UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: ANT 410
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Social and Behavioral Sciences
4. Academic Unit:
3
Anthropology
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Upon completion of the course the student will be able to:
1. Identify human skeletal material
2. Assess basic demographic parameters in human skeletal material (e.g., sex, age, ancestry, stature,
osteometrics)
3. Evaluate the best measures to take for determining identity when confronted with fragmentary skeletal
material
4. Define the concepts and processes of paleopathology and bone biology
5. Identify how the human skeleton works within a biocultural context through readings of the primary
literature in bioarchaeology, forensic anthropology, and Native American Graves Protection Repatriation
Act (NAGPRA)
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 has been taught two times as a topics course very successfully.
This new course is important to the four-field biocultural context of NAU’s Anthropology Department and will
serve varied undergraduate and graduate student populations at NAU. Anthropology undergrads and
graduates will find this class meets the needs of those who wish to go on for applied work (NAGPRA, forensic
anthropology), anthropological research (bioarchaeology), and cultural resource management (archaeologists).
Additionally, nursing and biology students who wish to understand how the skeletal system is impacted by
culture, society, gender roles, nutrition, genetics, and pathology will be able to take this class (the BIO
prerequisite is within their majors). Human Osteology fulfills several of the department’s undergraduate
learning objectives (as of April 2009), such as: 1) identifying basic methods employed in (biological)
anthropology; 2) synthesizing and discussing anthropological theory and contextualizing contemporary
anthropological thought (through an examination of the human skeleton through an anthropological lens); and
3) helping students participate in projects where anthropological concepts, theories, and skills are used to
address modern day challenges (through an examination of forensic anthropology).
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
Fall 2013
8. Long course title: Human Osteology
(max 100 characters including spaces)
9. Short course title: Human Osteology
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course provides an anthropological introduction to the concepts and methods used in the
analysis of human skeletal remains from forensic and archaeological contexts. In a hands-on context,
students will be able to identify and assess human skeletal remains. Students will be expected to
discuss and evaluate academic materials that discuss NAGPRA, forensic anthropology, and
bioarchaeology.
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.
BIO 201 and 202: Human Anatomy and Physiology I and II. These BIO courses, however, only spend
approximately 2-3 days on bone material and do not discuss the skeleton with reference to forensic or
archaeological applications or paleopathology. This new course does not overlap with either BIO
class greater than 20%. (See email from Dr. Watwood)
13. Will this course impact any other academic unit’s enrollment or plan(s)?
If yes, include a letter of response from each impacted academic unit.
14. Grading option:
Letter grade
Yes
Pass/Fail
No
Both
15. Co-convened with:
N/A
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:
N/A
(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?
Yes
No
Yes
No
18. Prerequisites:
ANT 101 or BIO 181
If prerequisites, include the rationale for the prerequisites.
Students in this 400 level class need an introduction to evolution and biology so that they may better
understand the class material. Anthropology 101 is an introduction to the field of biological
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
anthropology and is one of our required classes within the major; Biology 181 is an introduction to the
field of biology and is a required class within the Biology and Nursing majors.
19. Co requisites:
N/A
If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
21. Names of the current faculty qualified to teach this course:
No
Corina Kellner - SBS:
Anthropology, Asst. Professor
Kimberly Spurr - SBS:
Anthropology, Adjunct Professor
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
23. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
Reviewed by Curriculum Process Associate
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/ECCC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
No
No
From: Maribeth Watwood
Sent: Wednesday, January 09, 2013 1:05 PM
To: Corina M Kellner
Subject: Re: Human Osteology Class
This will be fine with us. Thanks for checking and good luck!
Maribeth Watwood, Ph.D.
Chair, Department of Biological Sciences Northern Arizona University Flagstaff, Arizona 86011-5640
928-523-9322
On Jan 8, 2013, at 5:31 PM, "Corina M Kellner" <Corina.Kellner@nau.edu> wrote:
Dear Dr. Watwood,
I am proposing a new course in Anthropology - Human Osteology. This is my specialty and I have taught it as a 499 class twice at NAU. I have
attached a syllabus to this email. I understand that the Bio dept. offers two classes in Human Anatomy and there is some overlap. In fact, I usually
send my majors to take your classes if they want to pursue a graduate degree in Biological Anthropology. From my conversations with students and
in perusing various Anatomy syllabi, I see that the skeletal system takes up about two weeks in these classes. As my entire class is about skeletal
remains and the biocultural context in which archaeologists and forensic anthropologists find them, I believe that my class is a good complement,
rather than an overlap, to your Anatomy classes. In fact, I would welcome Bio majors/minors and grads (it is a 400 level class) to take this class.
