religion, politics, and united states history

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Religion, Politics, and United States History:A Uniquely United Statesian Christianity:

How did we get here? Professor: Dr. Andrew (“AJP”) Joseph Pegoda (he/they) Address me as: Dr. Pegoda, Professor/Professor Pegoda or Dr. AJP are also just fine Zoom Office Hours: By Appointment (generally available daily, afternoons and evenings) Email: [email protected] Professional Website: https://andrewpegoda.com

Semester: Regular Academic Session, Spring 2021 (January 19 – May 13) Meeting Location and Time: 100% Online, Asynchronous Catalog Information: Department of Comparative Cultural Studies (Religious Studies Program), RELS3342, Religion, Politics, and History (section 27605); cross-listed with HIST3394 Selected Topics in United States History (section 28828). WGSS, WOST, and GLBT credit available with permission and then with some additional work by petition.

Homeless Jesus https://percolately.com/homeless-jesus-statue-cops-called

Dr. Pegoda, Syllabus and Course Calendar University of Houston

https://percolately.com/homeless-jesus-statue-cops-called

https://andrewpegoda.com

mailto:[email protected]

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Welcome and Communication Please note that I care about you. I am fully aware we live in unprecedented times. Everything in this course is designed to help you learn. You can trust me to have your best interests at heart. My pedagogy is built around what’s called “trauma informed teaching.” If you attend class, start early and plan, read the required readings, participate in discussions, communicate with me, study actively and deeply, submit required assessments, and demonstrate critical thinking, for example, you will have no problem earning a high grade. Students who make good-faith efforts to complete this course and who participate and learn are (almost) guaranteed to pass the class. This course is challenging, but manageable and rewarding, if you apply yourself. You are paying thousands for your education, take advantage of any advice, feedback, and perspectives provided or desired.

Communication is vital especially when struggling or experiencing life. You are more than welcome to visit with me during office hours or to email (such as sending drafts of assessments). But, please do not email to: ask for extra credit, ask for an extension, ask a general question that can quickly be answered in the class online chat, etc. For emails, include your full name and class/section in the message. DMs in the class chat are also welcome – even slightly preferred to email for quick questions not related to grades. Emails and DMs will generally be answered within 48 hours (excluding weekends and holidays)—if you have not received a reply within that amount of time, please resend. You are also welcomed to follow me on Twitter, on Facebook, on Wordpress, etc. If you receive a direct email from me, a prompt reply is greatly appreciated.

Finally, please remember that this syllabus is tentative. I/we reserve the right to change any part of the course requirements, policies, deadlines, topics, etc. when doing so is deemed in the best interest of learning. Students are responsible for keeping track of changes. Also, exceptions to policies detained herein are not provided for students who add the class late.

Course Description Religion, Politics, and United States History is an upper-division, interdisciplinary, discussion-based seminar that uses primary and secondary sources to explore the history of how the theistic and the political have intersected and how such “dances with the devil” have impacted daily hopes and fears of people in the geopolitical area called United States. Our theme is “Uniquely American.” We’ll examine the specific, peculiar ways individuals and institutions have created and used political power to create, to shape, and to re-shape U.S. Christianities and have used such discourses to rewrite the past, to exert political control, to justify discrimination, to excluded other theistic traditions, and to shape the future. Conversations will include coverage of many topics: civil religion, critical race theory, evolution and modernism, historical memory, nationalism, neoliberalism. This semester we’re also particularly concerned with the various ways –in terms of analysis, coverage, evidence, and methodologies– different people address very similar topics. Finally, this class is not designed to debate “strengths” or “weaknesses” of any theistic (or atheistic) system, except when it comes to analyzing specific arguments and consequences. Our goal is to use of intersectionalities and positionalities to aim toward understands of how and why people have lived as they have.

Course Objectives and Learning Outcomes This course is designed for students seeking major, minor, or elective credit in Religious Studies; in History; in Women’s, Gender, Sexuality Studies; in Women’s Studies, or in LGBT Studies. (WGSS, WOST, and LGBT majors/minors must speak with Dr. Pegoda and make plans to complete a petition.) Because this is an upper-level course, students will delve into a narrower field of study than introductory courses. As such, this course fosters students’ understandings of world belief systems,


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their primary texts, and their influence on human behavior and affairs; understandings of scholarly secondary texts; understandings of human agency; understandings of human institutions, organizations, and interactions; and understandings of socially constructed identities and the study of such, especially in terms of intersectionality and positionality, of gender and sexuality, and of privilege and oppression.

