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% classname
\newcommand\className{Assembly Language and Computer Architecture}
\newcommand\classNumber{CIS~356}
\newcommand\classFullName{\classNumber \className}
\newcommand\semester{Spring 2024}
\newcommand\semesterNumber{202401}

\begin{document}
\title{Syllabus: \classFullName}
\author{Brian C. Ladd}
\date{\semester}
\maketitle


\section*{Catalog Description}
\begin{quote}
  \texttt{Principles of digital logic, sequential and combinatorial
    logic circuits, the von Neumann architecture, and microprocessor
    design. Introduction to binary and hexadecimal number systems,
    integer representation in binary, assembly and machine language,
    and subprogram call and return implementation. Prerequisite(s):
    CIS 203 and CIS 300. Spring}
\end{quote}

\section*{Overview}

Modern computer science education teaches programming using a
\emph{high-level} programming languages. Did you ever wonder what Java
(or Python, or C++, or ...) was at a \emph{higher-level} \textbf{than}?
That is, levels of \textbf{what} lie below Java and what holds them up
at the bottom?

The short answer is that Java lets you program at a high-level of
\emph{abstraction}. The (beginning) Java programmer is isolated from
the iron and taught to program an abstract, virtual machine that
understands and executes \textbf{Java}. Everyone then pretends that
there is no cost in translating an \lstinline|if| statement into bits
and bytes, the only things a \textbf{binary}, \textbf{digital},
\textbf{general-purpose} computer can actually manipulate.

Actually, it is worse than the above implies. The electronic, physical
machine is not hidden beneath a \emph{single} layer of
abstraction. Rather there are multiple layers, each defining an
interface that abstracts away some of the pesky details of the level
below. Using layers to defeat complexity is a well-known (and
well-worn) approach in computer science.

This course looks much closer to the hardware, starting with the MIPS
\emph{assembly language,} learning to translate it into \emph{machine
  language}, and then seeing how the resulting bits, loaded into the
\emph{instruction decode register} cause electricity to flow through
the circuits of the \emph{central processing unit}.

Along the way, the textbook presents the \textbf{Big Ideas} of
computer science (any wonder that one of them is \emph{abstraction}?)
and we examine how numbers, characters, and \emph{instructions} are
encoded into \textbf{binary} digits. This universal encoding into bits
underlies the \textbf{general-purpose} nature of the computer.

The circuits of the CPU are built using \textbf{digital} logic
gates. These gates are the low-level (though still abstracted above
the layers of physics) building blocks of a modern computer. Logic
begets arithmetic and control, then flip-flop circuits beget memories,
and the next thing you know we are talking about a real computation
device that can store and execute a \emph{machine language}
program. Machine language, zeros and ones, is difficult for humans to
program in so we use \emph{assembly language}, a layer that closely
follows the machine language but abstracts away the exact bit patterns
that drive the circuits.

There are still more layers from assembly up to the high-level
language; there is an entire operating system worth of abstraction to
be wrapped around the computer studied in this course. But this course
covers from digital design of the \emph{hardware} up to the
human-readable assembly instructions that define \emph{software}.

\section*{Course Materials}
\begin{description}
\item[Textbook] Patterson, D. and Hennessy, J. \emph{Computer
    Organization and Design: the Hardware/Software Design 5E}. Morgan
  Kaufman. 2014.
\item[Other] Lecture videos, assignments, and additional readings
  found through the course schedule.
\end{description}

\subsection*{Calendar Considerations}
\begin{itemize}
\item The last day to \textbf{add/drop}: 2024-01-26
\item The last day to withdraw or select S/U: 2024-03-29
\item \textbf{Winter Recess}: 2024-02-22 -- 2024-02-23 (days w/o classes)
\item \textbf{Spring Recess}: 2024-04-01 -- 2024-04-05 (days w/o classes)
\item \textbf{Last Day of Classes}: 2024-05-10
\item \textbf{Final Exam}: 2024-05-13 12:30 -- 14:30
\item Additional Calendar Information:
  \href{http://www.potsdam.edu/academics/calendar}{SUNY Potsdam Academic Calendar}.
\end{itemize}

