SUU CENTER FOR TEACHING INNOVATION

CTI exists to assist SUU's learning community. We provide expertise and resources to projects of all scopes. We help answer technical questions, assist with webinars or conferences, work to create innovative teaching solutions, and much more. Our role is to empower the campus community to achieve their big dreams.

Contact Information: 

Matt Mckenzie, Senior Director

435-865-8004

matthewmckenzie@suu.edu

SUU DEAN OF STUDENTS OFFICE

The Dean of Students Office at Southern Utah University provides solutions, services, and support to help students navigate the University setting. The Office serves as a student support network by focusing on students’ educational, social, personal, and mental development; they promote academic success and student retention. 

Contact Information: 

Heather Ogden, Dean of Students

435-586-7710

heatherogden1@suu.edu

SUU DISABILITY RESOURCE CENTER

SUU's responsibilities to individuals with disabilities are mandated by federal laws such as Americans’ with Disabilities Act of 1990 and the Rehabilitation Act of 1973. SUU has a responsibility to provide responsible accommodations, academic adjustments, or auxiliary aids to qualified students with medical, psychological, learning or other disabilities who voluntarily disclose to Disability Resource Center (DRC) that they have a disability, provide documentation of that disability, request an accommodation and meet the criteria for receipt of accommodations.  SUU is responsible to furnish appropriate auxiliary aids and services where necessary to allow equal opportunity as defined by federal law and regulation to participate and enjoy the benefit of a service, program, or activity conducted by the University.

Contact Information: 

Carmen Alldredge Director
435-586-7845
alldredge@suu.edu

SUU FIRST YEAR EXPERIENCE

The First Year Experience and Orientation program located within the Student Help Center “The Nest” (ST 178) at SUU provides each incoming student with valuable, personalized attention from the moment they commit to SUU until they complete their first year.

SUU's unique approach provides each incoming student with a peer-mentor from our ACES (Assistant Coaches for Excellence and Success) program, who provides personal outreach, academic and extracurricular advice, and helps each student find their place at SUU. ACES contact incoming students throughout the summer in order to assist each student with completing the T-Bird Takeoff Modules (TTQ), Online Orientation, schedule a personalized visit to campus, as well as to prepare each student for our amazing fall welcome - Thunder U.

Contact Information: 

Ammon Harris, Director of Student Success 

435-865-8189

ammonharris@suu.edu

SUU HOPE PANTRY

The Southern Utah University HOPE Pantry provides essential food and toiletry items to SUU and STECH students, as well as educational opportunities to develop food budgeting, meal planning, and cooking skills. The Pantry also works to raise awareness of food insecurity and food waste, and encourages student engagement in learning and service opportunities to address these issues on our campus and in our community.

Contact Information: 

122B Sharwan Smith Center 

9 am-5 pm, Monday-Friday (September-April)

10 am - 4 pm, Monday-Friday (May-August)

SUU INTERNATIONAL STUDENT & SCHOLAR SERVICES

The International Student and Scholar Services Office (ISSS) is located in ST169. Their primary purpose is to advise, support, and aid international visitors attending SUU. Student types include ESL, early college, undergraduate, graduate, exchange, and scholars. ISSS support begins the moment a student applies to SUU. Services include: admissions, visa interviews, airport shuttles, housing (contracts and move-ins), international orientation, weekly shopping shuttles, health insurance, immunizations, immigration maintenance, US culture courses, transcript articulation, employment/SSN#, driver’s licenses, taxes, tuition issues, travel advising, connection to campus resources, and general advising.

Contact Information: 

Jamie Orton, Director
435-586-7765
ortonj@suu.edu

SUU MICHAEL O. LEAVITT CENTER FOR POLITICS & PUBLIC SERVICE

The Leavitt Center provides an important service on Southern Utah University's campus as an interdisciplinary hub for leadership training, citizenship education, humanitarian service, and public policy research. The center assists the university in accomplishing its mission and promoting its core values: academic excellence, social responsibility, experiential learning, community involvement, and personal growth.

Contact Information: 

Mary Weaver Bennett, Director

435-865-8186 

mwbennett@suu.edu

SUU NEST

The Nest is SUU's student help center created to answer any questions you may have, point you in the right direction, give you advice, a place to do homework and relax, and a one-stop-shop for all of your needs.

Contact Information: 

435-865-8484

thenest@suu.edu

Aces and Leads both serve as personal peer mentors. Aces work with first-year students and Leads work with sophomores and transfer students. As upper-class students, these mentors have survived the challenges associated with college and can be a wonderful support by providing you with relevant resources, connections, and helpful tips on how to succeed as a student at SUU, both inside and outside the classroom. The Aces are based out of The Nest and are available to answer any questions you may have, point you in the right direction, give you advice, a place to do homework and relax, and a one-stop-shop for all of your needs.