Students will attain—through lectures, discussions, and primary and secondary texts (e.g., fiction and nonfiction, alphabetic and non-alphabetic)—and demonstrate—through a variety of written assessments—high-level knowledge, perspectives, and theories about the historical intersections of religion (primarily Christianity) and politics. Students will increase their cultural literacy, their written and oral communication skills, and their critical thinking abilities.

More specifically, by the end of the semester, students will have honed the ability to: • identify and discuss the concepts, places, individuals, organizations, documents, and events and

themes important to religious studies and to history, generally, and to US religious-political history, specifically;

• appreciate and apply methods of religious studies; • explain the difference between “history” (everything that has ever occurred starting a second ago)

and “History” (the study of the past and the narratives we tell about the past); • read, critique, and effectively discuss primary and secondary texts, while identifying relevant

arguments and sub-arguments, as well as supporting evidence; • write sophisticated and polished, original prose with appropriate analysis, creativity, and/or

synthesis (including in online discussion boards); • communicate successfully in online forums about complex issues; • understand/analyze and discuss the intersections of citizenship, class, race, religion, sex/gender,

sexuality, and (dis)ability and their function in a multicultural, global society, as well as representations of such and related hxstories;

• understand and discuss the importance of supporting/making statements (whether fact, opinion/subjective, or relative) backed by evidence; how time, place, and point-of-view result in numerous (and valid) perspectives; and the skill of asking complex, yet thoughtful—even unanswerable—questions and the value of “it depends” responses; and

• demonstrate appreciation for “learning worth crying about” (Dr. Wesch); the role of failure in learning (Professor Tuttle); the decision of “becom[ing] an active owner of your education” (Dr. Diaz de Sabates); and the “the emotional demands of college,” as well as the role of reflection (Dr. Pegoda).

Assigned Texts • Selections from, John Corrigan et al., eds., Religious Intolerance in America: A Documentary History (2nd

edition) (free ProQuest eBook through UH) • Andrew L. Seidel, The Founding Myth: Why Christian Nationalism is Un-American • Matthew Avery Sutton, American Apocalypse: A History of Modern Evangelicalism • Daniel K. Williams, God’s Own Party: The Making of the Christian Right • Kristin Kobes Du Mez, Jesus and John Wayne: How White Evangelicals Corrupted a Faith and Fractured a

Nation • Robert P. Jones, White Too Long: The Legacy of White Supremacy in American Christianity (free ProQuest

eBook through UH)


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• Joseph P. Laycock, Speak of the Devil: How the Satanic Temple is Changing the Way We Talk about Religion

• Select films and music albums

Course Requirements 1. Time and Dedication: College classes consist of 45 contact hours and the expectation of

studying at least 2-3 hours per such hour, totaling a 135-180 hour commitment per university course. For full semester online classes, students should devote an average of 9-12 hours per week for reading, researching, thinking, and writing. (An hour or two per day!)

2. Reading: Students are expected to read all assigned texts. Films and episodes are available on Amazon, Netflix, UH Kanopy, and/or at various online retailers, often for free with various “free trials.” (FYI: “texts” include movies.)

3. Computer Literacy and Blackboard: Students enrolled in this class must be proficient with computers. Students must immediately familiarize themselves with the Blackboard shell for this class—the online hub for this class—and log-in at least four separate days each week until they finish the class. Students are strongly advised to have access to a reliable, relatively new computer (not only an iPhone, Blackberry, etc.) with reliable, high-speed Internet access. Do not use the Blackboard App. Do not use Internet Explorer. As needed, students must know how to find, copy, rename, and delete files; create and save documents in different formats; disable popup blockers; add browser extensions and plug-ins; run anti-spyware software; update Java settings; etc. Students must avoid waiting until the last minute (please be at least several days ahead!) and must have a backup plan or two (more and more locations provide free WiFi). Deadlines will not be extended due to power outages, computer problems, technical difficulties with Blackboard, etc. when students wait until the last minute. Students should also use Dropbox, OneDrive, GoogleDrive, or a similar service for backups—students who use such will never have to worry about computers dying or eating files. Students must also have a working email in case Dr. Pegoda reaches out to them. Keep an eye out for times with Blackboard is down for maintenance, too (including Fridays 2 am to 6 am). The professor is not able to provide technical support to students. For questions or for technical support, please visit: http://www.uh.edu/blackboard/support/.