\section*{Student Learning Outcomes}
The \emph{outcomes}
of \lstinline{Computer Organization and Assembly Language}
are \emph{specific} and \emph{testable}: these skills will
indicate what you have \emph{learned} in the class. Upon completing
this course, students should be able to:

\begin{enumerate}
\item \textbf{Computer}. \emph{Support} the description of a modern
  computer as being \ul{digital}, \ul{binary}, and
  \ul{general-purpose} with \emph{concrete reference} to character, integer,
  and machine instruction \ul{encoding schemes}. (Apply)

\item \textbf{CPU}. \emph{Construct} a non-pipelined, single-clock-cycle,
  RISC CPU from fundamental \ul{synchronous} and
  \ul{combinatorial} logic gates. (Synthesize)

\item \textbf{IDR}. \emph{Trace} the \ul{fetch-decode-execute} cycle in
  the computer's CPU and \emph{explain} how the contents of the \ul{instruction decode
  register} (\lstinline{IDR}) are both \ul{hardware} and
\ul{software}. (Evaluate)

\item \textbf{Programming}. \emph{Implement} any \ul{standard CS1
    program} in MIPS assembly language: structuring control with
  \ul{selection}, \ul{iteration}, \ul{subroutines}, and
  \ul{recursion}; structuring data as \ul{integers}, \ul{chararters},
  \ul{strings}, and 1- and 2-dimensional \ul{arrays}. (Synthesize)
\end{enumerate}

\paragraph{Note:} It would be a very good idea to review this section
of the syllabus before exams (especially the final). You can also use
it when filling out course evaluations to review what the class taught
and what it was expected to teach.

\subsection*{Objectives}
The \emph{outcomes} address high-level changes in student thinking. Just
telling you that is what we want to happen is unlikely to make them
happen. The \emph{objectives} in this course are the nuts and bolts of what
is ``covered'' in the course.
\begin{description}
\item[The Big Ideas] \hfill
  \begin{itemize}
  \item Moore's Law
  \item Abstraction
  \item Common Case Fast
  \item Parallelism
  \item Pipelining
  \item Prediction
  \item Memory Hierarchy
  \item Dependability
  \end{itemize}
\item[Design Principles] \hfill
  \begin{itemize}
  \item Simplicity favors \emph{regularity}.
  \item Smaller is \emph{faster}.
  \item Good design demands \emph{good compromises}.
  \end{itemize}
\item[Computer Architecture] \hfill
  \begin{itemize}
  \item The Big Three
    \begin{enumerate}[leftmargin=*,noitemsep,topsep=5pt,parsep=0pt,partopsep=0pt]
    \item Central Processing Unit
    \item Memory Hierarchy
    \item Input/Output
    \end{enumerate}
  \item von Neumann's Architecture
  \item Instruction Decode Register (IDR)
  \end{itemize}
\item[General Purpose Computing] \hfill
\end{description}

\subsection*{Computer Science Program Student Learning Objectives}

The Computer Science department has adopted five \textbf{program}
learning objectives for students completing any undergraduate major in
the department [See \href{url}{https://cs.potsdam.edu} for the complete
list.] \lstinline{Competer Organization} addresses PSLOs \#2 and \#3:

\noindent
Students graduating from the Computer Science department at SUNY
Potsdam are expected to be able to

\begin{quote}
  2. \emph{Solve problems through analysis and implementation of
    tested programs that use data structures and algorithms.}

  3. \emph{Program the multiple layers (e.g., compiler, operating
  system, network, assembly language) between a high-level programming
  language and the underlying hardware.}
\end{quote}


\section*{Assessment}

This is a 300-level course in your major field. You will be evaluated
on how well you can apply the expected learning outcomes. This means
your understanding of \emph{digital logic} and \emph{assembly
  language}. You will also be graded on how well you can communicate
your understanding in English (the language of instruction), formal
logic notation, digital logic circuits, and MIPS assembly.  Your
writing and speaking should be clear, concise, and correct.

