Syllabus for Texas Tech University, JOUR 4350: Longform Journalism, Fall 2022

JOUR 4350: Longform Journalism Tuesday & Thursday, 11 a.m. - 12:20 p.m.

Classroom: MCOM 363

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Table of Contents

Course Info Page 3: Instructor, Flexibility Statement, Course Description & Learning Objectives Page 4: Required Materials & Course Structure

Student Expectations Page 5: Participation & Deadline Policies Page 6: Extensions, Rewrites & Extra Credit Opportunities Page 7: Ethics & Civility in the Classroom Page 8: Children in the Classroom Page 9: Assignments Grading Page 10: Grading Scale & Rubric Course Schedule Pages 10-15 Texas Tech University Policies and Information Pages 16-19

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Course Info

Instructor: Brandi Addison • • •

Email: brandi@brandidaddison.com I will respond to all email inquiries by the end of the following day.

Cell: 817.565.2663 (preferred contact if urgent) Scheduling/Office Hours: I don’t keep fixed office hours, but I am always available by appointment! Simply email me, and we’ll schedule a time to meet. Most days, I will also be available 15 minutes before/after classes.

Flexibility Statement We are living in strange times! If you need extra time for an assignment or anything else this semester, please don't hesitate to let me know. I am very flexible, so long you communicate with me about what you need.

Course Description In this course, we will discuss how to produce longform articles across various subjects, audiences, and media platforms. We will learn how to obtain anecdotes and vivid details through interviewing, use literary journalism techniques to keep audiences engaged and identify the best possible structure for different kinds of longform stories.

The goal is for each assignment you do to be a polished reporting sample you can add to your portfolio.

Learning Objectives • • • • •

Learn to identify, report and write accurate longform stories.

Learn to practice diversity in subjects and sources.

Develop essential skills for our craft, including the ability to interview and report facts, edit journalistic writing, provide relevant multimedia items and data.

Understand the connection between strong information and strong writing.

Learn to constructively critique and receive criticism.

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Required and Recommended Materials All required readings and resources will be linked from each week’s respective lecture. You are not required to purchase any books this semester. If you want to read ahead, most of our readings are published online and linked directly from the syllabus.

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Slack app (Join https://join.slack.com/t/ttujour4350/shared_invite/zt-1e9d8i9bppXhOQo1SgUZDWXUgpE~xjQ)

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Reporter’s notebook Office Depot - $7.39 (4 pack) Recording device *Smartphone recorder app is acceptable Pen or pencil

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Course Structure We’re only going to have 15 weeks to learn a complex craft, so our workload may seem a bit intense at times. We’ll meet for, approximately, 80 minutes every Tuesday and Thursday but please plan to spend several hours more each week on assignments. By far, the most important of those will be your final assignment; it should be strong enough to be published in a high-quality newspaper or magazine.

Tuesday Classes We will begin every Tuesday with a 20-minute discussion of world, national and local news, and how it relates to our work. We call this News of the Week. We will spend the following 20 minutes talking about our required readings. Prior to coming to class, you will have already offered at least one comment in Slack in response to a prompt that I’ve written.

During the last half of our Tuesday classes, we’ll spend 30 minutes focusing on how we can develop the essential skills of our craft through lecture/presentation. The final 10 minutes will be space for an open Q&A with the instructor.

Thursday Classes We will begin Thursday classes with short lectures and will occasionally bring in guest lecturers relevant to the upcoming assignments. I have designated the remainder of these class periods, between 40 minutes to an hour, as workshops for upcoming assignments. Together, we will review assignment requirements; discuss topic selection for the instructor’s approval; brainstorm potential headlines; and determine key audience and publication.

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Student Expectations Participation While participation plays a small role in each student’s final grade, it is vital to understand the importance of attendance and communication in this industry. As it’s expected in any newsroom, students should be active participants in this course to prepare themselves for a successful future.

Students can miss up to three class periods, no questions asked. Exceeding absences will result in a one-point deduction, each, from your final grade. Example: Five total absences will result in a two-point deduction from the student’s final grade.

