Northern Arizona University
Department of Public Administration and Justice Studies
JUS 247 - The Corrections Function
Fall 2014
3 Credit Hours
Instructor Information
Instructor: XXXXXXXXXXXXXX
Email: In Bb Learn
Office Hours: By email within Bb Learn
Technical Support/Assistance
Contact NAU ITS is you have any technical difficulties: (928)523-9294/ (888)520-7215/ student
computing @nau.edu
Course Pre-requisites: None
Catalog Description
This course will provide an introduction to the corrections system in America. Focus will be
placed on the historical development of the corrections system and its varied purposes; different
types of offenders under correctional supervision; the continuum of available sanctions and their
effectiveness; offender management within the institution, including classification strategies; and
prisoner rights.
Course Description
This course will provide an introduction to the corrections system in America, extending beyond
institutional corrections to include all individuals under correctional supervision, including those
in the community. The course will address the historical development of the corrections system
and its varied purposes; the different types of offenders under correctional supervision; the continuum of sanctions available including probation, intermediate sanctions and prison; the availability and effectiveness of various sanctions and programs; the management of offenders within
the institution, including classification strategies; and prisoner rights. The course will also discuss current trends and issues facing the corrections system.
Course Objectives/Student Learning Outcomes
By the end of the course, students should be able to:
1. Describe the history of corrections in America, including the development of correctional
institutions.
2. Describe the purpose of corrections.
3. Describe the key elements of the corrections system and their functions, including jails, prisons and community corrections.
4. Describe trends in correctional populations and the factors that influence them.
5. Describe the characteristics of offenders under correctional supervision, including adults,
juveniles, women and other specialized populations.
6. Identify the differences between supervision in institutions and supervision in the communinity.
7. Understand the challenges of managing correctional populations, including the role of classification.
8. Understand the strategies used to maintain order within correctional institutions, including
the organizational models of prisons.
9. Identify the rights of prisoners and others under correctional supervision.
10. Understand the challenges of reentry for correctional staff and offenders.
11. Assess the effectiveness of various sanctions, programs and interventions used with correctional populations, including prison employment programs.
12. Identify different career opportunities within the correctional system.
Course Structure/Approach
This course will take place entirely online over a 7-week period. The course information will be
divided into seven learning modules. A complete description of each module will be presented
in Bb Learn. The class activities will include online discussion forums, papers, and quizzes.
All course discussions and assignments are designed to provide a stimulating, practical and collaborative learning environment. In order to achieve this goal it is imperative that all participants
be courteous and respectful of the opinions and perspectives of others. Individual opinions, especially pertaining to public management and issues of justice can evoke powerful emotions.
The commitment that each of us makes in this class is to agree to disagree in a positive environment, and to treat each person in a respectful manner. Disrespectful, hateful, angry behavior
and/or conversation will not be tolerated in this course.
All readings, postings, and assignments are due by 11:59 pm (Arizona Time) on the stated
deadline. Students are expected to complete all readings, postings and assignments by the stated
deadlines. Late assignments are only permitted in extreme extenuating circumstances. Please
review the guidelines provided in this syllabus for requesting to submit late assignments.
Required Textbook
Clear, T. R., Cole, G. F., & Reisig, M. D. (2013). American Corrections (10th ed.). Belmont,
CA:
Wadsworth.
ISBN: 978-1-133-04973-9
Supplemental Reading Materials
Additional articles will be posted online in Bb Learn.
Course Outline
Module 1
Module Topics:
1. The Corrections System
2. The Early History of Correctional Thought and Practice
3. The History of Corrections in America
4. Incarceration Trends
Reading Assignment:
1. Textbook Chapters 1, 2, 3 and 18
2. Supplemental Readings posted in Module 1
Activities:
1. Discussion Board #1
2. Quiz #1 due Friday at 11:59 pm
3. Begin Paper #1
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. Why is corrections considered a system? Identify the components of the system.
What are the advantages and disadvantages of being a system?
2. Compare and contrast two of the correctional models identified throughout history. Which correctional model do you believe is most effective? Why?
3. Identify the factors that have impacted the growth in the incarceration rate and the
strategies that have been used to manage the prison population. What strategies
do you believe are most effective? Why?
