmund Freud, "The Uncanny," and Sir Edumund Burke, "Of the Sublime," "Of the Passion Caused by the Sublime," "Terror," "The Sublimer and Beautiful Compared," and "Of the Sufficient Cause of the Sublime and Beautiful."
Have Written: Notes on the readings and questions for class
Thursday, Feb. 3
Unit One: Gathering Supplies
Have Read: Review the Freud and Burke readings from Tuesday and start reading the Lais for next week
Have Written: Contributions to the Uncanny and Sublime Jamboard for your section; See the Weekly Agenda for Week Two for details.
Tuesday, Feb. 8
Unit 2: Visiting the Past
Have Read: Marie de France, Lais: "Guigemar" (pp. 43-55) and "Bisclavret" (pp. 68-72)
Have Written: Notes and questions for class discussion; Extra Inquiry #1 on "Guigemar" or "Bisclavret"
Thursday, Feb. 10
Unit 2: Visiting the Past
Have Read: Mare de France, Lais: "Lanval" (pp. 73-81)
Have Written: Inquiry #1 on one of the Lais
Tuesday, Feb. 15
Unit 2: Visiting the Past
Have Read: J.R.R. Tolkien (trans.), Sir Orfeo (pp. 169-190) and Pearl (stanzas 1-23, pp. 123-133)
Have Written: Notes and questions for class discussion; Extra Inquiry #2 on Sir Orfeo or Pearl
Thursday, Feb. 17
Unit 2: Visiting the Past
Have Read: J. R. R. Tolkien (trans.) Sir Gawain and the Green Knight (Chapters 1-36, pp. 23-56)
Have Written: Notes and questions for class discussion
Tuesday, Feb. 22
Unit 2: Visiting the Past
Have Read: J. R. R. Tolkien (trans.) Sir Gawain and the Green Knight (Chapters 37-101, pp. 57-121)
Have Written: Inquiry #2 on one of the texts from the Tolkien book
Thursday, Feb. 24
Unit 3: Taking a Walk Down Memory Lane
Have Read: Kazuo Ishiguro, The Buried Giant (Chapters 1-2, pp. 4-46)
Have Written: Notes and questions on the text for class discussion
Tuesday, Mar. 1
Unit 3: Taking a Walk Down Memory Lane
Have Read: Kazuo Ishiguro, The Buried Giant (Chapters 3-5, pp. 47-124)
Have Written: Extra Inquiry #3 on Ishiguro; Course Projects on Marie de France or texts from the Tolkien book
Thursday, Mar. 3
Unit 3: Taking a Walk Down Memory Lane
Have Read: Kazuo Ishiguro, The Buried Giant (Chapters 6-8, pp. 127-200)
Have Written: Notes and questions on the text for class discussion
Tuesday, Mar. 8
Unit 3: Taking a Walk Down Memory Lane
Have Read: Kazuo Ishiguro, The Buried Giant ("Gawain's First Reverie" - end of novel, pp. 203-317)
Have Written: Inquiry #3 on Ishiguro
Thursday, Mar. 10
Unit 4: Journeying to the Underworld
Have Read: Neil Gaiman, Neverwhere (Introduction and facing page poem to Chapter 4, pp. xii-113)
Have Written: Notes and questions on the text for class discussion; extra Midterm Portfolio
All Week
March 14-18: Spring Break
No Class; Nothing Due
Tuesday, Mar. 22
Unit 4: Journeying to the Underworld
Have Read: Neil Gaiman, Neverwhere (Chapters 5-10, pp. 115-239)
Have Written: Notes and questions on the text for class discussion; Extra Inquiry #4 on Gaiman; Course Projects on Ishiguro; Extra Course Projects on Ishiguro
Thursday, Mar. 24
Unit 4: Journeying to the Underworld
Have Read: Neil Gaiman, Neverwhere (Chapters 11-16, pp. 240-339)
Have Written: Notes and quesitons on the text for class discussion
Tuesday, Mar. 29
Unit 4: Journeying to the Underworld
Have Read: Neil Gaiman, Neverwhere (Chapters 17-end of novel, pp. 343-440)
Have Written: Inquiry #4 on Gaiman
Thursday, Mar. 31
Unit 5: Touring Parenthood and Cyberspace
Have Read: Victor LaValle, The Changeling (Chapters 1-20, pp. 3-87)
Have Written: Notes and questions on the text for class discussion
Tuesday, Apr. 5
Unit 5: Touring Parenthood and Cyberspace
Have Read: Victor LaValle, The Changeling (Chapters 21-41, pp. 88-182)
Have Written: Notes and questions on the text for class discussion; Course Projects on Gaiman; Extra Course Projects on Gaiman
Thursday, Apr. 7
Unit 5: Touring Parenthood and Cyberspace
Have Read: Victor LaValle, The Changeling (Chapters 42-59, pp. 185-253)
Have Written: Notes and questions on text for class discussion; Extra Inquiry #5 on LaValle
Tuesday, Apr. 12
Unit 5: Touring Parenthood and Cyberspace
Have Read: Victor LaValle, The Changeling (Chapters 60-77, pp. 254-318)
Have Written: Notes and questions on the text for class discussion
Thursday, Apr. 14
Unit 5: Touring Parenthood and Cyberspace
Work day! Catch. up on reading, work on projects, etc.