\subsection*{Philosophy}
I have been working very hard since the plague struck to improve
student learning in my courses. The grade (A-F, 0-100, or 0.0-4.0) is
a very small amount of information. What \textbf{you} have learned
across a semester distilled down to less than seven bits.

Much of the work in this class is \emph{practice}. You should set
aside time \textbf{every day} or so to play with concepts from this
class. That is necessary because learning requires multiple sessions
engaging with material. You will also need time to read the textbook
\textbf{outside} the classroom. The \emph{slides} are not enough. You
will fail the course if you do not read the book.

One of the goals of lots of practice is for \textbf{you} to be able to
evaluate your own work. That is, at first, working in groups you will
be able to give your classmates constructive criticism on the way to
being able to look at your own work critically.

Notice: You (yes, \textbf{you}) will make mistakes. Rather than being
a sign of some sort of failing, mistakes are a sign of growth. When
you make mistakes, you prime you brain for learning about the material
and will learn the correct approach much more firmly for having
corrected the mistake.

One shortcoming of videos, textbooks, and slides: they are edited
to avoid showing incorrect information. This makes it look like a ``real''
programmer does not make mistakes. Note that the difference between
novice and expert programmers is in the \emph{types} of mistakes they
make.

\textbf{Editing}, rewriting the messy, perhaps error-prone work that
produced the program into a clear, easy to follow result, is the
secret. \textbf{Hint}: That means you should plan on rewriting your
notes, your practice in your notes, and, especially, anything you plan
on turning in.

Remember that mistakes as you learn are a sign that you are engaging
with the material. They serve as a place to jump off of toward the
right answer.

You will be assessed. You will do assessment assignments that you are
expected to do on your own \emph{outside of class} to demonstrate what
you have mastered. Then, every week or so, there will be a quiz and
every several weeks an exam.

In the spirit of mistakes being a \emph{part} of learning, every
assessment will be returned with feedback on what you did and did not
show mastery of.

The limited amount of time for work is because the rest of the class
keeps right on rolling along and there is a lot of material to
cover. The longer it is from when you practiced something, the harder
the assessment will be and the class will get further and further
behind. My cutoff is set to go to zero when I believe your continuing
to work on the old material will adversely impact your current
learning.

\subsection*{Feedback}
\lstinline{Computer Organization} looks at the lowest level of the machine,
built directly atop \emph{logic gates} and \emph{assembly language} is a
barely-disguised version of the machine's encoded instructions. They
are an important layer lying below every program you will ever write.

Note that learning is an \textbf{active} process on the part of the
learner (that is you): read and engage with the text and
end-of-chapter problems; write program after program after program in
MIPS; talk about solving problems and writing programs
with your classmates; explain how to solve problems/programs in class;
reflect on programming.

The \emph{theme} in the list of your learning activities:
\textbf{generating} answers. Example solutions (in books or class) give students
the wrong idea about solving problems and writing programs. Solutions to real problems are not
written down in a clean quarter of a page with no crossing out and no
false starts. Real programs are built iteratively, with first language
bugs and then logical bugs being worked out. If necessary, the
solution can be \emph{rewritten} to look like it was generated without
any false starts (just make sure to include enough documentation so
that you can understand what you did at some point in the future).

Compare it to an essay: in a book, blog, or newspaper, an article
appears, written in correct English with careful word choice, a
pleasant cadence, and a strong, logical flow. When \emph{you} write an
essay, it does not look like that when you start: research notes on
napkins, big X-marks through \xcancel{hole} whole paragraphs, and
missing topic sentences. The next (and next) draft make it better. You
get \textbf{good} at writing essays by writing and reading a lot of
essays. The same is true about programming: read good
solutions and engage with real problems over and over to build up your
intuition. This is a \textbf{skill} that grows with practice.

