UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: ES 570
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
SBS
4. Academic Unit:
3
Ethnic Studies
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
This course is designed to introduce you to historical “realities” and current developments
and issues in Hip Hop vis-à-vis Ethnic Studies. Through the written and oral sections of the
course, you should leave with the following:
1. Identify and understand basic differences in theories and methodologies of Ethnic Studies
through Hip Hop
2. Critically assess the past and future of race, ethnicity, and Hip Hop in the United States
3. Investigate the social and political constructs, realities, and implications of Hip Hop
through a Critical Race theoretical perspective
4. Demonstrate through written and oral assignments a mastery of the cultural, historical, and
political contexts surrounding Hip Hop
5. Critically assess the meaning of "race" and “ethnicity” and understand their social and
historical constructions and evolution, particularly as race and ethnicity are engaged in Hip
Hop.
6. Critically assess the role of Hip Hop in messaging, disrupting, and otherwise engaging the
multiple intersections of race/ethnicity with hierarchies of power including gender, class,
sexuality, nationality, and age.
7. Critically assess Hip Hop’s role in the changing nature and evolution of racism.
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for Developing
Effective Program Student Learning Outcomes).
This course was offered Spring 2014, and will also be offered Spring 2015 – both times with
much interest and high enrollment. The course represents a current “hole” in our ES
curriculum both in terms of content but also in terms of meeting the needs of upper-division
students for more advanced coursework.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Effective Fall 2012
Fall 2015
8. Long course title: POLITICIZING HIP HOP
(max 100 characters including spaces)
9. Short course title: POLITICIZING HIP HOP
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course will explore the Cultural Politics of Hip Hop, by a Critical Race contextualization
for the growth and development of Hip Hop culture—both within and outside the black and
Latin@ communities—with specific emphasis on what makes Hip Hop political.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, include the appropriate plan proposal.
No
12. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
ES 470
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
16b. If yes, may course be repeated for additional units in the same term?
18. Prerequisites:
Graduate student status
If prerequisites, include the rationale for the prerequisites.
19. Co requisites:
If co requisites, include the rationale for the co requisites.
Effective Fall 2012
Yes
No
Yes
No
20. Does this course include combined lecture and lab components?
Yes
No
If yes, include the units specific to each component in the course description above.
T. Mark Montoya, Frederick
Gooding, Mary Roaf, Jamal
21. Names of the current faculty qualified to teach this course: Ratchford
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Answer 22-23 for UCC/ECCC only:
No
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
11/25/2014
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Effective Fall 2012
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
NORTHERN ARIZONA UNIVERSITY
College of Social and Behavioral Sciences
Ethnic Studies Program
Semester, year
“Rap is something you do; Hip Hop is something you live . . ..” -KRS-One
ES 570: Politicizing Hip Hop
Sequence #: ---- (3 Credit Hours)
Day & time: Wed 4-6:30pm
Location & room: SBS West 208
Instructor: Dr. T. Mark Montoya
Office: SBS West 226
Office Hours: M/W 9am-10:30am
Telephone: 928-523-3057
Email: t.montoya@nau.edu
Course Prerequisites:
Graduate student status
Course Description:
Politicizing Hip Hop provides the political contextualization for the growth and development of Hip
Hop culture, both within and outside the Black and Latin@ communities, with specific emphasis on
what makes Hip Hop political. This course assumes a basic level of understanding of Ethnic Studies
concepts and theories, and then asks students to engage in critical analysis of the social dynamics at
play surrounding Hip Hop. This course explores the fundamental question: Where did and does Hip
Hop emerge, and why? Students will employ theoretical concepts and lenses to better understand the
social, cultural, and political context of Hip Hop. This course can broadly be described as a (critical
race) theory course; it is grounded in Critical Race Theory and employs CRT to both understand and
critique Hip Hop. Engaging theory also forces analyses of Hip Hop vis-à-vis the perspectives and
knowledge of other intersectional theoretical stances, including but not limited to Feminism,
Borderlands Pedagogy, Post/De/Anti-Colonialism, and Abolitionism.
Is it possible to speak of Hip Hop as a subject of scholarly study, or does this very class illustrate the
argument that Hip Hop is dead? This question will help guide our examination of Hip Hop in the U.S.,
as we explore its social, political, historical, and cultural roots. We will place particular emphasis on
Black and Latin@ Hip Hop culture, to critically examine Hip Hop in relation to the intersection of race,
class, and gender. As such, this is NOT a music appreciation course. Will we appreciate Hip Hop?