4. GroupMe: Student enrollment in the course GroupMe chat is necessary. This chat can be accessed through the app or the website. Students should use this for asking/answering general questions, seeking clarification on a concept, or sharing interesting articles/videos/etc. The GroupMe, ideally, will also allow for some informal conversations.

5. Behavior: Students are always responsible for knowing and following common sense. Given the vail of anonymity provided by computers, online discussions sometimes get particularly heated. Passion is wonderful, as is informed disagreement; name-calling, harassment, or any other kind of disrespectful behavior, however, will not be tolerated. Standards for this course are much higher than those on Facebook or other social media websites. Students engaged in any inappropriate interpersonal behaviors, as determined by Dr. Pegoda, will be subject to administrative withdrawal from this course (or failure in this course if the withdrawal deadline has passed), to grade penalties, and/or to other actions as seen fit by Dr. Pegoda.


http://www.uh.edu/blackboard/support

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6. Graded Work: Formal, graded work includes four research assignments (primary source, performance, object, and current event), two cumulative exams, and two online participation self-grading activities. These eight assignments are required.

Online participation consists of four on-going items across the semester: responses to book questions, weekly wrap-up posts, weekly wrap-up replies, and research assignment replies.

Students will not receive regular grades on components related to Online Participation, as these will be self-graded in an effort to put more emphasis on learning for the sake of learning and more emphasis on reflection.

All work is due at 11:59 PM CST on the specified day. Work is only “submitted” when submitted to the appropriate Blackboard dropbox or discussion board and in the appropriate format. Additional specifics for all assignments are available in Blackboard.

Submitting work according to deadlines is important. It helps you maintain good standing in the class. It helps me stay on top of providing feedback, too. All assignments (including weekly question responses, weekly wrap-up posts and all replies) have a 12-hour grace period. Students can request an extension to have the deadline extended one week from the original due date up to three times for any of the eight formal assignments outlined above. Work cannot earn any credit after the one-week extension. To request and automatically receive such an extension, complete the “Extension Request” assignment in Blackboard no later than 24 hours before the due date. Deadlines cannot be extended or extensions granted beyond the 12-hour grace period for weekly wrap-up posts and for any of the replies.

All assessments must show incremental understandings of course concepts. Likewise, when reviewing graded work, students should apply any comment to the entire assessment and to all future assessments. All assessments must use sentences and normative capitalization, punctuation, and grammar. Work must follow formality and “correctness,” as discussed in “Guide to Writing in Dr. Pegoda’s Classes.”

Please note: Any assignments students complete in this class are fair game for later class discussions or examples, this semester or in another—anonymity will be maintained.

7. Academic Integrity: Students at institutions of higher learning must abide by the absolute highest standards of academic honesty. Any form of cheating or plagiarism—or the appearance of such—violate Dr. Pegoda’s and the University of Houston’s policies. Violations usually result in an automatic, irreversible “F” for the class and a report with Academic Affairs. For extended specifics, see the University of Houston Student Handbook and the handout, “Guide to Writing in Dr. Pegoda’s Classes,” especially the course academic honesty pledge. All such policies will be strictly enforced. Students who complete their own work, who clearly acknowledge the origin of all information, who follow all instructions, who ask questions, and who visit with Dr. Pegoda when needed will have nothing to worry about. This also means don’t manipulate fonts/margins, don’t recycle papers, don’t buy papers, don’t get help from other people, don’t upload or sell your paper, etc. This course uses plagiarism detection software and other resources to ensure academic integrity.

If you are interested in demonstrating mastery of course concepts in alternative ways to the aforementioned, please meet with Dr. Pegoda to brainstorm possibilities. Learning is most important.


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Explanation of Grading Policy Assessment Due Date Weighted Value

Online Participation Weekly 30% Research Assignments (4) Per Sign-up Sheets 40%

Exams (2) March 8 & April 26 30%

Grading Symbols and Other Information According to the latest pedagogical research, having students participate in the grading process when guided by metacognition and by reflection is a practice professors are encouraged to embrace. Students this semester will be given the responsibility to self-grade their Online Participation. Dr. Pegoda always reserves the right to raise or to lower grades.

Students will not receive “number grades.” Given our system, letter grades have approximate numerical values. In all cases, students are always encouraged to ask clear, specific questions about grades but only after 24 hours upon seeing any grade or feedback and only with the understanding that grades are not up for negotiation. Conversations will focus on future improvements and possibly re-do assignments, as possible by time and by assignment type.