Contact Information: 

see list here

SUU NON-TRADITIONAL STUDENT SERVICES

Non-Traditional Student Services assists students with diverse life experiences and backgrounds in developing meaningful and lasting connections at SUU. Such connections will support and facilitate successful retention, completion, and provide a sense of community and belonging. We advocate on behalf of our students across campus to foster a solid foundation of social and academic support that is uniquely personal.

Contact Information: 

Linda Hudson, Coordinator

435-865-8760

lindahudson@suu.edu

SUU RELIGIOUS SERVICES & ORGANIZATIONS

This list is provided as an informational service to SUU students wishing to find religious services in the Cedar City area. It is not a comprehensive list. The inclusion of a religious organization on this list does not constitute an endorsement of any particular faith by the University.

SUU STUDENT ASSOCIATION

SUUSA represents the student voice and provides opportunities for students to experience more than just attending classes during their time at SUU. Find out more about what they do and how they can serve you by visiting with one of the team members in the STIL Center (Sharwan Smith Student Center Suite 177).

Contact Information: 

see list here

SUU STUDENT HOUSING 

Contact Information: 

Chris Ralphs, Director

435-586-7966

christopherralphs@suu.edu

SUU TRiO STUDENT SUPPORT SERVICES

TRiO Student Support Services (SSS) is a federally funded program designed to provide a variety of services, tools, and resources to assist students along their own unique educational path. To apply for the SSS program, students must meet at least one of the following criteria:

First-Generation -- Neither parent or legal guardian received a four-year college degree from a U.S. accredited university prior to the student's 18th birthday, and/or

Students with low-income -- Student is receiving federal financial aid such as a Pell Grant, or the student's household taxable income meets federal financial guidelines, and/or

Disability -- The student has a disability which has been documented through SUU's Disability Resource Center.

The Student Support Services program and its personnel will provide opportunities for participants to practice self-direction, resourcefulness and resiliency through one-on-one advising focused on academic skills development and personal enrichment. Through our involvement we hope that participants will become successful students, college graduates, respected professionals, and ultimately global citizens who will practice lifelong learning, essentially being students of life. 

First generation students, you are not alone! Here is a list of incredible faculty and staff at Southern Utah University who were also first generation college students. Everyone listed here has agreed to help mentor any of our first-generation students, so please feel free to reach out to any of them. A list of resources can be found here.

Contact Information: 

Chip Sharpe, Director

435-586-7771

chipsharpe@suu.edu

SUU TUTORING CENTER

Located on the second floor of the Electronic Learning Center (ELC), the Tutoring Center has 70 tutors who serve nearly 150 SUU courses each semester. Tutors help SUU students to deepen their understanding of the content in college courses and also provide Academic Coaching to help students with college-level study skills, time management, organization, and test-taking strategies.

Contact Information: 

435-586-7714

tutoringcenter@suu.edu

SUU VETERANS RESOURCES AND SUPPORT CENTER

The Veterans Resource and Support Center exists to recruit, support, and graduate military-connected students by delivering programs and services designed to aid them in the pursuit of education goals and achievement of skills needed to lead productive and meaningful lives.

Contact Information: 

Michael Miller, Director

435-865-8477 

michaelmiller53@suu.edu

SUU WRITING CENTER

SUU Writing Center has expanded to include three branches: the writing center, the graduate writing center, and the writing fellows.  Our staff of undergraduate and graduate student consultants is trained to assist SUU writers with all aspects of the writing process. We welcome student writers at every skill and confidence level and at every stage of the writing process because every writer needs a reader.

Contact Information: 

435-865-8176

Undergraduate: writingcenter@suu.edu

Graduate: graduatewritingcenter@suu.edu 

SUU FACULTY SENATE

To ensure that SUU promotes quality education, honors scholarly pursuits in all their forms, and protects academic freedom for all faculty members and students.

Contact Information: 

Kelly Goonan, President

kellygoonan@suu.edu

SUU HUMAN RESOURCES 

The Human Resources (HR) Office at Southern Utah University supports the employees of SUU through the hiring process, training, benefits, and more.

Contact Information: 

David McGuire, Deputy Chief Human Resources Officer

435-865-8572

mcguire@suu.edu

SUU STAFF ASSOCIATION

The Objectives of the Association are to:

• Advocate for staff by representing and advancing their interests and recognizing the value of their contributions across campus.

• Involve staff by encouraging social, service, and professional engagement on campus, in the community and in their field.

• Unify staff toward common goals that will advance the University’s mission and goals.

• Communicate with campus entities to ensure staff are aware of current information.

• All benefit eligible staff members are members of the Association and have the right to participate in all meetings and to bring forth any concerns or suggestions to the board.

Contact Information: 

Jason Lisonbee, President

435-865-8194

johnlisonbee@suu.edu

SUU WOMEN'S NETWORK

The Southern Utah University Women’s Network is an inclusive organization committed to belonging, opportunity, and leadership development. We work to ensure women's voices and values, in all their diversity and richness, are heard and considered to advance individual and professional success while contributing to the university's mission.