University-sponsored events, holy days and personal emergency absences will be excused. **For extra flexibility, students may opt out of any three weekly discussion requirements with the proper payment we call “Pet Tax.” I can’t take full credit for this magical rule but attribute it to my favorite graduate instructor at NYU. Here's how it works: •

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If you mention your pet(s) in a discussion post, you'll need to I will gently encourage you to "pay the pet tax" and post a picture of said pet. Cute rule, but you'll probably find the second part more relevant to your interests: You're allowed to opt out of any three weekly discussion requirements this semester, with the exception of Week 1 - Introduce Yourself with pet tax. Simply drop a picture of your pet (or honestly, your most impressive houseplant), and I’ll share it with the class the following week.

**If I'm being honest, you'll receive three free "skips" whether you pay the pet tax or not.

Additional missing posts will also result in a one point-deduction, each, from your final grade.

Deadline Policies The ability to work on deadline is an essential skill for communications professionals. Meet your deadlines and you qualify your assignments for full credit; miss them and your highest potential grade will drop 10% at each of the following benchmarks: one hour, 12 hours, 24 hours late.

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Extensions When it comes to papers, I’m guessing some of you will be asking me for an extension. You will be happy to learn that I have no problem with extensions. Here’s what you do: You look at the due date, and then you mark it on your calendar two weeks prior to that date. And there you have it.

I’ve just granted you a two-week extension.

JK. That’s a Gilmore girls quote. In all seriousness, if you have an issue that impedes you from turning your assignment in on time, please let me know before the deadline — even if it’s just a few hours ahead of when it’s due. With notice, I’m willing to work with you. If you face such a situation that you cannot reach out ahead of time, please still contact me, and we can discuss our options.

Rewrites* Don’t like a grade? I’ll allow one** rewrite for up to half the missing points returned. Example: A student who received an 80 on an assignment could receive a 90 for a perfect rewrite; a student who received a 70 on an assignment could receive an 85 for a perfect rewrite. *I do ask that you try your best upon the initial submission, but I also understand the pains of writer’s block. Please note that the rewrite isn’t simply incorporating the edits I’ve provided but should also include suggestions about reorganization, missing information, etc. The majority of the assignment should look different. **Late assignments will only receive 37.5% (equal to three-fourths of one-half) credit returned.

Example: A student who received a 50, because it was three days late can receive a 69 with a perfect rewrite.

Note: For graduating seniors, all rewrites should be submitted by Dec. 1 to allow for ample grading time.

Extra Credit There are a few ways to earn extra credit in this class. Each of the following is up to three points returned to your lowest assignment grade(s).

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Write a detailed pitch to your publication of choice. You don’t have to submit it if you don’t want, though I’m happy to provide feedback if you do. I will provide a document with assignment requirements.

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Craft a cover letter, tailored to the job and employer of your choice. Again, you don’t have to submit it, but I’m happy to provide feedback if you do.

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Create a resume. I will provide a document with assignment requirements.

Bonus: Part of my expectations as an instructor is to provide constructive feedback within a reasonable time so students can incorporate it into their next written assignments. Barring any personal, family or work emergencies, I promise to return grades within the three class periods of the assignment due date. Since assignments always fall on Thursday, this will always be the “Tuesday after next.” If I don’t, you’ll receive one point, each day I’m late, toward your assignment.

Ethics All work prepared in class or submitted for credit must be the original work of the student and submitted for this course only. Texas Tech defines “academic dishonesty” as, but not limited to, cheating, plagiarism, collusion, misrepresenting facts, and any act designed to give unfair advantage to the student (such as submission of essentially the same written assignment for two courses).

I have no problem asking former and current instructors about your work if I suspect an assignment is not original. Assignments will be thoroughly fact-checked, so carefully consider the information you include and where it comes from.

Civility in the Classroom All members of the class are expected to conduct themselves respectfully toward others. This includes interactions in class, online, and during any out-of-class group meetings, study sessions etc. organized in conjunction with the course. Students are expected to refrain from any behaviors that may inhibit others’ ability to communicate or receive course-related information. Don’t be a jerk.

Office of Student Affairs Statement: To create and preserve a classroom atmosphere that optimizes teaching and learning, all participants share responsibility in creating a civil and nondisruptive forum.

Students are expected to conduct themselves at all times in this classroom in a manner that does not disrupt teaching or learning. The instructor is authorized to take such steps as are necessary if the behavior of a student disrupts the normal classroom procedure. Instructors may remove a student for the single class session in which such disruptive behavior becomes continuous and/or serious and may begin disciplinary proceedings. Violations of the Code of Student Conduct may result in serious sanctions up to and including expulsion. In addition, instructors have the right to limit classroom discussion in order to meet the educational objectives of the class session.