A+ ≈ 97; A ≈ 95; A- ≈ 92; B+ ≈ 87; B ≈ 85; B- ≈ 82; C+ ≈ 77; C ≈ 75; C- ≈ 70; D+ ≈ 67; D ≈ 65; D- ≈ 60; F = 1-59. NHI = Not Handed In = 0%. E = One-Week Extension Requested/Granted.

Extra Credit opportunities are typically offered on occasion. Only students who complete all course requirements are eligible for extra credit. Students with any academic dishonesty violations have any earned extra credit voided.

Class Grading Scale Each student’s overall performance and improvement are manually reviewed before issuing a semester grade based on the following information. Students who request/demand that they be “given” a higher grade, will have their semester grade lowered by five points.

A= 93-100; A-= 90-92; B+= 87-89; B= 83-86; B-= 80-82; C+= 77-79; C= 73-76; C-= 70-72; D+= 67-69; D=63-66; D-= 60-62; F= 0-59

Below 60; academic dishonesty; or failure to complete the two online participation self-grading assignments, the four formal assignments, and the two exams, F.

Incompletes are possible when students have been passing but have extreme emergencies at the end of the semester and are unable to finish. Withdrawals are possible prior to deadlines. Students should always speak with Dr. Pegoda before dropping. The Texas Legislature says that undergraduates may only drop six classes their entire career. Students with emergency situations may also have options, for example, with a Medical Withdrawal, which does not count toward the six.

At this time, the Spring 2021 semester will NOT have an interim grading policy in place; thus, students should expect a GPA-impacting grade in every class.

For more information about incompletes, withdrawals, or interim grading policies, as well as questions about university policies, contact [email protected].



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Accommodations In compliance with federal policy, the Center for Students with DisABILITIES (CSD) provides “reasonable and necessary” accommodations for qualified students. Students who want to know more should visit the CSD: 713.743.5400 (voice), 713.749.1527 (TTY), or www.uh.edu/csd.

Specifically, as a queer, crip (i.e., disabled), feminist educator, Dr. Pegoda is committed to creating equitable opportunities and will attempt to provide reasonable academic accommodations to students who request and require them. Students must present documentation during the first week of class or as soon as a disability arises. Students are responsible for handling communication between the professor and the CSD, as well as reminding the professor about accommodations.

However, Dr. Pegoda encourages all students to communicate about any difficulties and strives for “universal accessibility,” in a post-accommodations philosophy/goal. Dr. Pegoda also understands that the Medical Industrial Complex and the flawed “Medical Model of Disability” often make healthcare inaccessible or uncomfortable. Just talk with me. Communicate.

Important Notes About Course Content All course texts (i.e., articles, films, images, etc.) have educational merits, which might include it doing something well, bad, new, and/or different. There should be no implied or assumed agreement between any text and Dr. Pegoda. Course texts are selected with learning in mind.

We will consistently discuss ableism, ageism, classism, colonialism, ethnocentrism, imperialism, racism, and sexism, as well as rape and suicide and other forms of trauma. Class content will include explicit, offensive, and/or sensitive content, including language, nudity, and violence. “Trigger warnings,” per se, will not be provided, as they make assumptions about what will or will not “trigger” those for whom such disclaimers are intended to consider. Students who are triggered by certain content should discuss this with Dr. Pegoda. Always operate under the expectation that disclaimers/trigger warnings are always in effect.

Our reactions to such “taboo” and explicit content will vary by age, disability, experience, interest, and other such intersectionalities and will provoke anger or disgust or curiosity or sadness and other feelings. Discussing these feelings (and learning from them) in a respectful, open-minded way is vital. Four Golden Rules of Good Class Discussions we will follow are: 1) no hogging the floor, 2) no blaming or shaming, 3) no personal attacks, 4) always respect the confidentiality of the classroom.

Students should also remember that they will further and further understand and appreciate course content, as well as the methods and theories with which scholars study and share knowledge, as they continue to learn, discover, research, and internalize academic knowledge. In our collective space, a “brave space,” not a “safe space,” we will sometimes be challenged and a tad uncomfortable while learning from each other. Because of the aforementioned and the personal nature of our conversations, students are prohibited saving/copying discussion posts from Blackboard or otherwise recording class content/discussions in any way.