\subsection*{Grading}
All grades in this course will be on the 0.0 -- 4.0 scale. When a
penalty is taken, it will be calculated by multiplying the grade by
the appropriate fraction and rounding to nearest third, \emph{e.g.}
10\% penalty, work graded as a 3.3: recorded grade is 3.0.

\subsubsection*{Grading Distribution}

\begin{tabular}{lr}
  \toprule
  \textbf{Category}&\textbf{Percentage}\\\midrule
  Practice& \textbf{---No Points---}\\
  \makecell[lt]{Participation\\\hspace{1em}Group Work}& 0.10\\\midrule
  Homework&0.10\\
  Programs& 0.40 \\
  Quizzes& 0.10 \\
  Exams&0.30 \\\bottomrule
\end{tabular}

\begin{description}
\item[Practice] Many problems, homework, and worksheets are
  \emph{practice} for your learning. During class, you are expected to
  do the problems and be able to explain them when called upon. These
  may, occasionally, be done in \emph{ad hoc} groups. Remember that
  the point of these exercises is to \textbf{practice} solving
  problems and \textbf{learn} the principles of discrete math.

  The most important thing to do when practicing: \textbf{Avoid}
  looking at models, notes, or on-line. Do each problem as if it were
  a quiz with no notes or book allowed. Recall, if it is successful,
  is the best way to cement what you know; if unsuccessful, it
  actually primes the brain to record the answer when you finally look
  it up. Do \emph{not} give up easily. The harder you work your brain
  in \emph{practice}, the easier tests and graded assignments will be.

  These are practice for a reason: you are learning how to solve the
  problems. Making mistakes is \emph{encouraged}. These are
  \emph{formative} assessment, assessment that helps form your
  knowledge. Learn from your mistakes.

\item[Participation]
  How do \emph{you} learn things that are important
  to you? A commitment to sustained, disciplined practice is part of
  it for most things, including both mental and motor skills.

  I \textbf{invite} you to make such a commitment
  to \lstinline{Computer Organization}, agreeing to: read the
  textbook; work through examples and practice; join the class on
  time, every time and be part of the learning community.

  Practice and example problems are digital logic and assembly
  language \emph{exercises}. Just like running or strength training
  for sport, mental exercises, done regularly over time, are necessary
  to develop new skills.

  To check the preparation and encourage participation, I will have
  randomized class roster (that will change when I feel like it) and
  will direct my questions to specific students during
  class. Additionally, students will be asked to present their
  solutions to the problems we are working in class.

  Each week, you will be assigned an integer score 0 -- 4 based on
  your level of participation.  At the end of the semester, these
  points will be averaged and count toward your course grade.

\item[Group Work] About once a week you will meet with your assigned
  group to do a group worksheet during the class meeting time. This is
  another form of practice with the answers coming from the
  \emph{consensus} of the group. The point of these exercises is to
  work together with the other members of your group. Doing these
  worksheets on your own will not help you as much as talking about
  the answers and the questions.

  The point of these exercises is to work together with the other
  members of your group: talking about the material, \textbf{aloud},
  following each other's thought process, reading and writing
  together. The questions in the group work \emph{are} practice but
  doing them alone is not nearly as helpful as participating in a
  discussion about discrete math with your peers. If you get the
  material easily, helping others has been shown to cement it in your
  memory; if you struggle with some topic, being able to ask your
  peers for assistance can be less intimidating than seeing the
  instructor or tutors.

  After each group work session, you will get an e-mail with a
  short follow-up question. This problem \emph{will} be assessed as
  part of your participation score.

\item[Homework] Occasionally there will be homework problems given. A
  few will go out at the end of one class to be done in preparation
  for the next class. Most will be posted to the classroom management
  system with more questions and about a week to do them.

\item[Programs] These will be turned in through GitTea and
  will be in Java/Psuedocode, MIPS assembly, and Digital circuit
  files. These will be marked up with feedback.