Absolutely! But we will do much more than simply listen to or talk about Hip Hop music and your
Effective Fall 2012
favorite artists. We will take a CRITICAL approach to thoroughly understand the politicization of Hip
Hop. It will take MUCH MORE than a love of Hip Hop to succeed in this course.
Student Learning Outcomes:
This course is designed to introduce students to the political, historical, and cultural contexts that
gave/give rise to Hip Hop and continue to shape the evolution of Hip Hop vis-à-vis Ethnic Studies
theoretical frameworks. Through the written and oral sections of the course, students will accomplish
the following:
1. Identify and understand basic differences in theories and methodologies of Ethnic Studies through
Hip Hop
2. Critically assess the past and future of race, ethnicity, and Hip Hop in the United States
3. Investigate the social and political constructs, realities, and implications of Hip Hop through a
Critical Race theoretical perspective
4. Demonstrate through written and oral assignments a mastery of the cultural, historical, and
political contexts surrounding Hip Hop
5. Critically assess the meaning of "race" and “ethnicity” and understand their social and
historical constructions and evolution, particularly as race and ethnicity are engaged in Hip
Hop.
6. Critically assess the role of Hip Hop in messaging, disrupting, and otherwise engaging the
multiple intersections of race/ethnicity with hierarchies of power including gender, class,
sexuality, nationality, and age.
7. Critically assess Hip Hop’s role in the changing nature and evolution of racism.
In this co-convened course, the following distinctions differentiate undergraduate from graduate-level
work: Graduate students are required to engage in substantial RESEARCH. The two courses will
reflect qualitative and quantitative differences between graduate and undergraduate-level work:
Graduate students design and lead project teams, and complete an original research paper as part of
their final project. Graduate student LEARNING OUTCOMES are greater than for Undergrads, and
the degree of mastery, critical thinking, and critical writing are at a higher level. Graduate students do
individual PRESENTATIONS of original research work (plus bibliography).
Course Structure/Approach:
This course emphasizes reading, writing and discussion, and is organized through a combination of
writing assignments, participation, in-class group work, and a final project. Because this class will
use reading materials as a starting point for further analysis and discussion, it is essential that you
read all assigned materials. In addition, I encourage you to ask questions during class sessions, and
to initiate class conversation about relevant topics. Such conversation facilitates understanding and
critical thinking skills, and makes the class more interesting. This course will be divided into weekly
sections and all graded materials are designed to further your knowledge of Ethnic Studies. Finally,
each class meeting you will be required to READ/VIEW/REVIEW a variety of materials, in an effort to
help you clarify some of the key issues/themes discussed.
Effective Fall 2012
Required Textbooks and Materials:
1. Asante, Jr., M.K. 2008. It’s Bigger than Hip Hop: The Rise of the Post-Hip-Hop Generation. New
York: St. Martin’s Griffin.
2. Dyson, Michael Eric. 2007. Know What I Mean?: Reflections on Hip Hop. New York: Basic Books.
3. Forman, Murray and Mark Anthony Neal (eds). 2012. That’s the Joint: The Hip-Hop Studies
Reader, Second Edition. New York: Routledge.
4. Petchauer, Emery. 2012. Hip-Hop Culture In College Students’ Lives: Elements, Embodiment, and
Higher Edutainment. New York: Routledge.
5. Rose, Tricia. 2008. The Hip Hop Wars: What We Talk About When We Talk About Hip Hop—and
Why It Matters. New York: Basic Books.
6. Watkins, S. Craig. 2005. Hip Hop Matters: Politics, Pop Culture, and the Struggle for the Soul of a
Movement. Boston: Beacon Press.
The books are available for purchase at the NAU bookstore, off-campus bookstores, and on-line
bookstores. It is imperative that you read the required textbooks; this will provide you with a
foundation to actively participate in class discussions and will help you gain a further understanding of
the many issues we will be discussing/debating.
7. Various audio and visual “readings,” to be distributed.
Emergency Textbook Loan Program: To help students acquire the materials they need to be
successful in class, NAU has partnered with Follett to create the Emergency Textbook Loan program.