Gender and Violence Federal, State, System Title IX laws and policies require that faculty report knowledge of any form of violence—including but not limited to assault, harassment, stalking, hazing, or rape that occurred by or to an enrolled student or someone the student mentions, regardless of where the incident happened. In brief, Dr. Pegoda is a mandatory reporter, as are all state employees. Students with questions may speak with Dr. Pegoda. For further questions, students should contact the AVC/VP


www.uh.edu/csd

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of Equal Opportunity Services, Ms. Toni Sanchez Benoit at 713.743.8835 or at [email protected]. The Women and Gender Resource Center’s Ms. Devon Fan, MSW is a confidential resource and can be reached at 713.743.2236 or at [email protected]. Victims/survivors always have the right to pursue actions or not and are encouraged to remember that EOS does not have police power.

Counseling and Psychological Services & Basic Needs Statement CAPS can help students with managing stress, adjusting to college, or feeling happier. Students may reach CAPS by visiting www.uh.edu/caps or by calling 713.743.5454 during and after business hours for routine appointments or if they or someone they know is in crisis. No appointments are necessary for the “Let's Talk” program: a drop-in consultation service at locations around campus.

In addition, the following numbers might be useful: UHPD 713.743.3333 (students are advised NOT to call 911 while on campus for emergencies—instead call the UHPD—the response will be quicker); Student Health Center 713.743.5151; LGBTQ Resource Center 832.843.6191; Center for Diversity and Inclusion 713.743.6047; Cougars in Recovery 713.743.5862; UH Wellness 713.743.5430; Dean of Students (including Student Advocacy) 832.842.6183; Trevor Lifeline 866.488.7386 or http://www.thetrevorproject.org/pages/get-help-now. If students would like to “talk” with someone but would prefer to text, visit: https://www.crisistextline.org/texting-in.

Any student who faces challenges securing their food or housing is urged to contact the Dean of Students. (Students are encouraged to notify their professors, too.) Students who find themselves in an emergency financial situation might have the option of borrowing $500.

The Writing Center and Other Support Services The University of Houston Writing Center provides individual consultations for students working on all types of writing. Whether it is the first semester or the last, meeting with an expert student writer can provide another perspective on papers or projects and in navigating the writing process from brainstorming to perfecting a final draft and any state in between. You can make an appointment by visiting www.uh.edu/writingcenter or by calling 713.743.3016. For help on the mechanics of papers (grammar, punctuation, etc.), visit LAUNCH in CV N109.

Copyrighted © Dr. Andrew Joseph Pegoda, 2007-2021.All rights reserved, for all original material presented in this course. Unless otherwise noted, all materials presented are Dr. Pegoda’s intellectual property and are copyrighted. Individuals are prohibited from selling or posting online any material provided—instructions, handouts, lectures, lecture notes, readers, etc.—or any material completed for this class. Students found in violation of these prohibitions may be subject to legal action and to disciplinary action from the University of Houston System.


www.uh.edu/writingcenter

https://www.crisistextline.org/texting-in

http://www.thetrevorproject.org/pages/get-help-now

www.uh.edu/caps



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Course Outline and Course Calendar W Dates Assigned Texts, complete in order

(additional articles/chapters likely to be assigned) Grades, complete in order

1 1/17-1/23

•Handouts •Samsara (film)

•Syllabus Acknowledgment (1/19) •Introduction (1/21) •Weekly Wrap-up #1 (1/21) •Wrap-up Replies (1/23)

2 1/24-1/30

•The Founding Myth, through page 159 •Question Responses (1/27) •Weekly Wrap-up #2 (1/28) •Wrap-up Replies (1/30) •Formal Asign. Replies (1/30)

3 1/31-2/6

•The Founding Myth, finish •Question Responses (2/3) •Weekly Wrap-up #3 (2/4) •Wrap-up Replies (2/6) •Formal Asign. Replies (2/6)

4 2/7-2/13

•American Apocalypse, through 177 •Question Responses (2/10) •Weekly Wrap-up #4 (2/11) •Wrap-up Replies (2/13) •Formal Asign. Replies (2/13)

5 2/14-2/20

•American Apocalypse, finish •The Village (film)

•Question Responses (2/17) •Weekly Wrap-up #5 (2/18) •Wrap-up Replies (2/20) •Formal Asign. Replies (2/20)

6 2/21-2/27

•God’s Own Party, through 132 •4 Little Girls (film)


7 2/28-3/6

•God’s Own Party, finish •PK (film)


8 3/7-3/13

•Jesus and John Wayne, through 149 •Exam #1 (3/8) •Question Responses (3/10) •Weekly Wrap-up #8 (3/11) •Wrap-up Replies (3/13) •Formal Asign. Replies (3/13) •Online Participation Self-Grading Asign. #1 (3/13)