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Children in Class** It is my goal to create a family-friendly atmosphere in our class at all times. The policy described here is a reflection of my own beliefs and commitments to student, staff and faculty parents.

1. All exclusively breastfeeding babies are welcome in class as often as is necessary to support the breastfeeding relationship. Because not all women can pump sufficient milk, and not all babies will take a bottle reliably, I never want students to feel like they have to choose between feeding their baby and continuing their education. You and your nursing baby are welcome in class anytime.

2. For older children and babies, I understand that minor illnesses and unforeseen disruptions in childcare often put parents in the position of having to choose between missing class to stay home with a child and leaving him or her with someone you or the child does not feel comfortable with. While this is not meant to be a long-term childcare solution, occasionally bringing a child to class in order to cover gaps in care is perfectly acceptable.

If you have a sick child with a contagious illness, please let me know ahead of class, and I’ll set up a Zoom for the lecture. If you can’t make the Zoom, I will record our class.

3. I ask that all students work with me to create a welcoming environment that is respectful of all forms of parenting status.

4. In all cases where babies and children come to class, I ask that you sit close to the door so that if your little one needs special attention and is disrupting learning for other students, you may step outside until their need has been met. Non-parents in the class, please reserve seats near the door for your parenting classmates.

5.** Finally, I understand that often the largest barrier to completing your coursework once you become a parent is the tiredness many parents feel in the evening once children have finally gone to sleep. The struggles of balancing school, childcare and often another job are exhausting.

I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to meet your needs as a parent and as a student. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for schoolparenting balance. My goal as your teacher is for you to be successful--both academically, and as a person; and that includes being the best parent you can be. * Borrowed from: https://studentlife.oregonstate.edu/childcare/family-friendly-syllabi-examples ** No. 5 applies to all students. If you are struggling with something that is taking a toll on your mental or emotional health, I’m happy to provide resources but also work with you in our class.

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Assignments General assignment, part one: Write 1,200 words about the topic of your choice, in any (journalistic) style of your choice, i.e.: investigative feature, immersion story, profile, Op-Ed, product round-up, etc. Use at least two person sources and three in-link sources.

Editing assignment: Review your partner’s essay and make suggestions about GSP, appropriateness of tone, organization, clarity of sentences, information. Track changes in Word or use the “suggest edit” function in Google docs.

General assignment, part two: Trim your original assignment to 1,000 words. Incorporate feedback from the first deliverable to correct any errors and cut for focus. Use at least two person sources and one in-link source.

Luck of the Draw: Draw an assignment from a bowl and write, either, an 800-word Op-Ed or review. Further requirements: • Op-Ed: Craft a well-researched opinion article on any topic you’d like. Link online sources throughout the text and feel free to use quotes with appropriate attribution.

• Review: Pick an album, movie, television series, book, live performance, etc. and review it. Please include relevant background and any notable context of past works.

Profile: Tell someone’s story in 800 words. Include three sources total.

Immersion story: Immerse yourself in a place or situation with which you are unfamiliar (i.e., the backstage workings of a theater, a homeless shelter, a day in the life of a plumber, a night shadowing a police officer on duty, etc.) Write a story about your discoveries. This story requires long-term development, so you should work on it over a couple weeks. You may choose one of these forms: a narrative, a recreation, or a process.

Investigative Feature: Submitted in two deliverables, craft a 300-word pitch and 1,200-word investigative feature on any topic of your choice. This assignment should include multiple sources, data references and multimedia elements.

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Grading A = 900 to 1000 points B = 800 to 899 points C = 700 to 799 points D = 600 to 699 points F = 599 points and fewer Assignment grades will be determined by the rubric provided with each assignment, though largely focuses on grammar, spelling and punctuation (GSP), tone and structure and organization.

General Writing – Part One 1,200 words Editing Assignment

150 points

General Writing – Part Two Reduced to 1,000 words Luck of the Draw: Op-Ed OR Review 800 words Profile 800 words Immersion Story Assignment 800 words Investigative Feature 300-word pitch 1,200-word story

150 points

50 points

150 points

150 points 150 points 200 points

Course Schedule All readings and discussion posts are due prior to Tuesday classes; grades assignments are due Thursdays at 11:59 p.m. Please see late grade policies under the Deadline section on Page 4.