Paper #1:
Identify a recent criminal case that has been portrayed in the media. Assume that the case has
not been sentenced yet and you are the sentencing judge. In your paper, discuss the following:
• Provide a brief description of the circumstances of the case
• Describe the sentence that you would give that would be consistent with each of the purposes
of punishment (retribution, deterrence, incapacitation, and rehabilitation).
• For each sentence, identify what sanctions you would apply.
• Of the four sentences, which sentence do you believe would be most appropriate for the case?
Why?
Module 2
Module Topics:
1. The Punishment of Offenders
2. The Law of Corrections
3. The Correctional Client
Reading Assignment:
1. Textbook Chapters 4, 5, and 6
2. Supplemental Readings posted in Module 2
Activities:
1. Discussion Board #2
2. Quiz #2 due Friday at 11:59 pm
3. Paper #1 due Sunday at 11:59 pm
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. Identify the factors that can influence a judge’s decision when determining a sentence. Should some factors be considered more than others? If so, which ones
and why?
2. Identify the constitutional rights of prisoners. Do you believe that prisoners
should be afforded these rights? Why or why not?
3. Describe the classification process within correctional facilitates. Why is classification important for staff and inmates?
Module 3
Module Topics:
1. Jails: Detention and Short-Term Incarceration
2. Probation
3. Intermediate Sanctions and Community Corrections
4. Incarceration
Reading Assignment:
1. Textbook Chapters 7, 8, 9, and 10
2. Supplemental Readings Posted in Module 3
Activities:
1. Discussion Board #3
2. Quiz #3 due Friday at 11:59 pm
3. Begin Paper #2
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. Describe the two different types of individuals in jail. How do they differ from one
another? What challenges does this pose for staff working within the jail?
2. A probation officers job is often characterized by role conflict. Describe the responsibilities of the probation officer that can be conflicting. If you were a probation officer, how would you handle this conflict? Do you believe one role is more important than the other? If so, why?
3. What are the different models of incarceration? What are the strengths and weaknesses of each model? If you could choose the model, which would you choose and
why?
Paper #2:
In Chapter 9, many different types of intermediate sanctions have been described. Select one of
the intermediate sanctions from the list below. Research the sanction and identify at least two
(2) additional academic resources that discuss or report on studies about the use and effectiveness of the sanction. In your paper do the following:
• Describe the sanction you have chosen. Include a description of what people who receive this
sanction are expected to do and what the sanction is expected to accomplish (if it has a goal).
• Summarize the the articles that you found that address the use and effectiveness of the sanction.
• Identify the following:
• Is the sanction effective?
• How was effectiveness defined?
• Did the effectiveness vary by type of offender?
• Should this continue to be used as a sanction? Why or why not?
Sanctions that can be selected as paper topics include:
• Community Service and Restitution
• Day Reporting Centers
• Intensive Supervision
• Electronic Monitoring
• Shock Incarceration
• Boot Camp
Module 4
Module Topics:
1. The Prison Experience
2. Institutional Management
3. Institutional Programs
Reading Assignment:
1. Textbook Chapters 11, 13 and 14
2. Supplemental Readings Posted in Module 4
Activities:
1. Discussion Board #4
2. Quiz #4 due Friday at 11:59 pm
3. Paper #2 due Sunday at 11:59 pm
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. Describe the different types of violence that can occur in prison. What are the strategies that are used to manage violence within the institution? Do you believe violence
in prison is inevitable? Or can it be managed effectively?
2. Describe the role of a correctional officer. What qualities or characteristics do you
believe a person should have to be a good correctional office? What will help prevent job stress and burnout?
3. Describe the types of programs available in prisons. What types of programs do you
believe are most important to provide? Why?
Module 5
Module Topics:
1. Incarceration of Women
2. Corrections for Juveniles
3. Race, Ethnicity, and Corrections
4. The Death Penalty
Reading Assignment:
1. Textbook Chapters 12, 17, 19, and 20
2. Supplemental Readings Posted in Module 5
Activities:
1. Discussion Board #5
2. Quiz #5 due Friday at 11:59 pm
3. Begin Paper #3
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. What are the major issues of concern with females who are incarcerated? What are
some potential solutions to address those concerns? Do these issues differ substantially from issues faced by males? Why or why not?
2. How does the philosophy of the juvenile justice system differ from the adult criminal
justice system? Is it appropriate to have different approaches to juveniles and adults?
Do you believe there are times when juveniles should be transferred to adult court?
