Approved Liberal Studies Committee 1.26.16
LIBERAL STUDIES PROPOSAL/DELETION FORM
Course: POS 220
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 change effective beginning of what term and year? (ex. Spring 2009, Summer 2009):
Fall 2016
Course subject/catalog number: POS 220
Course title: FEDERAL AND ARIZONA CONSTITUTION
Department chair name, phone, email:
Lori Poloni-Staudinger, 3-6546, Lori.Poloni-Staudinger@nau.edu
College contact name, phone, email:
William H. Huffman, 3-9508, William.Huffman@nau.edu
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
Scientific Inquiry
Effective Writing
Effective Oral Communication
Quantitative Reasoning
Is this a topics course?
yes
no
Is this course cross listed?
yes
no
If so, with which other course? _______________
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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 stuart.galland@nau.edu. Please
also send a hard copy, complete with signatures, to Stuart Galland at NAU
Box 4091.
_____________________________________________________________________
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.
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Liberal Studies Course Syllabus
Northern Arizona University
Department of Politics & International Affairs
POS 220: Federal and State Constitution
(Revised 1/22/2016)
General Information
 College of Social & Behavior Science, Department of Politics and International Affairs
 POS 220: Federal and State Constitution
 [Semester in which course will be offered]
 3 credit hours, Letter grade only
 Instructor’s name
 Office address
 Office hours
Course Description
Basic course in the national and Arizona government designed to meet the requirements for state
teacher certification. Not available for credit to political science majors or minors.
Liberal Studies Information
Through this course, students will study the emergence of the American
political regime and major changes that have occurred. The concept of
federalism, the organization of the three branches of the American national
government, and the power relationship between the federal and state
governments will be analyzed. The structure and functions of political parties
and interest groups as vehicles of interest articulation as well as the various
forms of participation in the democratic process will be explored. Through
this examination, students will evaluate the relative success and effectiveness
of the American political institutions in fulfilling the goals of a diverse,
multicultural society.
This is a Liberal Studies course in the Social and Political Worlds
distribution block. The mission of the Liberal Studies Program at Northern
Arizona University is to prepare students to live responsible, productive, and
creative lives as citizens of a dramatically changing world. To accomplish the
mission of Liberal Studies, Northern Arizona University provides a program
that challenges students to gain a deeper understanding of the natural
environment and the world’s peoples, to explore the traditions and legacies
that have created the dynamics and tensions that shape the world, to examine
their potential contributions to society, and thus to better determine their
own places in that world.
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Through the program students acquire a broad range of knowledge and
develop essential skills for professional success and life beyond graduation. In
addition to discipline specific skills, this course will emphasize critical
thinking, an essential skill defined in the University’s Liberal Studies
Program.
Student Learning Expectations/Outcomes for this Course
Upon successful completion of this course, students will be able to:

Describe the emergence of the American political regime and its major changes over
time. (Distribution Block: Social and Political Worlds)

Analyze the concept of federalism and the power relationship between the federal and
state governments. (Distribution Block: Social and Political Worlds; Essential Skill:
Critical Thinking)

Identify the structure and functions of political parties and interest groups as vehicles of
interest articulation and participation in the democratic process. (Distribution Block:
Social and Political Worlds)

Think critically about the effectiveness of various forms of political participation such as
elections and voting, citizen-lobbying, non-violent protest, and media/Internet advocacy.
(Distribution Block: Social and Political Worlds; Essential Skill: Critical Thinking)

Identify the structure and functions of the legislative, executive and judicial branches of
the American national government. (Distribution Block: Social and Political Worlds)