Week Aug. 25

Lecture • • • •

Introductions Syllabus overview General assignment overview Q&A

Assignments Due Aug. 25 (during class) • Slack Discussion: Brief introduction on Slack channel. Please include your favorite song, tv series, and movie. I need to branch out.

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Aug. 30/Sept. 1

Aug. 30 • News of the Week • Reading discussion • Lecture: What is longform journalism?

• Q&A

Aug. 30 • Read: ‘Shitty First Drafts’ • Slack discussion: What’s the biggest writing flaw that you hope to overcome by the end of this course?

Sept. 1 • Lecture: The Great Grammar Showdown/Passive vs. Active Writing • General feature ideas Sept. 6/8

Sept. 6 • News of the Week • Reading discussion • Lecture: A Guide to Credible Sourcing and Inclusion • General writing workshop Sept. 8 Online-only class • Lecture: News judgment and story selection

Sept. 13/15

Sept. 13 • News of the Week • Discussion • Lecture: Organization and Structure • Q&A Sept. 15 • Lecture: Interviewing Techniques/Interviewing Techniques • General writing workshop

Sept. 6 •

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Read: Moment that Love, Life was Lost after Tragic Crash: ‘She Did Not Make it, OK?’ Slack discussion: This story, from a college student, won an SPJ award.

What features and other elements do you believe elevate it to an awardwinning level?

Sept. 13 • Slack discussion: Have you ever really wanted to pursue a story or report on a topic, and it totally flopped? How did you recover from that type of disappointment as it pertains to your work?

Sept. 15 General Writing, Part 1 due

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Sept. 20/22

Sept. 20 • News of the Week • Lecture: Proofreading vs.

Editing/Improving headlines, holes and inconsistencies • Reading discussion • Q&A Sept. 22 • Lecture: Editing for tone, sexism, stereotypes, fairness, libel • Editing assignment workshop

Sept. 27/29

Sept. 27 • News of the Week • Reading discussion • Lecture: Digital editing and its impact on SEO • Q&A

Sept. 29 • Lecture: Giving and receiving constructive criticism • Editing assignment workshop Oct. 4/6

Oct. 4 • • • •

News of the Week Discussion Lecture: Cutting for Focus Q&A

Sept. 27 • Read: How to Edit Your Own Writing • Slack discussion: What was the most interesting thing you learned during our Sept. 22 lecture? How do you plan to implement it into your own work?

Sept. 29 Editing Assignment due

Oct. 4 • Slack discussion: How do you plan to implement the peer editing assignment into your career?

Oct. 6 • Lecture: Diversity in the Newsroom • General writing workshop

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Oct. 11/13

Oct. 18/20

Oct. 11 • News of the Week • Discussion • Lecture: Framing issues, testing arguments, and conducting research in opinion writing • Q&A

Oct. 11 • Read: A Field Guide to Heart-Shaped Foods • Slack discussion: Provide an example of an op-ed piece or review that you really enjoyed reading.

What stood out?

Oct. 13 • Guest speaker: Rudy Bush, DMN Deputy Editorial Editor • Op-Ed/Review roulette • General writing workshop

Oct. 13 General writing, Part 2 due

Oct. 18 • News of the Week • Reading discussion • Lecture: Ethics • Q&A

Oct. 18 • Read: ‘Russian Doll’ Season 2: Natasha Lyonne Has the Time Travel of Her Life • Read: Will Uvalde massacre finally force lawmakers to address mass shootings?

• Slack discussion: What was the most difficult part about the Cutting for Focus assignment? Did you acquire any long-term trait?

Oct. 20 • Guest speaker: Sarene Leeds, professional TV recapper • Op-Ed/Review workshop

Oct. 25/27

Oct. 25 • News of the Week • Reading discussion • Lecture: Discerning explanation from analysis • Q&A

Oct. 25 • Slack discussion: Do you see any value in the opinions section of newspapers? Why or why not?

Oct. 27 • Lecture: Writing Your Opinions Oct. 27 Op-Ed/Review due • Op-Ed/Review workshop

Nov. 1

Nov. 1 13

Nov. 1/3

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News of the Week Discussion Observations, examples, anecdotes and details Q&A

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Slack discussion: What was one thing you learned during the opinions portion of this course?