Why or why not?
3. Describe the significance of race and punishment. Are the differences that occur a
disparity or discrimination? Is the criminal justice system racist. Explain your answer and support it with examples.
Paper #3:
There are many different types of offenders under correctional supervision. Select one of the
offender types from the list below. Spend some time researching your selected offender group to
obtain additional information than what is provided in the text. Write a paper describing the offender type. Include the following:
• Provide a description of the offender group, including statistics about how prevalent they are
within correctional populations.
• Identify what goal of punishment typically influences the sentences of this type of offender.
• Identify what types of sanctions and/or programs the individual should receive or participate
in.
• Identify the challenges of supervising this group of offenders both within institutions and in
the community.
• If the individual was eligible for parole, identify the factors you would use in making a decision whether or not to release this individual.
Offender groups that can be selected as paper topics include:
• Sex Offenders
• Substance Abusers/Drug Offenders
• Mentally Ill Offenders
• Female Offenders
• Elderly Offenders
Module 6
Module Topics:
1. Release from Incarceration
2. Making It: Supervision in the Community
3. Community Justice
4. American Corrections: Looking Forward
Reading Assignment:
1. Textbook Chapters 15, 16, 21, and 22
2. Supplemental Readings Posted in Module 6
Activities:
1. Discussion Board #6
2. Quiz #6 due Friday at 11:59 pm
3. Paper #3 due Sunday at 11:59 pm
Discussion Board Questions:
Answer two (2) of the following questions: Post your answer and then comment on at
least two (2) classmate’s posts.
1. Describe the different mechanisms for being released from prison. If released early,
what factors can influence release? Do you believe it is appropriate to release individuals from prison early? Why or why not?
2. What are the challenges that individuals face when they are released from custody?
What strategies will help assist them upon release? Do you believe it is inevitable
that an individual will return to prison? Why or why not?
3. Identify the dilemmas facing corrections today. Propose a solution to one of the dilemmas.
Module 7
This module is dedicated to completing your final paper. No other assignments are due this
week. Your final paper is due by the end of the class Friday at 11:59 pm.
Paper #4:
Correctional supervision in Arizona is provided by many different agencies. There are separate
agencies for adult corrections and parole (The Arizona Department of Corrections - ADC) and
for juvenile corrections (The Arizona Department of Juvenile Corrections - ADJC). Both of
these are state agencies. Probation services are provided at the county level. Some counties
have separate departments providing adult and juvenile probation services, such as Maricopa
County. Other counties have a single department providing all probation services, such as Gila
County. County sheriff’s offices are responsible for administering the jail. The variety of agencies responsible for providing services can make it challenging to operate as a unified correctional system. For this paper, you will learn more about some of the agencies providing correctional
services in institutions and in the community.
Visit the websites of at least two agencies within Arizona responsible for providing correctional
supervision. One must provide services in the institutions and one must provide services in the
community. On each website, identify the agency’s vision, mission, values and goals. In your
paper, do the following:
• Compare and contrast the vision, mission, value and goals of the agencies.
• Identify how the vision, mission, values and goals of the agencies align with the goals of corrections discussed in this class. Which correctional goals are more clearly reflected?
• Discuss the challenges of having multiple agencies responsible for different functions within
the corrections system.
• Identify strategies that could be used to address the challenges.
Assessment of Student Learning Outcomes
Weekly Discussion Board Activities (Weeks 1-6)
The Discussion Board for online courses acts as the class discussion forum for in-person classes.
They are designed to stimulate discussion among classmates through the exchange of ideas related to the course materials. It is expected that your discussion board posts demonstrate that you
have read the required materials and that you have put some thought into them. There is no min-
imum word requirement. However, your response should address the question sufficiently and
incorporate the course materials.
1. Answer two (2) posted questions: Each week you will be provided with discussion
questions related to the readings in the current course module. You need to answer two
(2) of these questions. The initial response is due by Thursday at 11:59 pm.
2. Respond to two (2) postings from your classmates: You are also required to respond
to the postings of two of your classmates. Responses need to be more than just “I agree”
or “I disagree”. As with the initial post, your responses should demonstrate that you
have given the response some thought and incorporate your understanding of the course
materials. This is also an opportunity to share personal experiences related to the topic.
The responses to the posts of your classmates are due by Sunday at 11:59 pm.