Contact Information: 

Meagan Beesley, President 

435-865-8570 

meaganbeesley@suu.edu

SUU COUNSELING AND PSYCHOLOGICAL SERVICES (CAPS)

We help SUU students achieve their educational, career and personal goals. We understand that students' first priority is to successfully earn a degree and we are here to assist them in addressing the stress and conflicts that may distract them from achieving their full potential. CAPS is staffed with experienced licensed mental health professionals including psychologists, social workers, and mental health counselors who work with students to reduce the interference of everyday stress and also treat more serious conditions.

CAPS regular services include individual counseling, couples, counseling, group counseling and workshops, and biofeedback. 

Contact Information: 

Curtis Hill, Ph.D., Director

capsdesk@suu.edu

SUU EMPLOYEE WELLNESS PROGRAM

SUU’s Employee Wellness program is a semester-long series of challenges designed to improve the overall health of SUU faculty and staff.

Contact Information: 

Lori Ann Barnson, Benefits Manager
435-586-7819
benefits@suu.edu

SUU FINANCIAL WELLNESS

Attending college can be an overwhelming process, and financial obstacles are a reality that many students face. Our SUU Financial Wellness team is dedicated to promoting a culture of financial well-being by providing students and families with the financial tools needed to succeed in their academics and beyond. We take pride in helping others to understand their financial options and to establish life skills on a personalized level. Financial Wellness at SUU can assist in everything from completing the FAFSA, to applying for scholarships, learning to budget and overcoming financial hardships to stay in school. 

Contact Information:
435-865-8436 
435-708-1952 (call or text)
financialwellness@suu.edu

SUU HEALTH & WELLNESS

The SUU Health & Wellness Center strives to promote holistic health and well-being of students through comprehensive programming, peer to peer support, and preventative education. We share up-to-date, accurate, useful, health information and offer support regarding their own or someone else’s health and well-being.  

Contact Information:
Jessie Mineer, Coordinator
435-865-8435 
jessiemineer@suu.edu

OFFICE OF STUDENT OUTREACH AND SUPPORT

The Student Outreach and Support (SOS) Office at Southern Utah University provides support, non-clinical interventions, advocacy, and referrals for students experiencing challenges in their personal and academic lives.  

Contact Information: 

Heather Carllison, Director

435-865-8710

heathercallison@suu.edu

SUU TITLE IX OFFICE

The Southern Utah University Office of Title IX Compliance exists to educate and prevent gender inequity, sexual discrimination, sexual harassment, sexual abuse, and sexual assault. 

Contact Information: 

Tessa Douglas, Coordinator

435-865-8515

tessadouglas@suu.edu

Quick Links

DACA

DEFERMENT (ENROLLMENT OR SCHOLARSHIP) 

DISABILITY RELATED GRIEVANCE

ETHICS POINT

GRADE APPEAL

INCIDENT REPORTING FORM

REPORTING A CRIME

REPORTING AN ACCESSIBILITY CONCERN

REGISTRAR- FACULTY FORMS

REGISTRAR- STUDENT FORMS

SCHOLARSHIP APPEAL FORM

Longer Descriptions

DACA

Deferred Action for Childhood Arrivals (DACA) states that undocumented students attending institutions of higher education in the state of Utah are required to pay out-of-state tuition. However, House Bill 144 allows qualifying students to attend Utah universities and colleges by paying in-state tuition despite not having Utah residency status.

DISABILITY RELATED GRIEVANCE

While not a form, the purpose of this Policy is to provide a framework for promptly and equitably resolving concerns, complaints, and grievances that are lodged by students with Disabilities against the University and its employees. It also provides a forum for faculty to express their concerns about the application of Accommodations within their courses. Here one can find, references, definitions, policy, and relevant forms. The responsible office for this Policy is the Vice President for Student Affairs. For questions about this Policy, contact the Dean of Students.

ETHICS POINT

Southern Utah University is an organization with strong values of responsibility and integrity. Our Code of Ethics contains general guidelines for conducting business with the highest standards of ethics.

Southern Utah University is committed to an environment where open, honest communications are the expectation, not the exception. We want you to feel comfortable in approaching your supervisor or management in instances where you believe violations of policies or standards have occurred.

In situations where you prefer to place an anonymous report in confidence, you are encouraged to use this hotline, hosted by a third party hotline provider, EthicsPoint. You are encouraged to submit reports relating to ethical violations at the University – especially those stated in our Code of Ethics.

The information you provide will be sent to us by EthicsPoint on a totally confidential and anonymous basis if you should choose. You have our guarantee that your comments will be heard.

GRADE APPEAL

While not a form, the purpose of this Policy is to establish a procedure by which a student may request a change of grade. Here students and faculty can find the policy, and contact information for the Provost/Vice President for Academic Affairs. For questions about the grade appeal process, contact the Office of the Provost. For questions on how to submit a changed grade, contact the Registrar’s Office.

INCIDENT REPORTING FORM

If you need to report an emergency or are reporting an incident that poses an imminent risk of harm, call the University Police at 435-586-1911, or dial 9-1-1. Please know that completing this report does not substitute contacting the police.