\item[Quizzes] About once a week there will be a quiz. Quizzes will be
  about the assigned readings, assigned programming practice, or
  topics covered in lecture. They will account for part of your grade
  but also serve as feedback to Dr. Ladd as to how the class is
  learning.

\item[Exams] There will two in-class exams at about the thirds of the
  course and a (doubly-weighted) final at the end. Exams will be
  closed book and taken without any computer/calculator access.
\end{description}

\section*{General Rules}

Your choices make your fate. Information arms you to make your best
decisions and enjoy the best fate. This section describes the class
expectations so that you can meet them (or decide not
to).

\section*{Instructor Expectations of Students}
\label{sec:instr-expect}

\subsection*{Communication}
\label{sec:communication}

Read/respond to e-mail. Read/respond to the Brightspace site. These
are the two primary means of communication in the class. You should
make use of them.

Brightspace contains the course \emph{schedule}. That schedule
contains readings, writings, programs, presentations, and homework
deadlines appear. If anything is missing or you find discrepencies,
ask.

Students are expected to have a copy of the textbooks (if any) and are
expected to complete reading assignments \emph{before} the beginning
of class the day they are due. In-class participation requires you to
have engaged the reading.

Students are expected to listen actively in class. They are also
expected to take notes in class. These two activities (which are
linked) correlate strongly with understanding the material
presented. Do not copy slides or board notes directly: digest them and
restate them in your own words. Mark where you expect test questions
to lurk (sometimes the instructor will even help with this).

Advanced courses often use a version control system (such as
\texttt{git}) to retrieve and submit source code and programming
assignments. This requires you to understand how to use \texttt{git},
to understand the difference between the \emph{class} repository
(which belongs to the instructor) and \emph{assignment} repositories
(which belong to you).

\subsection*{Attendance}

American undergraduates are old enough to join the army, vote, and
even get married. You are each mature enough to make your own
decisions about attending class. Be aware that you decisions have
\emph{consequences}.

Students are expected to attend every class. Students are responsible
for all material covered in every class meeting. There is no taking of
attendance in this class (see `old enough' in the previous paragraph).

The study of computer science is cumulative; past experience shows a
strong correlation between high absences and low grades.

The registrar schedules the final exams every semester; I am not able
to move them and do not give early finals. Take-home final exams are
due \emph{before} the end of the scheduled exam period (it \emph{will}
be accepted early).

\subsection*{Do Your Own Work}

Do your own work. That should go without saying but it appears that
for some students it bears repeating.

Code you plan to turn in for an individual grade should not be shared
with any other student; you should never look at another student's
project code, not even for `guidance.'

I \emph{want} you to discuss assignments and show off results of your
playing with programming different things. Discussion at a high-level,
even if it includes details on data structures is fine; debugging
assistance is also acceptable though the depth of code analysis
necessary for debugging skates on thinner ice; directing someone else
on exactly what methods a given class should have or the exact format
of a programmer-controlled file should take is beyond the pale.

This does \emph{not} apply to group work: in a group project, all
members of the team are expected to see and understand all parts of
the project. Cross-disciplinary understanding is a highly valued skill
in the real world and a major reason for group work in our curriculum.

\subsection*{Turning In Work}
Start early, everything takes longer than you think.

As mentioned earlier, reading is to be done \emph{before}
class. Homework assignments are also due at the beginning of class so
please complete them before class.

Assignments have a due time: a date and a time when they are due. If
they are due electronically (they all are), make sure you submit them
the expected way by the expected hour.

Make sure you check the spelling and arithmetic in your
assignments. It does not help your grade (or my mood) to turn in
sloppy work.

\subsection*{Attitude}

Learning is not always easy. Learning is not always
comfortable. Students must actively engage the material and be able to
ask for help. This does not mean look at the problem for fifteen
seconds and throw up your hands because it is `hard.' It does mean
beating your head against it for a bit and then asking me for
guidance.