The program is administered by the LEADS Center. The program assists students with unmet
financial need in obtaining required textbook(s) and other materials for courses. Students must apply
and meet eligibility criteria before textbooks are purchased on their behalf. Textbooks must be
returned at the end of the term in which the textbooks were loaned. More information can be found
online: http://nau.edu/LEADS-Center/Textbook-Loan-Program/
Optional Materials/References:
Some of you may find the World Wide Web or the Internet useful in your research. Please keep in
mind that you must consider the reliability of the source when you cite from the Internet or Web.
Course Outline
SECTION ONE: INTRODUCTION—ETHNIC STUDIES IS THE HIP HOP OF ACADEMIA
Section 1 Required Readings
The Syllabus (all), When Race Breaks Out (Chapters 1-3 [BbLearn]), and Hip-Hop Culture in
College Students’ Lives (all)
Section 1 Calendar of Events
Week 1: Introductions, Think Piece #1 due by 1/16 (11:59PM)
Week 2: Think Piece #2 due by 1/23 (11:59PM)
SECTION TWO: EDUTAINMENT
Section 2 Required Readings
Effective Fall 2012
Hip Hop Matters (all) and That’s the Joint (Parts 1-2)
Section 2 Calendar of Events
Week 3: In-class projects, Think Piece #3 due by 1/30 (11:59PM)
Week 4: Think Piece #4 due by 2/6 (11:59PM)
Week 5: In-class projects
Week 6: Assignment #1 due by 2/21 (11:59 PM)
SECTION THREE: BEEFS, BATTLES, AND DEBATES
Section 3 Required Readings
The Hip Hop Wars, It’s Bigger than Hip Hop (all), and That’s the Joint (Parts 3-4)
Section 3 Calendar of Events
Week 7: In-class projects, Think Piece #5 due by 2/27 (11:59PM)
Week 8: Think Piece #6 due by 3/6 (11:59PM)
Week 9: In-class projects
Week 9.5: Spring Break!
Week 10: Assignment #2 due by 3/28 (11:59 PM)
SECTION FOUR: IT WAS ALL A DREAM
Section 4 Required Readings
Reflections on Hip Hop (all) and That’s the Joint (Parts 5-6)
Section 4 Calendar of Events
Week 11: In-class projects, Think Piece #7 due by 4/3 (11:59PM)
Week 12: Think Piece #8 due by 4/10 (11:59PM)
Week 13: Assignment #3 due by 4/18 (11:59 PM)
Week 14: Hip Hop Appreciation Week
SECTION FIVE: CONCLUSIONS—STRAIGHT OUTTA COLLEGE
Section 5 Required Readings
That’s the Joint (Part 7)
Section 5 Calendar of Events
Week 15: Conclusions, recommendations, and suggestions, Assignment #4 due by 5/1 (11:59
PM)
Finals Week: Final Paper due by 5/7 (11:59 PM)
Assessment of Student Learning Outcomes – Methods of Assessment
Effective Fall 2012
Think Pieces: The eight think pieces are designed to help you to think critically about Hip Hop. You
can pick a reading from class or an outside article, or you can build upon an in-class discussion or
raise a relevant issue not discussed during class, of which you will write a short critical analysis. I will
be looking for what you thought, whether you (dis)agreed, and whether you did not quite understand
something. Unlike the assignments (see below), the think pieces are much more informal. Think
pieces are to be no more than two pages, but more than half a page. All think pieces must be typed,
double spaced, with one-inch margins, and an acceptable 12-point font such as “Times New Roman.”
Like the assignments, I will grade your think-pieces based on assessing your critical reading skills;
spelling, grammar, and general readability; and your effort, thoughtfulness, and content.
Assignments: The four assignments are designed to help you to think critically about specific
questions dealing with the “roots of Hip Hop.” You will pick and answer 5 questions, which will be
posted on BbLearn at least 2 weeks prior to the respective due dates. Assignments are to be 5-8
pages. All assignments must be typed, double spaced, with one-inch margins, and an acceptable 12point font such as “Times New Roman.” I expect a few things for the assignments. I will grade your
assignments based on these “things.” First, be sure to use the texts as a guide in answering your
question. While I welcome opinions, you will need to substantiate any of your argument(s) with
citations. Cite all pertinent information from the text or from any other sources you might use, as I will
be assessing your critical reading skills. This does not mean copying and pasting from a website or
placing a long quote from the text in your paper (2 points). Second, (this should be obvious, but it still
happens) be sure to check for spelling and grammar before turning your assignment. Also, be sure
that some of the informal writing that happens in think pieces, discussions, and in emails doesn’t get
translated into sloppy work for assignments (3 points). Third, I will be also assessing the papers on
effort, thoughtfulness, and content. While seemingly subjective terms, these elements, nonetheless,
are the types of elements you know when you see them (5 points).