This form can be utilized to report any behaviors of concern to the appropriate individuals at Southern Utah University including but not limited to: potential violations of the Code of Student Conduct; complaints; concerns related to possible violations of Southern Utah University’s Sexual Harassment, Sexual Assault, Sexual Misconduct and Title IX Policy such as gender based discrimination, dating violence, domestic violence, hostile work environment, sexual assault, nonconsensual sexual contact, sexual exploitation, sexual harassment, stalking, retaliation, or other forms of sexual misconduct; and general behavioral concerns regardless of whether they occur on campus or off.

Upon receipt of this report, the appropriate SUU Administrator will review the matter and take proper steps to investigate, stop, prevent, and remedy prohibited conduct in accordance with SUU policies.

When submitting this report, please include as many details as possible including name, title, and contact information. Please note that submitting the report anonymously may greatly limit the institution’s ability to address your concern.

Southern Utah University respects the sensitivity of the information that may be included in this report and will make all reasonable efforts to protect the privacy of those involved, in accordance with applicable state and federal law, while balancing the need to gather information to address the incident and take steps to eliminate prohibited conduct in order to protect the greater SUU community.

To speak with a counselor in confidence regarding an incident, students may contact the Southern Utah University Counseling Center at 435- 865-8621; faculty and staff may contact the Employee Assistance Program at tel: 1-800-280-3782.

Southern Utah University prohibits any type of retaliation of any kind against persons reporting misconduct or any person’s participation in the complaint or investigation process.

If you would like assistance in completing this form, please contact any of the following individuals: Title IX Coordinator, Jake Johnson, at 435-586-5419; Dean of Students, Heather Ogden, at 435-586-7710; Housing Director, Chris Ralphs, at 435-586-7966; or Director of Human Resources, David McGuire, at 435-865-8572.

Please note that this form may not be reviewed outside of normal business hours.

REPORTING A CRIME

This form is intended for individuals designated as a Campus Security Authority (CSA). Campus Security Authority  is a Clery-specific term that describes individuals and organizations associated with the University that are required by law to report crimes they become aware of if they were alleged to have occurred in a Clery geographic location, such as public areas bordering the campus, or in a designated off-campus building owned or controlled by the university. 

All reports should be made as soon as possible and no later than 24 hours after receiving the information. A CSA or reporting party does not need to witness the crime. Under the Clery Act, a crime is “reported” when it is brought to the attention of a CSA by a victim, witness, other third party, or even the offender. It does not matter whether or not the individuals involved in the crime or reporting the crime are associated with SUU.

*This form generates a report that is normally reviewed during business hours and should not be used if you need an immediate response.

REPORTING AN ACCESSIBILITY CONCERN

Southern Utah University is committed to accessibility, whether it is via educational resources, physical campus structures, or technology needs. If you have any concerns with accessibility at SUU, please report them using the form below. Members of the Accessibility Task Force will then address the issue. 

REGISTRAR'S OFFICE

The SUU Registrar's Office oversees student records, registration, scheduleing, transfer courses, and graduation.  They are an integral part of of the administrative structure of the university. 

SCHOLARSHIP APPEAL FORM

The scholarship appeal process allows students to appeal a decision regarding their institutional scholarship. The appeal process provides an opportunity for students to explain extenuating circumstances that contributed to missed deadlines or failure to meet GPA requirements. This appeal cannot be used for scholarship housing or general scholarships.

DEFERMENT (ENROLLMENT OR SCHOLARSHIP) 

Students can defer paying the enrollment deposit or, if taking an approved leave of absence, defer scholarships to use for future semesters.

INDIVIDUALIZED/SPECIFIC SCHOLARSHIPS

1. Log into your student portal.

2. Look under the APPS category of the portal and click on Scholarships (There is an icon of a graduation cap next to it) 

3. Scroll down and click on the Performing and Visual Arts tab. 

4. Each scholarship is specific to one of four departments: Theater, Dance, Music, and Art and Design. Read the description of the scholarship. Some scholarships are grade specific. 

5. If you decide that this is the scholarship for you, click on the title of the scholarship then click on the green APPLY button. 

6. You can apply for however many scholarships you want. Once finished, click the review tab, and hit the APPLY button at the bottom. 

FIRST YEAR STUDENTS

New student scholarships are awarded based on the cumulative unweighted GPA or ACT/SAT score. Students are automatically considered for scholarships when the admissions application is complete before the deadline. There are a limited number of President’s scholarships that will be awarded after a comprehensive review. Deadlines are:

• Fall semester: March 1st

• Spring semester: November 1st

• President's Scholarship: December 1st

GENERAL AND ENDOWMENT SCHOLARSHIPS

For all undergraduate students who will be attending during the upcoming 2023-24 year. Application deadline is March 1st. Current Student & Departmental Scholarship Application

INTERNATIONAL STUDENT SCHOLARSHIPS

International scholarships are available to new undergraduate students and can be obtained through the International Admissions Office. To be considered you must complete the admissions process by May 1st.