Evaluate the relative success and effectiveness of American political institutions in
fulfilling the goals of a diverse, multicultural society. (Distribution Block: Social and
Political Worlds; Essential Skill: Critical Thinking)
Assessment of Student Learning Outcomes
Methods of Assessment:
Quizzes and Examinations will be used to assess content knowledge related to the Liberal
Studies Social and Political Worlds Distribution Block.
Online Discussions [and the Library Assignment] will be used to assess content knowledge as
well as the Liberal Studies Essential Skill of Critical Thinking. In the Course Outline section
below under the Discussion Forum header, a rubric is provided that outlines expectations related
to responses that address both content knowledge as well as the creative thinking, critical
thinking, and/or analysis.
Timeline for Assessment:
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The content objectives and Liberal Studies Essential Skill of Critical Thinking is assessed
throughout the course. A schedule of assignments is listed below in the Course Outline section.
Course Structure/Approach
This course is delivered online and requires students to engage with readings, critical analysis of
those readings, and demonstrate comprehension through quizzes and examinations. Students are
also required to demonstrate their analysis of the content and objectives as well as
communication skills through asynchronous discussions.
Textbook and Required Materials
The following 2 books are required and are available at the NAU bookstore:
Ginsberg, Lowi, Weir, and Spitzer. (2012). We the People. 9th Essentials Edition, W.W. Norton
& Company, Inc. ISBN # 978-0-393-92110-6
The text has a free associated student web page with many learning materials for your use.
Take advantage of it. The URL is http://www.wwnorton.com/college/polisci/we-thepeople9/essentials/welcome.aspx
This textbook is available as an e-book, ISBN# 9780393904536
Understanding the Arizona Constitution by Toni McClory published by University of Arizona
Press, 2nd edition (August 26, 2010) ISBN - 13: 978-081659445. This book is required.
Recommended Optional Materials/References
You may also want to keep current with national affairs by reading a newspaper such as the New
York Times or the Washington Post.
Useful web sites for this course include the following:
Commission on Presidential Debates- Information on presidential debates, election issues,
candidate platforms, and online voter education. Also includes the debate dates.
www.debates.org
Harvard University—John F. Kennedy School of Government- A project to study voter
involvement and invigorate the American electoral process. www.vanishingvoter.org
Project Vote Smart- Presidential Candidate Information (biographical information, voting
records, etc.). Great resource for congressional and state legislative races. www.vote-smart.org
Politics1. A guide to U.S. political parties and party organizations, including information on
small and most obscure political parties. http://www.politics1.com/parties.htm
Additional sources and government sites can be found in the NAU Library.
Course Outline
INSTRUCTIONAL PLAN: How Your Final Grade will be Determined
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Assignments Required and Weight of Each in Determining Final Grade:
13 Quizzes, 10 points each
130 Points
Three Exams, 100 points each
300 points
Discussion Questions (15 questions, 20 points each)
300 points
Attendance
30 points
Library Assignment
40 points
Total points possible:
800 points possible
Final Grade will be based on the following Grade Scale:
A
B
C
D
F
= 90 to 100 percent
= 80-89
= 70-79
= 60-69
= 59 and below
720-800 total points earned
640-719
560-639
480-559
479 and below
Quizzes and Exams
Quizzes are 5 multiple choice questions, worth 2 points each. You will have 10 minutes to
complete each quiz. Quizzes are open book. Quizzes must be completed in one sitting; the timer
will automatically close the quiz after 15 minutes. Each quiz can be taken two times. Your
higher score for each quiz will be used to calculate your final grade.
Exams will be multiple choice questions, randomly chosen from the test bank. There will be 50
multiple choice questions, worth two points each, on each exam. Exam 1 covers chapters 1-7 of
We the People; exam 2, chapters 8-14 of We the People; and exam 3, the Arizona Constitution
text. You will have 75 minutes to complete each exam. Exams are open book; I suggest that you
create a set of notes for yourself before beginning the exam. Exams must be completed in one
sitting; the timer will automatically close the exam after 75 minutes. You may take each exam 2
times; your higher score will be used to calculate your final course grade. The test questions are
randomly selected from the test bank, so it is unlikely that you will receive the same questions on
each of the two attempts.
Format for Discussion Posts: Discussion forum posts are not required to follow APA
formatting.
Discussion Forums
You are required to engage in the weekly discussion forums, which will focus on that week’s
topics. Each week, two discussion questions will be posted. You are required to respond to each