Tuesday, Apr. 19
Unit 5: Touring Parenthood and Cyberspace
Have Read: Victor LaValle, The Changeling (Chapters 78-end of novel, pp. 221-431)
Have Written: Inquiry #5 on LaValle
Thursday, Apr. 21
Unit 6: Voyaging into a Future
Have Read: Margaret Atwood, Oryx and Crake (Chapters Front Matter (quotes before Contents page) - Ch. 5, pp. ?-110)
Have Written: Notes and questions on the text for class discussion
Tuesday, Apr. 26
Unit 6: Voyaging into a Future
Have Read: Margaret Atwood, Oryx and Crake (Chapters 6-8, pp. 114-218)
Have Written: Notes and questions on the text for class discussion; Extra Inquiry #6 on Atwood; Course Projects on LaValle; Extra Course Projects on LaValle
Thursday, Apr. 28
Unit 6: Voyaging into a Future
Have Read: Margaret Atwood, Oryx and Crake (Chapters 9-11, pp. 224-280)
Have Written: Notes and questions on the text for class discussion
Tuesday, May 3
Unit 6: Voyaging into a Future
Have Read: Margaret Atwood, Oryx and Crake (Chapters 12-15, pp. 283-374)
Have Written: Inquiry #6 on Atwood
Thursday, May 5
Unit 7: Returning
Have Read: Maryanne Wolf, "Skim Reading is the New Normal"
Have Written: Notes and questions on the article for class discussion
Tuesday, May 10
Unit 7: Returning
Writing Due: Course Projects on Atwood; Extra Course Projects on Atwood; Silent Retreat Reflections and Lesson Reflections and Materials (last chance to submit)
Wednesday, May 11
Unit 7: Returning
Revisions on any assignments needing them should be complete for Final Portfolio Drafts, which are due today
Friday, May 14
Unit 7: Returning
Writing Due: Any Final Revisions to Final Portfolio
Policies and Supports
Expectations of Students
As a student in this class, I request that you:
Be Prepared (e.g., do the readings; complete Inquiries before class as preparation for class discussion)
Be Engaged (e.g., practice active listening; take notes; share ideas in small groups; contribute to in-class activities; keep tech checks to a minimum; pack up, literally, at the last minute)
Be Respectful (e.g., of your classmates and their ideas; of me and my content and teaching expertise)
Be Present (e.g., come to class; be on time; engage)
Be Communicative (e.g., with me about any concerns; about course content; with questions; with your classmates in class discussions; with teammates on activities and projects)
Be Accountable (e.g., for your work; for fulfilling your contract; to deadlines; to your fellow students and me)
Be Mindful of Learning (e.g., of yourself as a learner and of the learning environment; during mindfulness activities and Inquiries)
Be Open-Minded (e.g., to new types of texts; to different perspectives; to challenging texts and topics)
Expectations of the Professor
As your professor, I commit to making my best effort to:
Be Timely with Feedback (see policy below)
Be Clear with Expectations (e.g., on assignments; in class)
Be Consistent (e.g., with the schedule; syllabus; and assignments; with feedback)
Be Present and Prepared (i.e., in/for class; during office hours)
Be Engaging (to the best of my ability, e.g., with course prep and delivery)
Be Respectful (e.g., of each of you and your ideas, questions, and concerns)
Be Mindful of Your Knowledge Base (i.e., that this is an intro-level course; that the goal is development, not mastery)
Be Flexible (e.g., with considering students' needs, such as for breaks)
Be Communicative (e.g., with changes to schedules; in feedback)
Attendance
The attendance policy for this class is outlined above in the Grading Contract. However, a reminder may be helpful here: at the C level, a maximum of 8 absences (4 weeks of class) is allowed. These absences do not count the first week of classes when students are adding and dropping. I encourage you to use the absences wisely and to try to reserve them for the unexpected (e.g., illnesses; accidents). Note that absences beyond these 8 may qualify as incompletion of your grading contract.
If you have extenuating circumstances (e.g., prolonged illness; hospitalization) that keep you out of class beyond these four weeks, I encourage you to talk with me (email works! If needed, you can have someone else contact me, as well!) about your situation in order to negotiate the best way for you to complete the course and fulfill your grading contracts. Additionally, I encourage you to contact Student Life to discuss your options, as they will also contact all of your professors to notify them of extended absences.
Late Work
Deadlines are in place to help you pace your learning throughout the course, to keep you from procrastinating, to help keep your stress to a relative minimum by spreading out the workload for the course, and to, likewise, keep my stress level down.