SCHOLARSHIP HOUSING 

Is a partial housing award redeemable through the Dixie & Anne Leavitt Foundation. If awarded, the scholarship will cover 75% of your rent and you will be responsible for the remaining 25%. The amount of the rent and scholarship will not be known until you have been assigned an apartment by Leavitt Land. 

Applications for scholarship housing are accepted online starting November 1st. The final deadline is February 1st. Please direct any questions or concerns to the SUU Financial Aid office at scholarshiphousing@suu.edu or 435-586-7715

TRANSFER STUDENT SCHOLARSHIPS

Transfer student scholarships are awarded based on the post-high school cumulative GPA of all schools attended. Students are automatically considered for scholarships when the admissions application is complete before the deadline:

• Fall semester: March 1st

• Spring semester: November 1st

UTAH DIVISION OF INDIAN AFFAIRS NATIVE AMERICAN SCHOLARSHIP RESOURCES

A resource listing of other resources available  to help American Indian students overcome challenges and pursue an education.

VETERANS RESOURCE AND SUPPORT CENTER
The Veterans Resource and Support Center exists to recruit, support, and graduate military-connected students by delivering programs and services designed to aid them in the pursuit of education goals and achievement of skills needed to lead productive and meaningful lives. Please click the link to see available scholarships.

MISCELLANEOUS SCHOLARSHIPS

In addition there are several miscellaneous scholarships available as they pertain to the following categories: 

Athletic

Aviation Scholarships

ROTC

Native American

Sterling Scholar

TH Bell (Terrell H. Bell Teaching Incentive Loans)

Honor Societies

Public Safety Officer Career Advancement Grant Program (PSOCAG)

Talent Development Award Program

CAMPUS TRAINING AND PROFESSIONAL DEVELOPMENT

Southern Utah University's Training and Professional Development program empowers employees to explore their pathway to success, engage in meaningful experiences and continual learning, and to excel in their abilities and achievements. Here you can register for and request trainings tailored for you and your department's needs.

DRUG AND ALCOHOL ABUSE PREVENTION PROGRAM

Southern Utah University’s Health and Wellness Center is responsible for the drug, alcohol, and substance abuse prevention efforts on campus and does so through strategic programming and collaborative partnerships with campus departments to create a healthy, safe and resilient campus community. The efforts of the Health and Wellness Center actively focus on protective factors and reducing risk factors for DAAPP use.

FERPA

The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students."

QPR

The Question Persuade Refer mission is to reduce suicidal behaviors and save lives by providing innovative, practical and proven suicide prevention training. The signs of crisis are all around us. We believe that quality education empowers all people, regardless of their background, to make a positive difference in the life of someone they know.

REQUIRED ONLINE DRIVER TRAINING

All SUU employees and volunteers, who wish to drive SUU Motor pool vehicles, State-owned vehicles or rental vehicles on University business must complete the defensive driver training course administered by the Utah Division of Risk Management. The Defensive Driver Training is administered through the Utah Learning Portal. This training will take about 30 minutes.

Accessibility. The degree to which a person can participate in an activity or use a product, technology, or navigate an environment across various abilities and disabilities.

Anti-racism & Antiracist. Anti-racism is the active process of identifying and eliminating racism by changing systems, organizational structures, policies and practices, and attitudes, so that power is redistributed and shared equitably.

Asset-Based Thinking. A strengths-based lens that focuses on individual, group, and community resources, talents, capital, opportunities, and networks, rather than problems or deficiencies.

Counter-narrative. Counter-narrative refers to the narratives that arise from the vantage point of those who have been historically marginalized.

BIPOC - An acronym standing for “Black, Indigenous, and People of Color.” The term has become increasingly popular as a way to highlight the divergent or shared needs and concerns of these distinct communities.

Brave spaces are stretching zones, which encourage dialogue around differences and hold participants accountable for sharing experiences and coming to new understandings. The goal of these spaces is learning and improvement.

Cultural Competence is a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enable that system, agency, or those professions to work effectively in cross-cultural situations (not only multicultural situations).

Cultural Humility is a lifelong process of self-evaluation and critique, promotion of interpersonal sensitivity and openness, addressing power imbalances, and advancement of an appreciation of intracultural variation and individuality to avoid stereotyping. Cultural humility encourages an interpersonal stance that is curious and other-oriented.

Culturally Responsive. Recognizing the diverse cultural characteristics and knowledge of learners as assets.

Deficit-based Thinking. Deficit-based thinking is the focus on a community’s needs, deficits, or problems rather than its assets, strengths, or opportunities. Deficit language often highlights individuals rather than systems and structures that have led to marginalization. Examples include referring to students as at-risk or underprepared rather than underserved. See Asset-based Thinking.

Diversity. Diversity includes all the ways in which people are different.