Be respectful. Trust me that I actually have a plan and I know where
we are going (okay, I don't \emph{always} know exactly where we are
going at every moment but I do have a plan). The readings, the
assignments, the lectures, they all go together.

\textbf{Start early!} Everything takes longer than you think.


\section*{Student Expectations of the Instructor}
\label{sec:stud-expect-instr}

\subsection*{Communication}

You may expect me to state and keep office hours (you know where my
office is, right? \st{301 Dunn Hall} Potsdam CS Department Discord).
My office hours appear on the course schedule. When I am on Discord, in my voice
office, without setting the \emph{Do Not Disturb} setting, you may
come on in.

You may expect fairly prompt answers to e-mail (next morning is
typical).

You may expect confidentiality: I will not discuss your grades with
anyone except my departmental colleagues (and then only to make sure
that I am doing my job correctly). I will not share work you have done
without your permission.

\subsection*{Attendance}
\label{sec:attendance}

You may expect me to be prepared. This means for class every day and
it means with assignments, too. You should expect adequate time to
complete an assignment after it is published. You may expect some
flexibility (within the limitations of getting through the course
materials) in due dates.

\subsection*{Assignments}
\label{sec:assignments}

Expect assignments to be clear (correct spelling, correct
grammar). Expect most sample code to compile and run. Expect
assignments to be accompanied by a clear system by which they will be
evaluated. Expect me to follow that system.

Students should expect that their work will be evaluated on its own
contained merits and not based on how closely it follows the
instructor's personal/political views (unless I put parroting my
political views into the rubric).

\section*{Student Expectations of One Another}
\label{sec:stud-expect-one}

Wait, students have expectations of one another? Yes, they should. The
most important expectation we should all have of each other is to
create a safe learning environment. By safe I mean we should all feel
safe to ask questions, to admit mistakes, to try and to be wrong.

Remember that trying prepares your mind for learning. Mistakes that
you work through lead to deeper learning and understanding of the
process.

Students should be willing to help one another and \emph{must} all be aware
of the limits.

In group work, all students in the group should expect equitable
division of labor and should expect to evaluate every member of the
group.

Students should expect to evaluate other students' work (and to be
evaluated by other students). Both parts of this process have valuable
learning outcomes.

Students should expect to feel safe being different. What does this
mean in computer science? I actually am not sure. It means respecting
each other, evaluating each other in openly communicated terms related
to computer science (since that is the topic of the course), and being
flexible, accommodating each other whenever possible.

\section*{Grading Grievances}
When graded work is returned you may have questions about how it was
graded. If the question pertains to process (\emph{e.g.,} addition,
number of points per subsection), by all means ask me as soon as
possible. Typically, if the grade is changed, you will be asked to
e-mail me the grade update so that the grade book is current.

If, however, you feel that your grade fails to reflect the quality of
your work (you want to argue that your answer is, in fact, correct,
rather than incorrect), take a deep breath and wait. You must wait no
less than one and no more than seven days after the work is returned
to you to raise the issue with me.

After the cooling-off period, resubmit the work along with a
\emph{written} explanation of your concern. This is to assure that
your concern gets a cool, thoughtful consideration. If I agree to
regrade the work, I will regrade the entire project, replacing the old
grade with the new one.


\newpage
\section*{SUNY Potsdam Department of Computer Science Code of Professional Conduct}\label{sec:conduct}
All members of the Potsdam Computer Science community are governed by
the ACM Code of Ethics and Professional Conduct,
\url{https://www.acm.org/about-acm/acm-code-of-ethics-and-professional-conduct},
which we have distilled into our SUNY Potsdam Department of Computer
Science Code of Professional Conduct (see below). The department
faculty are committed to modeling and promoting ethical and
professional behavior for all our students.

\subsection*{Preamble}
All members of the ACM, including the Computer Science faculty of SUNY Potsdam, are committed to ethical professional conduct as specified in the ACM Code of Ethics and Professional Conduct. Students, taking courses from the faculty, are bound by our commitment.