Turning work in on time has benefits:
More opportunities for you to receive timely and useful feedback from me;
Increased awareness of how you're doing in the class;
The ability to check your understanding of course materials while the content is fresh;
Less stress for you as the semester progresses;
Less stress for me if I don’t have to catch up on late submissions;
Less panic at the end of the semester.
If you submit work more than 48 hours after its due date without talking with me about the delay, I will review the work, but may not provide feedback. If you submit work more than two weeks late, I will not accept it without prior agreement.
Here’s why: Over the past two years, I have witnessed a significant increase in late submissions, including students submitting most or all of the entire semester’s work at the end of the term. This method does not promote learning. Rather, it promotes exactly the type of “just getting it done” approach that this course seeks to avoid.
Please take the responsibility to check deadlines and due dates, organize, and submit on time to increase the likelihood of better learning opportunities. I’m happy to brainstorm with you ways to get organized or to cope with stress.
Please talk with me about extensions and missed deadlines, as I will be reasonable if you communicate with me. Do, though, work to make on-time submission a habit. Habitual late submission leads to those of your professors who show compassion being unfairly taken advantage of, and that dose’t feel good. We’re struggling, too!
Expectations for Classroom Environment
Learners learn best in an environment where all members are encouraged to respectfully share ideas and experience a plurality of perspectives. This sometimes means taking risks and facing our fears: of sounding silly; of accidentally offending someone; of revealing uncertainty; of being wrong. I invite you to view college as a place where you’re encouraged to get it wrong from time to time and use mistakes as opportunities for learning!
I encourage an open, accepting, and sharing learning environment in which we collectively engage in ideas and recognize that each of us may have unique takes on those ideas. I promote respect for ideas that may not align with my own, and ask you practice the same respect.
Our classroom is a lab, where we can work on ways to respectfully disagree, to practice asking questions, to engage in civil discourse, to thoughtfully and analytically consider statements made that counter our own.
College is the perfect place to develop skills and strategies for handling opposing viewpoints and difficult conversations in a relatively safe environment. Please talk to me if you feel at any point that the classroom environment could do more to promote such openness.
Expectations for Graded Work
I provide individualized feedback on assignments, which takes time. Generally, I return work that requires individual feedback within 21 days (3 weeks) from the date the work was due, but if I’m expecting you to use that feedback to revise in a shorter time frame, I will do my best to turn it around quicker or to revise your next deadline. I will notify you if I am unable to return work within the 21-day timeframe, and will identify a revised return date. If you submit work after the due date, it may not be returned within 21 days. Your graded coursework will be returned in compliance with FERPA regulations via Canvas.
Concerns or Complaints
If you have a concern or a complaint about the course, or me, I encourage you to bring that to my attention. My hope would be that by communicating your concern we would be able to come to a resolution. If you are uncomfortable speaking with me, or you feel your concern hasn’t been resolved after bringing it to my attention, you can contact my department chair or the Office of Student Life. The Student Academic Non-Grade Appeals process can be found in the Student Handbook. For academic appeals you can review the appeals and petitions for academic matters section of the UWL Catalog.
University Policies and Supports
UWL encourages students to know the campus’ important policies related to academic integrity & misconduct, religious accommodations, sexual misconduct, student concern procedures, students with disabilities, and veterans & active military personnel. I have, therefore, provide this link to the following University-wide policies, which you can also find at this url: https://www.uwlax.edu/info/syllabus/.
COVID-19 health statement
Academic integrity and misconduct
Religious accommodations
Sexual misconduct
Student course and faculty-related concerns, complaints, and grievances
Students with disabilities
Veterans and active military personnel
UWL also encourages students to take advantage of the campus’ many and varied student success resources, linked here or through this url: https://www.uwlax.edu/info/student-success/. At this link you will find information that includes the following:
Academic advising
Accommodations, study skills, and time management
Internships
Library
PRO@UWL (early alert system)
Tutoring (including the Writing Center)
Academic Services and Resources at UWL
Below are several student services available to students taking online courses:
o Academic Advising Center: https://www.uwlax.edu/academic-advising-center/
o ACCESS Center (formerly Disability Resources): http://www.uwlax.edu/access-center/
o Career Services: https://www.uwlax.edu/career-services/
o Counseling and Testing Center: https://www.uwlax.edu/counseling-testing/
o Financial Information: https://www.uwlax.edu/finaid/
o Murphy Library: https://www.uwlax.edu/murphylibrary/
o Multicultural Student Services: https://www.uwlax.edu/multicultural-student-services/
o Public Speaking Center: https://www.uwlax.edu/murphy-learning-center/subject/public-speaking-center/
o Records and Registration: https://www.uwlax.edu/records/
o Student Handbook: https://www.uwlax.edu/student-life/student-resources/student-handbook/
o Student Support Services: https://www.uwlax.edu/student-support-services/
o Tutoring (Murphy Learning Center): http://www.uwlax.edu/murphy-learning-center/
o Veteran Services: http://www.uwlax.edu/veteran-services/
o Writing Center: https://www.uwlax.edu/murphy-learning-center/subject/writing-center/
Contact Me