Equity. The provision of customized resources needed for all individuals to reach common goals which require the recognition and analysis of historic, persistent factors that have created an unequal systems.

Equity Gaps. Disparities in underserved populations’ access to and success in education and employment opportunities due to systemic barriers.

Equity Lens Framework. An equity lens framework is a tool comprised of shared beliefs, common definitions, and critical questions through which an organization commits to continually evaluating any existing or new strategy, policy, or initiative.

Equity-Mindedness. Equity-mindedness refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity in student outcomes.

Emotionally Attracted To. Romantic/emotional orientation.

Gender. Describes a set of characteristics that traditionally have been associated with binary biological differences associated with men/masculinity and women/femininity. It is a social construct that is connected to cultural and societal norms and now is understood to include a spectrum of gender identities.

Gender Identity. One’s internal sense of being male, female, neither of these, both, or another gender(s).

Gender Expression. The physical manifestation of one’s gender identity through clothing, hairstyle, voice, body shape, etc.

Heteronormativity. A term coined by social theorist and literary critic Michael Warner in 1991 to identify how social institutions and dominant culture are oriented around the assumed normal, natural, and ideal logic of heterosexual attraction and unions.

Implicit Bias. The unconscious associations we hold about groups of people or individuals from a particular identity. This often leads to cognitive shortcuts like relying on stereotypes or taken-for-granted assumptions.

Inclusion. The active, intentional, and ongoing engagement with diversity—in ways that increase awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

Intersectionality. The interconnected nature of social categorizations such as race, class, and gender, regarded as creating overlapping and interdependent systems of discrimination or disadvantage; a theoretical approach based on such a premise.

Latinx. An emerging (and sometimes contested) gender-neutral term is used sometimes in place of Latino (which is often used interchangeably with Hispanic) to describe a group of people of Latin American descent.

LGBTQIA. An umbrella acronym meant to be inclusive of many identities including lesbian, gay, bisexual, transgender, queer, intersex, and asexual (often shortened to LGBTQ or LGBTQ+).

Marginalization. The process through which persons are peripheralized based on their identities, associations, experiences, and environment.

Microaggression. Brief and commonplace slights experienced by marginalized groups in day-to-day interactions usually occur outside the conscious awareness of well-meaning people.

Minoritized. A word that is generally preferred in place of a minority. While the word minority may mean less than half of a group, or a smaller part of a larger group, the connotation is related to being “lesser than.” Minoritized reflects the systemic and structural realities in place that push people and communities to the margins.

Neurodiversity. Is an asset-based viewpoint that ascertains that certain developmental disorders are normal variations in the brain and people who have these features also have certain strengths.

Physically Attracted To. Sexual orientation. Sexual and romantic/emotional attraction can be from a variety of factors including but not limited to gender identity, gender expression/presentation, and sex assigned at birth.

People (person) of Color or POC. An umbrella term primarily used to describe people who are not considered White. The term emphasizes common experiences of systemic racism which some communities have faced and can be used with other collective categories of people such as "communities of color", "men of color" (MOC), "women of color" (WOC), etc.

Personal Pronouns. Pronouns an individual uses to refer to their gender identity or expression. (e.g. she/her, he/him, they/their). The use of pronouns in spaces like email signatures, zoom names, and business cards normalize the practice of learning how to refer to folks based on their self-identification.

Privilege. A right, immunity, or benefit enjoyed by a particular person or a restricted group of people beyond the advantages of most.

Race. A social construct and fabrication, created to classify people on the arbitrary basis of skin color and other physical features. Although race has no genetic or scientific basis, the concept of race is important and consequential. Societies use race to establish and justify systems of power, privilege, disenfranchisement, and oppression.

Racism. The combination of individual prejudice (attitudes) and individual discrimination (actions), on one hand, and structural and systemic conditions and practices that reproduce inequalities along racial lines for groups that have experienced a history of discrimination. Prejudice, discrimination, and racism do not require intention. For definitions of specific types of discrimination as they relate to SUU, please refer to the SUU Policies and Procedures.

Sex Assigned at Birth. The assignment and classification of people as male, female, intersex, or another sex based on a combination of anatomy, hormones, chromosomes.

Safe spaces are judgment-free zones, based on identity or experience where people are affirmed for their lived experiences. The goal of these spaces is to support.

Sexism. Any act, gesture, visual representation, spoken or written words, practice, or behavior based upon the idea that a person or group of persons is inferior because of their sex, which occurs in the public or private sphere, whether online or offline.

Socialization. Socialization is the process through which we become accustomed to societal norms (rules) about appropriate or acceptable social identities, beliefs, and behaviors.

Social Justice. Both a process and a goal, social justice is a broad term that connotes the practice of allyship and coalition work to promote equality, equity, respect, and the assurance of rights within and between communities and social groups.

Underrepresented and Underserved. For this framework, an underrepresented group is any student or employee group that has traditionally held a smaller percentage of the total higher education population. Underrepresented groups are disproportionately represented in a quantitative comparison to an equivalent counterpart. Underserved refers to any group or individual that has been denied access and/or whom systems have marginalized due to operationalized deficit-based thinking (see Deficit-based Thinking). Underserved groups are not necessarily numerical minorities.