You can use a conversational style to your posts and responses. However, please keep in mind
that spelling, grammar, punctuation, sentence structure, citations and content all count. Be sure
to proofread your work.
Important Note: To receive credit for the weekly discussion board, you must post your answers
to the weekly discussion questions by the scheduled due date/time. If you only respond to the
postings of other students, you will not receive any points for that week’s discussion posting.
Weekly Quizzes (Weeks 1-6)
Each week there will be a short quiz designed to cover the content of the required reading materials for the module. The quiz is open notes and open book. However, you must work alone
when completing the quiz. The quizzes will include a combination of multiple choice, true/false,
matching and fill-in-the-blank questions. There is no time limit to the quiz but you will only
have one attempt to complete it. Each week the quiz must be completed by Friday at 11:59 pm.
Formal Papers (due Weeks 2, 4, 6, and 7)
For each paper you will be provided with a specific topic related to corrections. The papers are
designed to give you an opportunity to apply what you have learned to a specific topic. The papers will also require you to do some additional research to identify information not provided in
the course materials.
Each paper must adhere to the following criteria:
1. Incorporate course materials.
2. Incorporate outside resource materials where appropriate. You always have the option of
incorporating other appropriate, academic resources to support the points made in your
papers.
3. All opinions must be supported by facts.
4. When you reference the ideas of another person, provide appropriate in-text citations.
5. 2-3 pages in length (not including the title and reference pages)
6. Double-spaced
7. 12-point font
8. APA format (abstract is not required)
1. Title Page
2. Paper
3. Reference page titled “References”
9. Begin your paper with an introduction (with a clear thesis statement) and end with a conclusion.
Papers 1, 2 and 3 are due by Sunday at 11:59 pm of weeks 2, 4, and 6. Paper 4 is due by Friday at 11:59 pm on the last day of class.
Grading Rubrics
Discussion Board Grading Rubric
A= (1) fully integrates the module readings into the discussion question or answer, (2) references
the module readings (beyond just quoting the material), (3) offers personal thoughts on the topic
(what does this really mean), (4) addresses how this topic impacts criminal justice practice or
policies, and (5) free of grammatical, spelling, and APA citation errors.
- Student responds to the postings of TWO classmates by offering insightful comments that
move the conversation forward.
B= (1) attempts to integrate the module readings into the discussion question or answer, (2) references the module readings (beyond just quoting the material), (3) offers personal thoughts on
the topic (what does this really mean), (4) addresses how this topic impacts criminal justice practice or policies, and (5) very few grammatical, spelling and/or APA citation errors.
- Student responds to the postings of TWO classmates by offering insightful comments that
move the conversation forward.
C= (1) briefly integrates the module readings into the discussion question or answer, (2) briefly
references the module readings, (3) offers personal thoughts on the topic (what does this really
mean), (4) briefly addresses how this topic impacts criminal justice practice or policies, and/or
(5) several grammatical, spelling and/or APA citation errors.
- Or the student fails to respond to the postings of TWO classmates by offering insightful comments that move the conversation forward.
D/F= (1) fails to integrate the module readings into the discussion question or answer, (2) fails to
significantly reference the module readings, (3) fails to offer significant personal thoughts on the
topic (what does this really mean), (4) fails to or briefly addresses how this topic impacts criminal justice practice or policies, and/or (5) several grammatical, spelling and/or APA citation errors.
And the student fails to respond to the postings of TWO classmates by offering insightful comments that move the conversation forward.
No credit will be given for a late assignment
Paper Grading Rubric
A- Papers will (1) be 2-3 pages in length, (2) include a significant amount of personal
opinions and a significant number of references to course readings, (3) clearly address
the criteria for the assignment, (4) be written in a proper format (with an introduction,
conclusion, double spacing, 12-point font, paragraph form, etc.), (4) be free of grammar, spelling and punctuation errors, and (5) submitted in the correct format.
B- Papers will (1) be 2-3 pages in length, (2) include a significant amount of personal
opinions and a significant number of references to course readings, (3) clearly address
the criteria for the assignment (4) be written in a proper format (with an introduction,
conclusion, double spacing, 12-point font, paragraph form, etc.), (5) may have a few
minor be grammar, spelling, punctuation or formatting errors, and (6) submitted in the
correct format.