question with an initial response that is at 300-400 words. Your initial responses are to be posted
by 11:59 p.m. Maximum score for each discussion forum is 20 points.
You are also required to comment/respond to at least two other students’ posts by 11:59 p.m. on
Sunday of each week. Late initial responses will be counted (with late point deductions);
however responses to others posted after the end of the week will not count. Your responses to
other students are to be at least 100 words. Below are some suggestions for possible responses to
other students.
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What did you learn from your classmate's posting?
What additional questions do you have after reading the posting?
What clarification do you need regarding the posting?
What differences or similarities do you see between your posting and other classmates'
postings?
Discussion Forum participation will be evaluated on the following rubric (maximum possible
score of 20 points per week):
Evaluation
Description
Shows critical and/or creative thinking and knowledge of all required readings.
Superior
18-20 points Every paragraph integrates evidence from three or more sources. Makes a critical
(evaluative) analysis; links ideas presented directly to primary sources or other
evidence. Superior work incorporates direct quotations from at least three
different primary sources. Meets minimum length requirement of 200 words for
initial posting and includes citations to quoted documents. It is critical for all
work that is not your intellectual property to be appropriately cited.
Responded to two or more posts from other students. Correct grammar and
spelling are evident. You must include a reference to earn 20 points.
Exhibits good insights and/or understanding, argues using relevant evidence:
Good
16-17 points Perhaps relates the issue to prior material, offers comparisons or relates course
material to outside world or to another Week.
Largely Informational, not analytical or interpretive. Does not integrate several
Average
14-15 points sources into each paragraph. Repeats basic, correct information but does not link
ideas to the primary sources nor provide critical analysis of evidence. Responded
to only two other students’ responses. Minimal spelling or grammatical errors or
incorrect APA citation formatting.
Below
Average
12-13 points
Failing
11 points
and below
Minimal, needs much work: Seemingly neither understanding of nor engagement
with the issues. Responded to only one other student’s response.
No Credit
Did not submit the assignment or submitted late.
Little or no evidence of having done the reading. Major lapses in many rubric
areas. Did not respond to other students. Spelling or grammatical errors or
incorrect APA citation formatting.
Library Assignment
40 points possible
Write a paper of 700-900 words summarizing the governing structure of an educational system
that interests you. For example, the Coconino K-12 system, Winslow School District, etc. You
may choose a K-12 system or a college/university. You will be submitting your paper on the
class Blackboard site.
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In your paper, include the following items:
1. Tell me why you chose the educational system that you did.
2. Describe the size of the educational system (number of students, number of faculty, and
student/faculty ratio), how many staff people?
3. What is the size of the facility? (How many buildings, land, etc.)
4. How is the system governed (a Board of Governors, School Board)
a. How many people are there in the governing system
b. How are they chosen (elected or appointed?)?
c. Who is the head administrator?
5. What is the size of the yearly budget of the system? How is it spent? (How much for
faculty and staff, how much for supplies, etc.) Percentages are fine.
6. Provide any other information that you feel is important or relevant.
7. Do you think that the system is set up to operate efficiently and effectively? Does the
system provide for input from the community? What changes or suggestions might you
make?
COURSE CALENDAR AND SCHEDULE OF ASSIGNMENTS:
Check Announcements in Blackboard for details, clarifications, and/or changes to assignments.
Week 1
Week 2
Week 3
Week 4
Week 5
Introduction
Review syllabus and course requirements
Ginsberg Ch 1: American Political Culture
Discussion Question 1 Online
Quiz 1 on Ch. 1 Online
[Martin Luther King, Jr. Day]
NO CLASS
Ginsberg Ch 2: The Founding and the Constitution
Note that [date] is the last day to drop/ delete a class without the class
appearing on students' transcripts
Discussion Question 2 Online
Quiz 2 on Ch. 2 Online
Library Assignment
Ginsberg ch 3: Federalism
Discussion Question 3 Online
Quiz 3 on Ch 3 Online
Ginsberg Ch 4: Civil Liberties and Civil Rights
Discussion Question 4 Online
Quiz 4 on Ch 4 Online
Ginsberg Ch 5: Public Opinion
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Week 6
Week 7
Week 8
Week 10
Week 11
Week 12
Ginsberg Ch. 6: The Media
Discussion Question 5 Online
Quiz 5 on Chs 5 and 6
Ch 7: Political Parties, Participation, and Elections
Continue.
Discussion Question 6 Online
Mid-term I Ginsberg Chs 1-7
The exams will be taken online will have a time limit of 75 minutes. There are