Ally In the LGBT context, a person who supports and honors sexual and gender diversity; acts accordingly to challenge homophobic, heterosexist, and transphobic remarks and behaviors; and is willing to explore and understand these forms of bias within oneself.

Asexual A person who is not sexually attracted to others.

Bisexual, Bi A person who is physically, romantically, emotionally and/or sexually attracted to men and women, not necessarily at the same time or to the same extent. Bisexual individuals need not have had sexual experience with both men and women; in fact, they need not have had any sexual experience at all to identify as bisexual.

Biological/Anatomical Sex The physical structure of one's reproductive organs that is used to assign sex at birth. Biological sex includes chromosomes; hormones; and internal and external genitalia. Given the potential variation in all of these, biological sex must be seen as a spectrum or range of possibilities rather than a binary set of two options (see "Intersex").

Cisgender Refers to people whose sex assignment at birth corresponds to their gender identity and expression.

Closeted Describes a person who is not open about their sexual orientation or gender identity. An individual may choose to remain closeted for a myriad of reasons, which might include fear of rejection, harassment, and anti-gay violence. A person may be closeted to some and out to others at the same time.

Coming Out The developmental process in which a person acknowledges, accepts, and appreciates his or her sexual orientation or gender identity. Coming out is a lifelong process, starting with coming out to oneself and then to others. Publicly identifying one's orientation may or may not be part of coming out.

Gay The adjective used to describe people whose enduring physical, romantic, emotional and/or sexual attractions are to people of the same sex. It commonly refers to men, but can be used to refer to women. Lesbian is often a preferred term for women.

Gender Expression Refers to the ways in which people externally communicate their gender identity to others through behavior, clothing, haircut, voice, and other forms of presentation.

Gender Identity One's innermost concept of self as male or female or both or neither – how individuals perceive themselves and what they call themselves. One's gender identity can be the same or different than the sex assigned at birth. Most people develop a gender identity that matches their biological self. For some, however, their gender identity is different from their biological or assigned sex. Some of these individuals choose to socially, hormonally and/or surgically change their physical appearance to more fully match their gender identity.

Gender Roles The set of roles, activities, expectations, and behaviors assigned to females and males by society. Our culture recognizes two basic gender roles: masculine (having the qualities attributed to males) and feminine (having the qualities attributed to females).

Heterosexism The assumption that all people are or should be heterosexual. Heterosexism excludes the needs, concerns, and life experiences of lesbian, gay, and bisexual people while it gives advantages to heterosexual people.

Heterosexual Privilege The basic civil rights and social privileges that a heterosexual person automatically receives, which are denied to gay, lesbian or bisexual individuals based on their sexual orientation.

Heterosexual (Straight) A person who is physically, romantically, emotionally and/or sexually attracted to people of the opposite sex.

Homophobia The fear and hatred of, or discomfort with people who love and are sexually attracted to members of the same sex. Prejudice is usually a more accurate description of hatred or antagonism towards LGBT people.

Intersex About 1% of children are born with chromosomes, hormones, genitalia and/or other sex characteristics that are not exclusively male or female as defined by the medical establishment in our society. In most cases, these children are at no medical risk, but most are assigned a biological sex (male or female) by their doctors and/or families.

FtM

Female to Male. an individual who was assigned female at birth but has a male gender identity.

MtF

Male to Female. an individual who was assigned male at birth but has a female gender identity.

Internalized Heterosexism When a lesbian or gay individual accepts negative societal, cultural, religious, and familial attitudes and assumptions concerning LGB individuals. Internalized heterosexism is believed to be a developmental occurrence that all LGB individuals experience as a result of living in a heterosexist environment. Sometimes the term "internalized homophobia" is used instead.

Inclusive Language Using language that does not specify a gender, sex, or sexual orientation unless it is pertinent to the comment. For example, using the inclusive terms "partner" or "significant other" instead of specifying "husband/wife/boyfriend/girlfriend."

Lesbian A woman whose enduring physical, romantic, emotional and/or sexual attraction is to other women. Some lesbians may prefer to identify as gay or as gay women.

LGBT

Years ago the prevailing acronym for the gay community was "LGB," which stands for Lesbian, Gay, and Bisexual. Over time, it grew to a more inclusive "LGBT," with the addition of Transgender. Soon, it expanded to "LGBTQ" and "LGBTQIA." There are still many variations of this acronym and the best way to understand this is to see what each letter represents. Longer acronyms are simply more inclusive and, at the same time, more specific. LGBTQQIAA includes the community of Lesbian, Gay, Bisexual, Transgender, Queer, Questioning, Intersex, and Asexual individuals as well as their Allies. Although all of the different identities within LGBT are often lumped together, there are specific needs and concerns related to each individual identity.