Research Paper: The Final Research Paper is meant to be a mini-research opportunity. Thus, you
should look to “outside” sources in writing the paper (at least 5 sources). Ideally, the paper will be on
a topic of your choosing, but should at the very least address one of the course sections or
assignments. The paper should effectively explain your topic and should make clear your research
question(s) and answers. The Final Research Paper should be about 10-12 pages in length. All
research papers must be typed double-spaced, with one-inch margins, and an acceptable 12-point
font such as “times new roman.”
Note on Turning in Think Pieces and Assignments: When submitting your work, please copy and
paste AND attach your work through BbLearn’s “Assignments” function.
Hip Hop Appreciation Week: All enrolled students are required to plan, coordinate, organize, and
attend a “Hip Hop Appreciation Week” near the end of the semester. Additionally, each student will
keep a journal and will present the information of what was learned/recommendations to the class
after Hip Hop Appreciation week.
Effective Fall 2012
In-Class Projects: This is the part of the course where we “free-style.” In-class projects will involve
creative uses of our time to explore, discuss, and deconstruct the question “what is hip hop?” This
includes, but is not limited to music reviews, art, “mix-tapes,” and other creative expressions.
Participation and Attendance: Attendance in this course is mandatory. It is vital that you attend all
classes and read all assigned materials. This will provide you with a foundation to participate in class
and help you to gain a further understanding of the issues we will be discussing and debating. Class
discussions also provide an opportunity to expand on questions raised by the readings, and to
explore other points of view and issues or experiences not covered in the readings. You can only
miss 2 classes after which, your final grade will drop a letter grade for each additional class(es)
missed. If you miss more than 2 classes, you should contact me about turning in make-up work for
both excused and unexcused absences in order to maintain your grade. Please keep in mind that
participation takes on many forms, in our class participation includes, but is not limited to active
listening, active conversation, and active inquiry.
Cultural Events: Throughout the semester I will let you know of forthcoming cultural events oncampus or in Flagstaff as I hear about them. Attendance at, with a short write-up of any event can be
used as think-piece credit and/or extra-credit. You can also find some of the events by “liking” the
NAU Ethnic Studies Program on facebook: www.facebook.com/NAUEthnicStudies. Please note that
Hip Hop Appreciation Week events will not count toward any extra credit.
Assessment of Student Learning Outcomes – Timeline for Assessment
Your grades will be posted within a week of the due-date. At that time, please email me if you have
any questions dealing with my methodology for grading or with any other questions, comments, or
concerns. I will take into consideration participation and attendance as the class progresses and
should have a sense of how things are going by mid-term.
Grading System
Grades are given as follows:
100-90 points = A
89-80 points = B
79-70 points = C
69-60 points = D
59 points or below = F
Students registered A/Pass/Fail must earn at least 70% for a grade of “Pass.” Incomplete grades will
be given only if you have passed the first half of the course, and/or are precluded from successful
completion of the course (please refer to the NAU Student Handbook). If you have any questions
about your grades, please make an appointment to see me.
Points are earned as follows:
4 Assignments = 40 points
8 Think Pieces = 10 points
Research Paper = 10 points
Hip Hop Appreciation Week = 20 points
Effective Fall 2012
Participation, Attendance, and In-Class Projects = 20 points
Total = 100 points
Course Policies
Make-up: You are expected to submit all materials on the due-date specified in the “Course Outline.”
Make-up will be given in accordance to the circumstances that caused the missed due-date. Ideally,
makeup work will be completed within one week of the assigned due-date. It is up to you to arrange
with me to turn in late work. You can also use additional assignments as extra credit, with my prior
approval. Please note that several points will be deducted for unexcused late assignments and
exams at my discretion. Also, it is solely up to you to get notes from a fellow student and to contact
me about turning in make-up work for both excused and unexcused absences. Depending on the
situation(s), the make-up work will consist of extra think-pieces and/or assignments or of your “textnotes” of the class(es) missed. Finally, no additional work will be accepted, under any circumstances,
after the end of the semester.
