LIBERAL STUDIES PROPOSAL/DELETION FORM
CHECK THE APPROPRIATE BOX(ES)
Distribution Blocks
This is a new course that I want to offer for Liberal Studies Distribution Block credit.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved for liberal studies Distribution Block
credit, but I would like for it to be considered for the next catalog year.
This course is already approved for liberal studies Distribution Block credit, but I would like to
realign it with the liberal studies changes that took affect in fall 2007.
This course is already approved for liberal studies Distribution Block credit, but I would like to
make substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved for liberal studies Distribution Block credit, but I would like to
delete it from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Junior Level Writing
This is a new course that I want to offer as a Junior Level Writing course.
A UCC New Course Proposal Form must also be submitted to the UCC.
This is an existing course that is not currently approved as a Junior Level Writing course, but I
would like for it to be considered for the next catalog year.
This course is already approved as a Junior Level Writing course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Junior Level Writing course, but I would like to delete it
from the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Senior Capstone
This is a new course that I want to offer as a Senior Capstone.
A UCC New Course Proposal Form must also be submitted to the UCC.
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This is an existing course that is not currently approved as a Senior Capstone course, but I would
like for it to be considered for the next catalog year.
This course is already approved as a Senior Capstone course, but I would like to make
substantial changes to the syllabus, so I am submitting it for re-approval.
Provide details about the change(s) here or on the attached syllabus.
A UCC Course Change Proposal Form may also need to be submitted to the UCC.
This course is already approved as a Senior Capstone course, but I would like to delete it from
the list of approved courses.
If the course is to be deleted from the catalog a UCC Course Deletion Form also must be
submitted to the UCC
Other. Please explain.
PROVIDE THE FOLLOWING INFORMATION
Course subject/catalog number:
Course title:
LAN 450C
Capstone Seminar
Department chair name, phone, email:
Joseph.Collentine@nau.edu
College contact name, phone, email:
523-7791
SELECT ONE DISTRIBUTION BLOCK
If a topics course, must apply to ALL sections.
Aesthetic and Humanistic Inquiry
Cultural Understanding
Science/Applied Science
Social and Political Worlds
SELECT ONE ESSENTIAL SKILL TO BE ASSESSED
Critical Thinking
Effective Writing
Scientific Reasoning
Is this a topics course?
Effective Oral Communication
Quantitative Reasoning
yes
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no
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Approvals:
Department chair: _______________________________________________
Department curriculum committee chair: ______________________________
Dean of college: __________________________________________________
When completed, please save this proposal (with the syllabus pasted below) as
a .doc file and email it as an attachment to shelly.pleasants@nau.edu. Please
also send a hard copy, complete with signatures, to Shelly Pleasants at NAU
Box 4122.
_____________________________________________________________________
Date __________
For Liberal Studies Committee
Approved as submitted
Approved as modified
Date __________
For University Curriculum Committee
Approved as submitted
Approved as modified
_____________________________________________________________________
The syllabus below represents a master syllabus, which means that it reflects
elements common among all sections of this course.
For topics courses, the syllabus below identifies the student learning outcomes
that will be found in all topic syllabi, and also explains by what methods
student learning outcomes will be assessed in all topic syllabi offered under this course number.
Click here for a syllabus template.
COURSE SYLLABUS – APPROVED FORMAT
General Information
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College of Arts and Letter, Department of Modern Languages
LAN 450C Capstone Seminar
Spring semester
3 credit hours
Office and office hours t. b. a. The course will be team-taught by a primary instructor,
responsible for class organization and supervision of the work done in English and in
one target language (FRE or GER), and by a secondary instructor who serves as
target-language advisor in the other language.
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Course prerequisites
FRE 303W, FRE 304W, GER 304W or GER 350W
Course description
LAN 450C is the capstone course for the revised BA in Modern Languages (under review as of the
completion of this syllabus). Students in the LAN Capstone class are required to pursue a project in their
target-language that methodologically builds on their field of study such as literature, language, film,
linguistics, or culture studies, and also integrates expertise from their other majors or minors and
professional interests. In addition, the project will address the three program learning outcomes for the
BA Modern Languages. Students will choose their individual project in consultation with the instructor of
the course and their target-language advisor. Projects will require research, a written presentation in the
form of an academic paper in the target-language, and a public oral presentation in English. The capstone
seminar focuses on research along with target-language reading and writing proficiencies.