Nov. 3 • Lecture: Digital tools • Profile workshop Nov. 8/10

Nov. 8 • • • •

News of the Week Reading discussion Writing a Compelling Q&A Q&A

Nov. 10 • Guest Speaker: Steven Monacelli, political freelance journalist

Nov. 8 • Read: Keano Is N.Y.’s Most Famous and Mysterious Subway Psychic. I Found Her • Slack discussion: If you could write a Q&A on one person — the source you believe would offer the most compelling interview — who would you choose?

Why? Nov. 10 Profile due

Nov. 15/17

Nov. 15 • News of the Week • Discussion • Lecture: Immersive journalism and Reporting from a FirstPerson Perspective • Q&A Nov. 17 • Lecture: Individuals Rights to Privacy and Your Rights as a Journalist • Immersive assignment workshop

Nov. 21-27

Thanksgiving Break 14

Nov. 29/Dec. 1

Nov. 29 • News of the Week • Discussion • Lecture: Dotting Your I’s: Data, Documents and Paper Trails • Q&A Dec. 1 • Guest speaker: Dave Lieber • Immersive assignment workshop

Dec. 1 Immersive assignment due

Dec. 6/8 Dec. 6 Dec. 6 • Investigative feature workshop • Read: Authorities say a Hood County man was killed by a Dec. 8 cougar.

Texas wildlife No class/Investigative Feature experts say it’s impossible. workshop • Slack discussion: The course is almost over.

What was your favorite lecture and assignment?

What should I do differently next time?

Dec. 11/13 No class

Dec. 13 at 5 p.m.

Investigative Feature due

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Texas Tech University Policies and Information

Disability Services Any student who, because of a disability, may require special arrangements in order to meet the course requirements should contact the instructor as soon as possible to make any necessary arrangements.

Students should present appropriate verification from student disability services during the instructor’s office hours. Please note instructors are not allowed to provide classroom accommodations to a student until appropriate verification from Student Disability Services has been provided. For additional information, you may contact the Student Disability Services office at 335 West Hall or (806) 742-2405.

TTU Resources for Discrimination, Harassment, and Sexual Violence Texas Tech University is committed to providing and strengthening an educational, working, and living environment where students, faculty, staff, and visitors are free from gender and/or sex discrimination of any kind. Sexual assault, discrimination, harassment, and other Title IX violations are not tolerated by the University.

Report any incidents to the Office for Student Rights & Resolution, (806)-742-SAFE (7233) or file a report online at titleix.ttu.edu/students. Faculty and staff members at TTU are committed to connecting you to resources on campus.

Some of these available resources are:

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TTU Student Counseling Center, 806-742-3674, https://www.depts.ttu.edu/scc/ (Provides confidential support on campus.)

TTU Student Counseling Center 24-hour Helpline, 806-742-5555, (Assists students who are experiencing a mental health or interpersonal violence crisis. If you call the helpline, you will speak with a mental health counselor.)

Voice of Hope Lubbock Rape Crisis Center, 806-763-7273, voiceofhopelubbock.org (24-hour hotline that provides support for survivors of sexual violence.)

The Risk, Intervention, Safety and Education (RISE) Office, 806-742-2110, rise.ttu.edu (Provides a range of resources and support options focused on prevention education and student wellness.)

Texas Tech Police Department, 806- 742-3931, http://www.depts.ttu.edu/ttpd/ (To report criminal activity that occurs on or near Texas Tech campus.)

TTU’s Statement about Teaching Responsibility (TTU OP 32.06) As a teacher, the faculty member has responsibilities to students, to a discipline, to a profession, and to the university. These responsibilities entail facilitating the intellectual and emotional growth of students, encouraging free inquiry in the classroom, and striving to create and maintain a climate

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of mutual respect that will enhance the free interplay of ideas. A faculty member has a responsibility to recognize the varying needs and capabilities of students and to make every effort to assure that evaluation of a student's work reflects the student's level of achievement.

The faculty member as a teacher also has the responsibility to uphold the highest scholarly standards and encourage respect for such standards in the classroom. Teaching responsibility also includes regular conduct of classes at scheduled periods; faculty who occasionally cannot meet classes at scheduled periods because of professional responsibilities or illness should arrange for substitute instructors or alternative academic experiences.