C- Papers may (1) be less than 2-3 pages in length, but still clearly addresses the criteria
for the assignment, (2) include very few personal opinions and/or very few references
to course readings, (3) not include a fully developed introduction and conclusion, and
(4) may have some significant formatting issues several grammar, spelling or punctuation errors. Note: Papers will be submitted in the correct format.
D- or Below- Paper (1) fails to fulfill the assignment requirements, (2) contains numerous
grammar, spelling, punctuation, or formatting errors, or (3) is submitted in an incorrect
format.
No credit will be given for a late assignment
Grading System
Assignment
Points
Introduction
1 x 10 points
10
Discussion Board
6 x 20 points
120
Quizzes
6 x 25 points
150
Papers
4 x 50 points
200
Total Points
A = 90 - 100%
B = 80-89.9%
C = 70-79.9%
Total
480
432 - 480 points
384 - 433 points
336 - 383 points
D = 60 - 69.9%
F = 59.9% and below
288 - 335 points
287 points and below
Course Policies/Expectations
Studying and Time Expectations: According to NAUs requirements for a 3 credit hour class, a
total of 135 hours should be spent completing assignments, reading course materials, participating in class discussions etc. This is based on one hour of instruction and two hours of time working on assignments for each credit hour for a total of 15 sessions (3 x 3 x 15 = 135). It is important to remember that online classes cover the same amount of material in a much shorter
timeframe (7 weeks). This means that, on average you will need to spend approximately 19
hours per week, or 2.5-3 hours per day devoted to this course. This expectation is reflected in
the Academic Contact Hour Policy provided at the end of the syllabus.
Discussion Posting Etiquette: All course discussions and assignments are designed to provide a
stimulating, practical and collaborative learning environment. In order to achieve this goal it is
imperative that all participants be courteous and respectful of the opinions and perspectives of
others. Individual opinions, especially pertaining to public management and issues of justice can
evoke powerful emotions. The commitment that each of us makes in this class is to agree to
disagree in a positive environment, and to treat each person in a respectful manner. Disrespectful, hateful, angry behavior and/or conversation will not be tolerated in this course.
Since this is an online course, discussions are held via the written word. Please be mindful of the
fact that written communication is different from face-to-face communication and consider your
words carefully. In written communication we lack the ability to see non-verbal cues that help
us place our verbal speck in context. Without these non-verbal cues it makes it more difficult to
determine the tone of the writer, and sometimes the intent. Also, on occasion some people write
statements that they would not feel comfortable saying in a face-to-face conversation. Please
take these and other differences you have noticed into account when communicating in this class.
Any student who communicates inappropriately and over-steps the bounds of decorum in this
class will be given ONE warning that his/her written speech is unacceptable behavior. If the behavior continues, the person will not be allowed to participate in the discussions and assignments. Should this happen that person would not receive credit for any and all discussions and
assignments missed as a result of his/her written speech. Extra credit, make-up assignments and
alternate assignments will not be offered.
Re-tests/make-up tests/late assignments: 1) Retests and make-up tests are not permitted, 2) you
are not permitted to resubmit papers, 3) late assignments are not accepted.
Guidelines for Requesting to Submit Late Assignments
As a general rule, late assignments will not be accepted.
• Students in online courses are typically juggling family, work and school. Everyone is sacrificing their personal life to fulfill their education. I will only grant
extensions in the most extreme and unavoidable situations
If an unexpected emergency occurs, one which WILL prevent you from submitting your
assignment on time, send me an email to request an extension (be prepared to submit
documentation to support the request)
Please note, the following are not valid reasons to request an extension:
1. Computer problems: Online courses offer flexibility, but there are inherent shortcomings. You must have a reliable computer and internet access. Technical difficulties of any kind will not constitute a valid reason for requesting to submit late
assignments.
2. Assignment did not post or attach. It is your responsibility to verify if an assignment goes through.
3. Vacation plans: The course is structured to provide you with opportunities to
complete work in advance. This will require advance planning on your part.
Problems with Bb Learn when submitting assignments
If you are having problems with Bb Learn, please contact the Student Technology Center
(STC). If the issue cannot be resolved immediately, or before the assignment due date,
you may email me your assignment. In your email, please include the name of the person
at the STC with whom you spoke to and what he or she said about the problem.
Attendance: This is an online course. There are no in-person class meetings. However, there
are weekly assignments and you are expected to log into the course and check the class discussion board, announcements page and class emails on a regular basis.