Student Learning Expectations/Outcomes for this Course
As a capstone experience, this course requires you to demonstrate understanding of core concepts within
the Modern Lanyuages degree in your subplan language of either French or German. Additionally,
students will demonstrate advanced research skills. They will demonstrate that they can identify,
understand, analyse, and critically apply knowledge gained from various sources to a new project.
Students’ projects will directly address all program learning outcomes for the BA Modern Languages:
1. Understand the cultural, political and artistic interconnectedness of the cultures of the targetlanguage-speaking populations on a global scale and demonstrate transcultural and translingual
competence.
2. Analyze the socio-historical context, language, themes, and structure of literary, visual, and
cultural texts of the target language and reflect upon the nature and consequences of diversity and
on how it is represented in these texts.
3. Recognize, investigate, and produce target-language written or oral discourse communicating
findings about historical, environmental, ethnic, and other related contemporary issues important
to life in the target-language-speaking countries.
Liberal studies essential skills: critical thinking and effective writing
Course structure/approach
The course will be divided into three phases. I. During Phase One, students identify and refine a research
topic. They also present the topic, their methodology, and their main resources to the other members of
the class for peer feedback. In addition, students reflect on the meaning of their project for their future
academic or professional career. II. During Phase Two, students conduct their research under the
guidance of the capstone instructor and their target-language advisor. Students present drafts of their work
on a bi-weekly basis. III. During Phase Three, students prepare the written paper in the target language
and present their project in a public forum in English.
Textbook and required materials
Reading materials and other resources will depend on the student’s target language and topic of the
research paper. Students will develop an annotated bibliography in consultation with the instructor and/or
target-language advisor.
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Course outline
Phase I
The primary instructor will be joined by the target-language advisor from the other language.
Together they will introduce students to the principles of the capstone course and facilitate student
reflection on developing their individual research projects.
Week 1
Introduction to the course.
Week 2
Students present a research proposal to the class. It will address the following questions:
How did the project grow out of the student’s previous course work? How did their study abroad
experience shape the topic? In what way does the project address the program learning outcomes?
How will this project relate to the student’s future career? How will the student pursue the project
(resources, timeline)?
Students receive feedback from the class and the two instructors.
Week 3
Students submit a 3-page written proposal for their project. It will include an annotated
bibliography of the main resources.
Phase II
Students work on their projects. Students meet with the instructor and target-language advisor
individually, as needed but at least bi-weekly. Students meet with their target-language peer group
for a discussion of their progress.
Weeks 4-10
Phase III
Students present their project in two forms and two languages: In written form in their targetlanguage of study and as an oral presentation at a public symposium in English.
Week 11
Draft 1 of written paper due. Peer review within target-language groups.
Weeks 12-14
Public presentation of research project: at undergraduate research symposium or at departmental
symposium/end of year reception. Lower division students and new majors and minors attend
presentations and receive extra credit in their courses for attending. 300-level students integrate
the presentation topic into a review essay of the symposium.
Week 13
Final draft of written paper due.
Week 14
Week 15
Class meets to discuss research projects and presentations. Students prepare a 3-page reflective
essay on their course of study and the capstone experience.
Finals Week
Student Portfolio due at the end of the final exam time for the course. The portfolio will include:
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The research project proposal (in English), a working journal of their project’s progress (in target
language), the main research paper (in target language), including peer review feedback, and the
reflective essay on the capstone project (in English).
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Assessment of Student Learning Outcomes
a. Methods of Assessment
I. Students will prepare several short written assignments and a longer research paper that demonstrates
their advanced-level writing skills in the target language. Students will demonstrate through their written
work that they have acquired the skills and abilities assessed through rubrics I and II. In addition, the
public oral presentation will be assessed using the rubrics III. (see below)
b. Timeline for Assessment
Week 2
Week 3
Weeks 11 + 13
Weeks 12 – 14
Week 15
Finals Week
Oral in-class presentation of research proposal (in English)
Written research proposal (in English)
Research paper (in 2 drafts) (in target language)
Public presentation of research (in English)
Working journal (in target language), reflective essay
Portfolio
c. Grading System
Attendance and Participation
Research proposal
Research paper
student’s paper)
Public presentation
Working journal
Reflective essay
Total
d. Grading Scale
10%
10%
45% (incl. 5% for first draft, 5% for peer review of other
15%
10%
10%
100%
90-100%
80-89%
70-79%
60-69%
below 60%
A
B
C
D
F
Course policy: Attendance is mandatory and missed classes or meetings will result in a lower
participation grade.
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 (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
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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 928523-8747 (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).
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.”
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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.”
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