There is also the responsibility to engage in a continual and critical study of the subject matter of one's discipline to ensure that class presentations contain the most current and useful knowledge and that the course being taught is consistent with the course of study outlined by a department or college.

TTU’s Statement about Student Absence for Observance of Religious Holy Day (TTU OP 34.19) "Religious holy day" means a holy day observed by a religion whose places of worship are exempt from property taxation under Texas Tax Code §11.20.

A student who intends to observe a religious holy day should make that intention known in writing to the instructor prior to the absence. A student who is absent from classes for the observance of a religious holy day shall be allowed to take an examination or complete an assignment scheduled for that day within a reasonable time after the absence.

A student who is excused under section 2 may not be penalized for the absence; however, the instructor may respond appropriately if the student fails to complete the assignment satisfactorily.

TTU’s Statement on Fall 2022 Health-Related Guidance With the Fall 2022 semester right around the corner, Texas Tech University continues to monitor the surge of COVID-19 Omicron subvariant BA.5 and the emergence of monkeypox. Local health officials have confirmed cases of both viruses in Lubbock.

We will continue to prioritize safe learning and working environments for all students, faculty and staff, and we’re taking a proactive approach to this evolving situation.

COVID-19 Texas Tech encourages students, faculty and staff to remain vigilant with preventative measures, including practicing good hygiene and getting the CDC-recommended vaccinations, to mitigate the spread of COVID-19. We will continue to take added precautions to provide a safe on-campus

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experience by offering hand sanitizer, disinfectant wipes and masks at wellness stations around campus and a staggered move-in process so residents, families and staff can avoid large crowds.

We will again offer on-campus COVID-19 testing beginning today (Aug. 11) in room 175 of the English/Philosophy building. Testing is available today from noon – 4:30 p.m. Beginning Aug. 12, testing will be available from 10 a.m. – 4:30 p.m., Monday – Friday, and on Saturday, Aug. 13 and Aug. 20 to coincide with move-in. Appointments are encouraged but not required, and testing is free with valid insurance. More information, including how to make an appointment, can be found on Texas Tech's COVID-19 website. The City of Lubbock Health Department also offers COVID-19 testing, as do many local pharmacies, including Walgreens and CVS Health. Individuals who test positive for COVID-19 are asked to report a positive test result on Texas Tech’s COVID19 website linked above.

In conjunction with United Pharmacy, Texas Tech also will offer COVID-19 vaccines from 9 a.m. – 1 p.m. on Aug. 13, 15, 17, 22 and 23 at the OneStop Shop located in room 150 of Holden Hall.

Appointments are not required, but individuals will be asked to register on site when they arrive.

Monkeypox Monkeypox is a disease caused by infection with the monkeypox virus. Its symptoms are similar to smallpox but milder, and monkeypox is rarely fatal. The Centers for Disease Control and Prevention (CDC) offers the following guidance to the campus community: Monkeypox can be spread through: • Direct contact with an infectious rash, scab(s) or body fluids • Respiratory secretions during prolonged, face-to-face contact or intimate physical contact • Touching objects or fabrics (such as clothing or linens) used by an infected person • Being scratched or bitten by an infected animal Monkeypox can spread from the time symptoms begin until the lesions are fully healed and a fresh layer of skin is formed, which can take several weeks. If you suspect that you or someone you have been in close contact with has been infected, contact Student Health Services at (806) 743-2848 and additional instructions will be provided.

In accordance with CDC guidance, Texas Tech recommends that individuals who test positive for monkeypox isolate at their permanent residence for the duration of the illness, which typically lasts 14 to 28 days or until cleared by the local health department or their healthcare provider.

Students who live on campus and are unable to return to their permanent residence should contact University Student Housing at housing.admin@ttu.edu and alternate arrangements will be made.

Flu Texas Tech also is preparing for an active and early flu season. People with flu are most contagious in the first 3-4 days after their illness begins, but you may be able to spread flu to someone else before you know you are sick. The CDC recommends everyone six months and

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older get a flu vaccine every season, especially those at higher risk. You should also take daily preventative actions, including frequent handwashing, to help slow the spread of germs that cause illnesses like flu.

This information is being shared in coordination with the City of Lubbock Health Department. If you have any questions, please contact the Office of Emergency Management at emergencymgmt@ttu.edu.

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