9 Spring Break 10 3/21-

3/27 •Jesus and John Wayne, finish •Question Responses (3/24)

•Weekly Wrap-up #10 (3/25) •Wrap-up Replies (3/27) •Formal Asign. Replies (3/27)

11 3/28-4/3

•White Too Long, through 106 •My Name is Khan (film)


12 4/4-4/10

•White Too Long, finish •The Believer (film)


13 4/11-4/17

•Speak of the Devil, through 102 •Tyler Glenn’s Excommunication (music album)


14 4/18-4/24

•Speak of the Devil, finish •Eat, Pray, Love (film)

•Question Responses (4/21) •Weekly Wrap-up #14 (4/22) •Wrap-up Replies (4/24) •Formal Asign. Replies (4/24) •Online Participation Self-Grading Asign. #2 (4/24)

15 4/25-5/1

•“Ketchup” Week (if needed due to COVID-19 for institutional or national emergencies)/Conclusions

•Exam #2 (4/26)


University of Houston Syllabus Language: Spring 2021

Syllabus Addendum: Please note the following information that is required by the University of Houston. Although,please remember that this class does not have any required synchronous meetings; therefore, the attendance policies

and policies regarding the recording of class sessions are not applicable to you in this class.

Required Language for All Courses Excused Absence Policy: Regular class attendance, participation, and engagement in coursework are important contributors to student success. Absences may be excused as provided in the University of Houston Undergraduate Excused Absence Policy and Graduate Excused Absence Policy for reasons including: medical illness of student or close relative, death of a close family member, legal or government proceeding that a student is obligated to attend, recognized professional and educational activities where the student is presenting, and University-sponsored activity or athletic competition. Under these policies, students with excused absences will be provided with an opportunity to make up any quiz, exam or other work that contributes to the course grade or a satisfactory alternative. Please read the full policy for details regarding reasons for excused absences, the approval process, and extended absences. Additional policies address absences related to military service, religious holy days, pregnancy and related conditions, and disability.

Recording of Class: Students may not record all or part of class, livestream all or part of class, or make/distribute screen captures, without advanced written consent of the instructor. If you have or think you may have a disability such that you need to record class-related activities, please contact the Center for Students with DisABILITIES. If you have an accommodation to record class-related activities, those recordings may not be shared with any other student, whether in this course or not, or with any other person or on any other platform. Classes may be recorded by the instructor. Students may use instructor’s recordings for their own studying and notetaking. Instructor’s recordings are not authorized to be shared with anyone without the prior written approval of the instructor. Failure to comply with requirements regarding recordings will result in a disciplinary referral to the Dean of Students Office and may result in disciplinary action.

Syllabus Changes: Due to the changing nature of the COVID-19 pandemic, please note that the instructor may need to make modifications to the course syllabus and may do so at any time. Notice of such changes will be announced as quickly as possible through Blackboard.

Recommended Language Resources for Online Learning: The University of Houston is committed to student success, and provides information to optimize the online learning experience through our Power-On website. Please visit this website for a comprehensive set of resources, tools, and tips including: obtaining access to the internet, AccessUH, and Blackboard; requesting a laptop through the Laptop Loaner Program; using your smartphone as a webcam; and downloading Microsoft Office 365 at no cost. For questions or assistance contact [email protected].

UH Email: Email communications related to this course will be sent to your Exchange email account which each University of Houston student receives. The Exchange mail server can be accessed via Outlook, which provides a single location for organizing and managing day-to-day information, from email and calendars to contacts and task lists. Exchange email accounts can be accessed by logging into Office 365 with your Cougarnet credentials or through Access UH. Additional assistance can be found at the Get Help page.

Helpful Information

COVID-19 Updates: https://uh.edu/covid-19/ Coogs Care: https://www.uh.edu/dsaes/coogscare/ Laptop Checkout Requests: https://www.uh.edu/infotech/about/planning/off-campus/index.php#do-you-need-a-laptop Health FAQs: https://uh.edu/covid-19/faq/health-wellness-prevention-faqs/ Student Health Center: https://uh.edu/class/english/lcc/current-students/student-health-center/index.php

https://uh.edu/class/english/lcc/current-students/student-health-center/index.php

https://uh.edu/covid-19/faq/health-wellness-prevention-faqs

https://www.uh.edu/infotech/about/planning/off-campus/index.php#do-you-need-a

https://www.uh.edu/dsaes/coogscare

https://uh.edu/covid-19


religion, politics, and united states history

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