50 multiple choice questions on the exam, worth 2 points each. You will have
two attempts to take the exam; the highest score will be used to calculate your
final grade. The questions will be randomly chosen from the test bank, so it is
unlikely that you will see the same question on both tests. You are not required
to take the test two times; that is your choice.
The online exam will open at 5 p.m. on [date] and close at 11:59 p.m. on
[date] (Arizona time). The exam must be completed in one sitting and will
automatically close after 75 minutes.
Ch 8: Interest Groups
Ginsberg Ch 9: Congress
Discussion Question 7 Online
Quiz 6 on Chs 8 and 9
Ginsberg Ch 10: The Presidency
Ch 11: Bureaucracy
Discussion Question 8 Online
Quiz 7 on ch 10
Ch 11, cont
Ch 12: the Federal Courts
Discussion Question 9 Online
Quiz 8 on Chs 11 and 12
[SPRING BREAK—NO CLASS]
Ginsberg Ch 13 Domestic Policy
Cont.
Discussion Question 10 Online
Quiz 9 on ch 13
Ginsberg Ch 14: Foreign Policy
Continue
Discussion Question 11
Mid-term II, Ginsberg, Chapters 8-14
The exams taken online will have a time limit of 75 minutes. There are 50
questions, worth 2 points each. You will have two attempts to take the exam;
the highest score will be used to calculate your final grade. The questions will
be randomly chosen from the test bank, so it is unlikely that you will see the
same question on both tests. You are not required to take the test two times;
that is your choice.
The online exam will open at 5 p.m. on March 11 and close at 11:59 p.m. on
Saturday, March 15 (Arizona time). The exam must be completed in one
sitting and will automatically close after 75 minutes.
McClory ch 1
McClory Ch 2
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Week 13
Week 14
Week 15
Finals Week
Discussion Question 12
Quiz 10 on McClory Chs 1 and 2
McClory Ch 3
McClory Ch 4
Discussion Question 13 Online
Quiz 11 on McClory Chs 3 and 4
McClory Ch 5
McClory Ch 6
Discussion Question 14 Online
Quiz 12 on McClory Chs 4 and 5
McClory Ch 6
McClory Ch 7
Discussion Question 15
Quiz 13 on McClory Chs. 6 and 7
Final Exam will be online and is due by May 7, 11:59 p.m. The exam is open
book. There are 50 questions on the exam, worth 2 points each.
The exam has a time limit of 75 minutes. There are 50 multiple choice
questions, worth 2 points each. The test covers the McClory text only. You
will have two attempts to take the exam; the highest score will be used to
calculate your final grade. The questions will be randomly chosen from the test
bank, so it is unlikely that you will see the same questions on both tests. You
are not required to take the test two times; that is your choice.
The online exam will open at 12:01 a.m. on [date] and close at 11:59 p.m.
on [date]. The exam must be completed in one sitting and will automatically
close after 75 minutes.
Course Policies
GENERAL COLLEGE POLICIES:
Week Attendance and Withdrawal: Attendance and engagement in the learning process are
critical factors in determining students’ success in their courses. NAU students are expected to
attend all sessions of courses in which they are enrolled, and are responsible for all material
presented in these courses.
A student who misses more than twice the number of weekly meetings of the Week (or the
equivalent in short-term courses) may be withdrawn from the course by the instructor. Students
who are withdrawn for poor attendance will receive a grade of W. Faculty may issue a
withdrawal through the first 90% of the semester (14th week or equivalent in short-term Weekes).
After the 90% period a student may not withdraw or be withdrawn.
In an internet-based distance learning course, a student is considered to have missed the
equivalent of more than twice the number of weekly meetings of a traditional Weekroom course
in a consecutive two-week period if there has been no participation by the student in the Week
through submission of assignments, participation in discussion forums or contact with the
Instructor in any way during the period.
Students will not be graded on attendance; however, students will be graded on participation.
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Student Responsibilities
 Students are solely responsible for their work and for making sure that their work represents
their own honest efforts to meet the goals of the course.
 They are responsible for learning and following the policies and expectations of the college
and for understanding the consequences of actions that violate the policy on academic
honesty.
 They are responsible for showing that the work they present is theirs in whatever ways are
deemed appropriate by the faculty for the course.
Faculty responsibilities
 Faculty members are responsible for demonstrating academic honesty in their work.
 They are responsible for making their expectations related to academic honesty clear to their
courses including which activities and resources are allowed and the consequences for
violations in their courses.
Academic Honesty Violations: Violations of the academic honesty policy include any actions
that attempt to gain academic credit for work that does not represent the student’s own efforts
and knowledge. They include, but are not limited to the following situations and examples:







Plagiarizing –
o Using the ideas or words of others without appropriate quotation and documentation that
acknowledges the source or sources -- in other words, presenting someone else’s work as
one’s own.
o Copying, exact words, phrases or sentences without quoting and giving credit to the
source.
o Using a paraphrased version of the opinions, work, or ideas of others without giving
credit.
o The wrongful appropriation of all or part of someone else’s literary, artistic, musical,
mechanical, or computer-based work.
Copying all or part of an assignment, (a research paper, lab report, or workbook) from
another person or resource and presenting it as your own work.
Purchasing an assignment and submitting it as your own work.
Falsifying or inventing information, data or research material. Altering or forging records or
submitting false records as part of course work or making false statements, excuses, or claims
to gain academic credit or influence grading.
Listing sources that you never consulted.
Gaining unauthorized access to another person’s or the College’s computer system or
tampering with or copying programs, files, data or access codes associated with coursework.
Tampering with or damaging the work of others or preventing others from completing their
own assignments.
Consequences of Violations: When a faculty member believes that a student has committed acts
that violate the academic honesty policy, he or she will advise the student of the offense and the
penalty imposed. A faculty member may apply one of the following penalties:

A written warning, with the requirement that the assignment be redone within the instructor’s
specified time.
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

A failing grade for the assignment or test.
An “F” grade for the course.
INSTRUCTOR SPECIFIC POLICIES:
Consequences of Late Work or Missed Assignments:
Assignment details and due dates can be found in the Course Syllabus that is posted on the
Blackboard course site. Points will be deducted from assignments that are submitted late at the
rate of 5 percent per day late. Late assignments will not be accepted after 7 days.
Online courses are designed to give you some flexibility in your ability to access course content,
submit assignments, and interact with your instructor and fellow students. However, these
courses are not self-paced. You are expected to fully participate in all Week activities, and to
submit all assignments by their due dates.
Netiquette: is the etiquette for electronic communications via email, threaded discussions on
bulletin boards and online chats. This ensures that all students are being considerate of others,
their time and opinions. Listed below are guidelines regarding personal conduct in your virtual
Class communications:
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
Responses to other students should address the ideas or work submitted not the
person.
Being respectful is essential. Be understanding of diverse opinions, life experiences,
cultures and backgrounds.
Be mindful this is educational communication.
Be cautious in using sarcasm or humor which may be misunderstood in online
communications.
Messages can express opinions and personal experiences but be concise. Using all
capital letters is appropriate for distinguishing a heading or relevant topic but is also
viewed as shouting online.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
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, 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 Equity and Access Office (EAO) serves as the university’s compliance
officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator.
EAO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from NAU’s Equity and Access Office 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 (928523-5181), or NAU’s Equity and Access Office (928) 523-3312 (voice), (928) 523-9977
(fax), (928) 523-1006 (TTD) or equityandaccess@nau.edu.
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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 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 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.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure 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
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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.
August 25, 2015
042811 Liberal Studies Proposal Form
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