Non-Binary

Individuals whose gender expression and/or identity do not fall within defined western categories of "male" and "female". They may identify as a third gender, a combination or fluctuation of the two genders, or have no gender identity (agender).

Openly Gay Describes people who self-identify as lesbian or gay in their personal, public, and/or professional lives. Also openly lesbian, openly bisexual, and openly transgender.

Outing To declare the sexual orientation or gender identity of someone else (sometimes based on rumor and/or speculation) without that person's permission. Outing someone can have serious employment, economic, safety, or religious repercussions.

Pansexual A person who is physical, romantically, emotionally, and/or sexually attracted to others regardless of their gender identity or biological sex. A pansexual could be open to someone identifies as male, female, transgender, intersex, or agendered/genderqueer

Sexual Orientation The inclination to develop physical, romantic, emotional, and/or sexual relationships with people. Sexual orientation exists along a continuum that ranges from an exclusively gay or lesbian orientation to an exclusively heterosexual orientation and includes various forms of bisexuality. Sexual orientation is different from sexual behavior because it refers to feelings and self-concept. People may or may not express their sexual orientation in their behaviors.

Transition The process by which a transgender or non-binary person establishes their true gender identity with their family and peers. Can be through presentation, medical, or surgical means.

Transgender Refers to an individual whose gender identity does not match their assigned sex at birth. Being transgender does not imply any specific sexual orientation. Therefore, transgender people may additionally identify as straight, gay, lesbian, bisexual, etc.

Queer A term currently used by some people—particularly youth— to describe themselves and/or their community. Some value the term for its defiance, some like it because it can be inclusive of the entire community, and others find it to be an appropriate term to describe their more fluid identities. Traditionally a negative or pejorative term for people who are gay, "queer" is disliked by many within the LGBT community, who find it offensive. Due to its varying meanings, this word should only be used when self-identifying or quoting someone who self-identifies as queer.

Offensive Terms to Avoid

Gay agenda, Homosexual agenda

Preferred: Accurate descriptions of the issues (e.g., "ending the ban on openly gay service members")

Lesbian, gay, bisexual and transgender people are motivated by many of the same hopes, concerns, and desires as other everyday Americans. They seek to be able to earn a living, be safe in their communities, serve their country, and take care of the ones they love. Their commitment to equality is one they share with many allies and advocates who are not necessarily LGBT. Notions of a so-called "homosexual agenda" are rhetorical inventions of anti-gay extremists seeking to create a climate of fear by portraying the pursuit of equal opportunity for LGBT people as sinister.

Gay lifestyle, Homosexual Lifestyle

There is no single lesbian, gay or bisexual lifestyle. Lesbians, gay men and bisexuals are diverse in the ways they lead their lives. The phrase "gay lifestyle" is used to denigrate lesbians and gay men, suggesting that their orientation is a choice and therefore can and should be "cured."

"That's so gay" as a pejorative term

Use "gay" to refer to people who self-identify as gay, or to refer to a place or thing related to gay culture (e.g. gay bar, Pride, rainbow flag). Don't use the word "gay" pejoratively. For example, an assignment you don't want to do is not "so gay," someone's new haircut is not "so gay," a workout you hate is not "so gay," a test you bombed is not "so gay," and someone's car is not "so gay."

For a witty, heartfelt take on this topic, please watch Ash Beckham's "That's So Gay" speech at Ignite Boulder.

Homosexual

Preferred: gay or lesbian

Please use "gay" or "lesbian" to describe people attracted to members of the same sex. Because of the clinical history of the word "homosexual," it is aggressively used by anti-gay extremists to suggest that gay people are somehow diseased or psychologically/emotionally disordered – notions discredited by the American Psychological Association and the American Psychiatric Association in the 1970s.

Homosexual relations/relationship, Homosexual couple, Homosexual sex, Gay marriage

Preferred: relationship, couple, sex, marriage

Identifying a same-sex couple as "a homosexual couple," characterizing their relationship as "a homosexual relationship," or identifying their intimacy as "homosexual sex" is extremely offensive and should be avoided. These constructions are frequently used by anti-gay extremists to denigrate gay people, couples and relationships. As a rule, try to avoid labeling an activity, emotion or relationship "gay," "lesbian" or "bisexual" unless you would call the same activity, emotion or relationship "straight" if engaged in by someone of another orientation.

Sexual Preference

Preferred: Sexual Orientation or Orientation

The term "sexual preference" is typically used to suggest that being lesbian, gay or bisexual is a choice and therefore can and should be "cured." Sexual orientation is the accurate description of an individual's enduring physical, romantic, emotional and/or sexual attraction to members of the same and/or opposite sex and is inclusive of lesbians, gay men, bisexuals, and straight men and women.

Transsexuals

A term no longer used because of its clinical history. Previously, distinctions were made between trans people based on whether or not they had received sex-reassignment surgeries. This distinction is now considered invasive and unnecessary.

https://viz.uen.org/t/suu/views/EnrollmentPublicRedshift/SUUStudentDemographics