All members of the Department are obliged to remind one another to behave professionally. Violations should be reported promptly; however, capricious or malicious reporting of violations is, itself, a violation. When reporting, bring all relevant aspects of the incident to the faculty's attention.
\subsection*{Moral Imperatives}
As a Computer Science student I will...
\subsubsection{Respect all members of the Department.}
\begin{enumerate}
\item Be professional in face-to-face and electronic interactions.
\item Be fair so everyone is free to work and learn.
\item Be active in preventing discrimination in physical and electronic spaces frequented by Department members.
\end{enumerate}
\subsubsection{Accept and provide appropriate feedback.}
\begin{enumerate}
\item Avoid starting or spreading rumors.
\item Respect confidentiality.
\end{enumerate}
\subsubsection{Be honest, trustworthy, and respect intellectual property.}
\begin{enumerate}
\item Only take credit for my own work.
\item Respect the privacy of others.
\item Access computing resources only when authorized and report any
access risks discovered.
\end{enumerate}
\subsubsection{Contribute to society and human well-being.}
\begin{enumerate}
\item Improve public understanding of computing and its consequences.
\item Consider both the direct and indirect impacts of my actions.
\end{enumerate}

\newpage
\section*{Student Support}
\subsection*{Caring Community}
I recognize that this is an incredibly stressful time for you, your
peers, and our community.  Please know that there are resources
available to you, both on and off campus, to support you during these
very uncertain times.  Our excellent Counseling Center staff are
available to meet with you; more information can be found on their FAQ
page accessed at:\\
\href{url}{https://www.potsdam.edu/studentlife/wellness/counseling-center/coping-covid-19-pandemic/counseling-center-faqs}.\\
In addition, information on a variety of on- and off-campus resources
can be found our Bear Care site:\\
\href{url}{https://www.potsdam.edu/studentlife/wellness/bear-care}.
You are an incredibly important member of our Potsdam community;
please take care of yourself, and each other.

Every student in this class is a valued individual. If you are
struggling with issues outside of the classroom, please know that
there are professionals both on and off campus who can assist you. If
you need immediate assistance, please contact our campus Counseling
Center (with free counseling) at (315) 267-2330 or visit their
website. Links to other resources are provided below:

\subsection*{Andrea Waters, Title IX Support Staff \&  Title IX Core Team}
\begin{itemize}
\item Sisson 244. (315) 267-2350
\item \url{http://www.potsdam.edu/offices/hr/titleix}
\end{itemize}
\subsection*{Bias Incident Reporting}
\begin{itemize}
\item \url{http://www.potsdam.edu/about/diversity/biasincident}
 \end{itemize}
\subsection*{Center for Diversity}
\begin{itemize}
\item 223 Sisson Hall
\item (315) 267-2184
\item \url{http://www.potsdam.edu/studentlife/diversity}
\end{itemize}
\subsection*{University Police}
\begin{itemize}
\item Van Housen Extension
\item (315) 267-2222 (number for non-emergencies; for an emergency please dial 911)
\end{itemize}
\subsection*{Student Conduct and Community Standards}
\begin{itemize}
\item 208 Barrington Student Union
\item \url{http://www.potsdam.edu/studentlife/studentconduct/codeofconduct}
\end{itemize}
\subsection*{Reachout (24-hour crisis hotline)}
\begin{itemize}
\item (315) 265-2422
\end{itemize}
\subsection*{Renewal House (for victims of domestic violence)}
\begin{itemize}
\item SUNY Potsdam Campus Office: Sisson 217 (open Wednesdays, 9-5:00)
\item (315) 379-9845 (24-hour crisis hotline)
\item Email: renewalhouse@verizon.net
\end{itemize}

And please: if you see something, say something. If you see that
someone that you care about is struggling, please encourage them to
seek help. If they are unwilling to do so, Care Enough to Call has
guidelines on whom to contact. Everyone has the responsibility of
creating a college climate of compassion.

\end{document}

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