If you think this class is worthy of an endorsement from your department and creates no overlap or conflict, please contact me.
Corina M. Kellner, Ph.D.
Assistant Professor
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
ANT 410: Human Osteology (3 units)
(Fall 2013)
Tuesdays and Thursdays 9:35-10:50am
Instructor: Corina M. Kellner
Phone: 928-523-6574
Office: Building 49, Room 1A
E-Mail: corina.kellner@nau.edu
Office Hours: T, Th 11am – 1 pm
Classroom: Paleodiet Lab, Building 49, Room 6
COURSE PREREQUISITES
ANT 101 (Humankind Emerging) or BIO 181 (Unity of Life I: Life of the Cell) are prerequisites to this class.
These classes give you a solid foundation in biological principles to help you understand the human skeleton.
COURSE DESCRIPTION
Osteology is the study of the skeleton. This course provides an anthropological introduction to the concepts and
methods used in the analysis of human skeletal remains from forensic and archaeological contexts. In a handson context, students will be able to identify, assess, and characterize human skeletal remains within a
biocultural context.
Please be aware that this class requires that you handle real human remains. Comprehensive knowledge of the
human skeleton is central to reconstructing the anatomy, demography, health and evolution of past
populations because most archaeological evidence is derived from preserved skeletal and dental remains. The
primary goal of this course is the identification of human skeletal remains. This course is designed to train
students in the basic analysis and interpretation of human skeletal remains, primarily those derived from
prehistoric archaeological contexts. Methods for human skeletal identification, metric and observational
description of skeletal variation and the analysis and presentation of research results will be introduced. You
will be capable of preliminary estimations of age, sex, race and stature of individual specimens. The majority of
this class will be devoted to the identification of human skeletal remains, secondarily to assessment of human
skeletons, and to placing these analyses within a biocultural context.
STUDENT LEARNING EXPECTATIONS/OUTCOMES FOR THIS COURSE
Upon completion of the course the student will be able to:
1. Identify human skeletal material
2. Assess basic demographic parameters in human skeletal material (e.g., sex, age, ancestry, stature,
osteometrics)
3. Evaluate the best measures to take for determining identity when confronted with fragmentary skeletal
material
4. Define the concepts and processes of paleopathology and bone biology
5. Identify how the human skeleton works within a biocultural context through readings of the primary
literature in bioarchaeology, forensic anthropology, and Native American Graves Protection Repatriation
Act (NAGPRA)
COURSE STRUCTURE/APPROACH
You will be tested through weekly quizzes, which will use bones and/or bone fragments to test your ability to
identify anatomical features. These quizzes will be timed, station-to-station tests. Makeup quizzes will be given
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
ONLY with a valid, documented excuse. The final exam will be essays and bone identification. Attendance and
participation points will be given – I have included “free” days for any illnesses. Special lectures on
bioarchaeology/paleopathology, forensic anthropology, and the Native American Graves Protection and
Repatriation Act (NAGPRA 1990) will supplement your readings and lab work to place these types of analyses
in context. Concomitant with these lectures, you will write a research paper on one of these three topics of 10
pages length (double spaced) due Friday of Finals Week – you may have to read ahead. During the last three
weeks of class, we will discuss articles on the interpretation of skeletal materials. Come prepared with two
discussion questions per article; this is part of your participation grade. You are required to write a one-page
single spaced evaluation for each article we discuss. All written work for me must be made using American
Association of Physical Anthropologists criteria (see www.physanth.org for a style guide). This means that
students are expected to produce professional documents, including attention to detail, grammar, spelling, and
punctuation.
REQUIRED TEXTBOOKS
White, T. and P. Folkens (WF)
2005 The Human Bone Manual. Elseiver Academic Press, New York.
Buikstra, J. and D. Ubelaker (eds.) (BU)
1994 Standards for Data Collection from Human Skeletal Remains. Arkansas Archaeological Survey,
Fayetteville, Arkansas.
READINGS/ARTICLES
Additional articles will be posted in PDF format on the Vista class website throughout the semester. If you do
not have Adobe Reader, click on http://www.adobe.com/products/reader/; it’s free!