Attendance: Again, it is vital that you come to class. Frequent absences may result in not getting
the full amount of participation points available, except in the case of excused absences, where
make-up work will be given. Also, if you feel the need to read, talk, or study during class, make sure
it is relevant to the topics we are covering, otherwise stay at home, have some coffee, and don’t
waste my or other student’s time. In addition, please turn off all phones and other personal/mobile
equipment during class (if a phone rings, I will be allowed to answer it on your behalf). Finally, I will
not automatically “drop” you for any reason, such as frequent absences or low grades. It is solely up
to you to decide if you want to withdraw. I am willing to assist you in any way if a problem should
arise.
Statement on plagiarism and cheating: I will not tolerate cheating of any kind. Cheating and
plagiarism will result in automatic failure of the course. In your papers, you must cite each reference
and direct quotes. If you are not sure how to cite sources, please see me.
Statement on extreme cases of communicable illness: While class attendance is required per the
above stated policy, please be cautious about attending class if you are feeling ill. Please inform me
by phone or email if you are feeling unwell; if you are experiencing flu-like symptoms, you should not
attend class; please take precautions not to infect others, and seek medical attention if your
symptoms worsen. To learn more about H1N1, including symptoms and prevention tips, visit:
www.nau.edu/flu
Offensive materials: While the course does not intend in any way to offend, you may be required to
listen to, view, and analyze offensive materials (including language and imagery that is obscene,
sexist, homophobic, and/or racist, and descriptions of sexual conduct and violence). The opinions of
the artists whom created this offensive material should in no way be reflective of the professor, of the
Ethnic Studies Program, or of Northern Arizona University. Students who are unwilling to “read” and
think critically about such material are encouraged to drop the course.
Effective Fall 2012
Other: Please note that the syllabus is subject to change and discussion. Major changes will come
with at least one week warning in class in the form of a written addendum on BbLearn. Note that all
electronic readings will be placed within BbLearn. Finally, because topics in this class can and
probably will be controversial, I expect that we will all show courtesy towards others and to other
points of view.
University Policies
Safe Environment Policy:
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault,
and discrimination and harassment on the basis of sex, race, color, age, national origin, religion,
sexual orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation
of any kind as a result of making a complaint under the policy or participating in an investigation is
also prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves
as the university’s compliance officer for affirmative action, civil rights, and Title IX, and is the
ADA/504 Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of
this policy from the college dean’s office or from the NAU’s Affirmative Action
website nau.edu/diversity/.
If you have questions or concerns about this policy, it is important that you contact the departmental
chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action
(928) 523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or aaeo@nau.edu.
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 928-523-8747 (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).
Academic Contact Hour Policy:
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
Academic Integrity:
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
Effective Fall 2012
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their
peers. Individual students and faculty members are responsible for identifying potential violations of
the university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy. The complete policy is in Appendix G
of NAU's Student Handbook.
Research Integrity:
The Responsible Conduct of Research policy is intended to insure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
information on the policy and the training activities required for personnel and students conducting
research, at NAU, visit:http://nau.edu/Research/Compliance/Research-Integrity/.
Sensitive Course Materials:
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.
Classroom Disruption Policy:
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
complete classroom disruption policy is in Appendices of NAU’s Student Handbook .
Effective Summer 2014
Approved UCC – 1/28/14
Approved UGC – 2/12/14
Effective Fall 2012
Additional References: Please see also NAU’s Student Handbook for additional information at
http://home.nau.edu/studentlife/handbook.asp
Successful university students take advantage of services and resources designed to boost
learning and achievement. NAU recommends that you begin with:
 Supplemental Instruction: http://nau.edu/Student-Learning-Centers/SupplementalInstruction/ Attendance at these course specific sessions has proven to increase grades and
reduce D’s and F’s.
 Student Learning Centers: http://nau.edu/Student-Learning-Centers/ Free drop-in, online,
and individual tutoring appointments for math, writing, and over 100 other courses.
 ResourceConnect: http://nau.edu/University-College/Student-Resources/ResourceConnect/ is your online central navigation point for all NAU student resources
 GPS http://nau.edu/University-College/GPS/Students/Grade-Performance-Status/ to send
positive and constructive messages to students in your class about their
performance
 Action Center: http://nau.edu/University-College/Action-Center/ provide messages to keep
you academically ontrack – when you get a message take action!
Effective Fall 2012