Plagiarism and Cheating: You are expected to submit only your own work. Plagiarism will not
be tolerated. If you quote or paraphrase from other materials you must cite your sources internally in the document (Author, Year, Page) and then list the complete reference at the end of the
your posting or assignment. This applies to all written assignments (discussion board posts, papers, etc). Please reach the University Policy Statements for further information pertaining to
academic integrity and classroom civility.
You are not permitted to summit work in this class that you have submitted in a previous course
(this is also considered plagiarism).
Citing Sources: Please follow the APA guidelines for citing sources. For assistance in APA
formatting, grammar, and the use of punctuation, please see Purdue University’s Online Writing
Lab (OWL) at http://owl.english.purdue.ed.
Additional Resources
Technical Writing: Within your papers you will be graded on content as well as your technical
writing skills. If you need assistance with your writing, please take advantage of one of the following FREE NAU resources (note: you will need to plan ahead if you want assistance.)
Resources for Writing Assistance
1. Make an appointment with the NAU Composition Tutoring Center by calling the NAU Student Learning Center (SLC) at 928-523-7391. Online tutoring is available.
2. Contact the NAU-Yuma Writing Center: Bernadette Presloid NAU-Yuma Writing Coordinator. Phone: 928-317-7088; Email: bernadette.Presloid@nau.edu
Online Writing Resources: For assistance in the APA formatting (which includes in-text citations
and references), grammar, and the use of punctuation, plea see Purdue University’s Online Writing Lab (OWL) at http://owl.english.purdue.edu/owl
Technology: All writing assignments must be completed in Microsoft Word (they cannot be
submitted in Microsoft Works, Corel Work Perfect or RTF format).
Please make sure that you internet browser settings meet the requirements to be Web Bb Learn
compatible. Contact NAU’s Student Technology Center (STC) if you need help. (928)5239294/ (888)520-7215/ student.computing@nau.edu
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and
promote the safety of all individuals within the university. The goal of this policy is to prevent
the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion,
sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault
or retaliation by anyone at this university.
You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website http://home.nau.edu/diversity/. If you have concerns about this policy, it is
important that you contact the departmental chair, dean’s office, the Office of Student Life (928523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), dr@nau.edu (e-mail)or 928-5238747 (fax).Students needing academic accommodations are required to register with DR and
provide required disability related documentation. Although you may request an accommodation
at any time, in order for DR to best meet your individual needs, you are urged to register and
submit necessary documentation (www.nau.edu/dr) 8 weeks prior to the time you wish to receive
accommodations. DR is strongly committed to the needs of student with disabilities and the
promotion of Universal Design. Concerns or questions related to the accessibility of programs
and facilities at NAU may be brought to the attention of DR or the Office of Affirmative Action
and Equal Opportunity (523-3312).
INSTITUTIONAL REVIEW BOARD
Any study involving observation of or interaction with human subjects that originates at NAU—
including a course project, report, or research paper—must be reviewed and approved by the Institutional Review Board (IRB) for the protection of human subjects in research and researchrelated activities.
The IRB meets monthly. Proposals must be submitted for review at least fifteen working days
before the monthly meeting. You should consult with your course instructor early in the course
to ascertain if your project needs to be reviewed by the IRB and/or to secure information or appropriate forms and procedures for the IRB review. Your instructor and department chair or college dean must sign the application for approval by the IRB. The IRB categorizes projects into
three levels depending on the nature of the project: exempt from further review, expedited review, or full board review. If the IRB certifies that a project is exempt from further review, you
need not resubmit the project for continuing IRB review as long as there are no modifications in
the exempted procedures.
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office or on their website:
http://www.research.nau.edu/vpr/IRB/index.htm. If you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members
of the academic community, NAU’s administration, faculty, staff and students are dedicated to
promoting an atmosphere of honesty and are committed to maintaining the academic integrity
essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are
therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean
in keeping with the severity of the violation. The complete policy on academic integrity is in
Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15
contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as
well as a minimum of 30 hours of student homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should expect,
on average, to do a minimum of two additional hours of work per week; e.g., preparation,
homework, studying.
SENSITIVE COURSE MATERIALS
If an instructor believes it is appropriate, the syllabus should communicate to students that some
course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials
that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students
are encouraged to discuss these matters with faculty.”