Blom, D.
2005 Embodying Borders: Human Body Modification and Diversity in Tiwanaku Society. Journal of
Anthropological Archaeology 24:1-24.
Byers, S.
2010 Introduction to Forensic Anthropology (4th Edition). Pearson, New York. (Chapters 7, 8, 9, and
10 on Ancestry Attribution, Sex Attribution, Estimation of Time of Death, and Calculation of Stature).
Fletcher, A., J. Pearson, and J. Ambers
2008
The Manipulation of Social and Physical Identity in the Pre-Pottery Neolithic: Radiographic
Evidence for Cranial Modification at Jericho and its Implications for the Plastering of Skulls. Cambridge
Archaeological Journal 18(3): 309-325.
Gaither, C. and M. Murphy
2012
Consequences of Conquest? The Analysis and Interpretation of Subadult Trauma at PuruchucoHuaqerones, Peru. Journal of Archaeological Science 39:467-478.
Halcrow, S. and N. Taylor
2008 The Bioarchaeolgical Investigation of Childhood and Social Age: Problems and Prospects.
Journal of Archaeological Method and Theory 15:190-215.
Larsen, C. and P. Walker
2004 The Ethics of Bioarchaeology. In Biological Anthropology and Ethics: From Repatriation to
Genetic Identity, edited by T Turner. State University of New York, Albany, New York, pgs. 111-120
Native America Graves Protection and Repatriation Act. Text online at:
http://www.nps.gov/nagpra/mandates/25USC3001etseq.htm
Potter, J. and J. Chuipka
2010 Perimortem Mutilation of Human Remains in and Early Village in the American Southwest: a
Case for Ethnic Violence. Journal of Anthropological Archaeology 29:507-523.
Redfern, R. and A. Chamberlain
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
2011 A Demographic Analysis of Maiden Castle Hillfort: Evience for Conflict in the Late Iron Age and
Early Roman Period. International Journal of Paleopathology 1:68-73.
Tiesler, V.
2012 Studying Cranial Vault Modifications in Ancient Mesoamerica. Journal of anthropological
Sciences 90:1-26.
Tung, T.
2007 Trauma and Violence in the Wari Empire of the Peruvian Andes: Warfare, Raids, and Ritual.
American Journal of Physical Anthropology 133:941-956.
Turner, B., G. Kamenov, J. Kingston, and G. Armelagos
2009 Insights into immigration and social class at Machu Picchu, Peru based on oxygen, strontium,
and lead isotopic analysis. Journal of Archaeological Science 36:317-332.
Williams, J. and C. White
2006 Dental Modification in the Postclassic Population from Lamanai, Belize. Ancient Mesoamerica
17:139-151.
Walker, P.
2001 A Bioarchaeological Perspective on the History of Violence. Annual Review of Anthropology
30:573-593.
Content
COURSE OUTLINE
Readings and Requirements
Assignments in Class
Week 1
WF Chapters 1 and 4
Week 2
WF Chapters 6 and 7
BU Chapters 1 and 2
Week 3
WF Chapter 8
BU Chapters 5 and 6
Week 4
WF Chapters 9 and 10
QUIZ 1: Skull, Bone Biology
The Thorax: Hyoid, Sternum, Ribs,
Vertebrae
Week 5
Week 6
WF Chapters 11, 12, and 13
WF Chapter 14
Week 7
Byers Chapter 8
BU Chapter 3: 15-31
WF Chapters 15, 16
Shoulder, Arm, and Hand
QUIZ 2: Thorax
Pelvis
Sexing and Aging Using the Pelvis
Week 8
Week 9
Week 10
Week 11
Week 12
WF Chapter 19
BU Chapter 3: 31-38
BU Chapter 4
Byers Chapter 8 and 10
WF Chapter 17
BU Chapter 10
WF Chapter
BU Chapter 7
Byers Chapters 7 and 9
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
Bone biology, Introduction to skeletal
elements
Anatomical terminology and
Introduction of the skull and
mandible
The deciduous and permanent
Dentition
QUIZ 3: Shoulder, Arm, and
Hand
Lower Limbs and Feet
Sexing and Aging Using Skeletal
Remains other than the Pelvis;
Stature
QUIZ 4: Pelvis and Lower Limbs
Paleopathology
QUIZ 5: Aging and Sexing
Osteometrics
Forensic Anthropology: Assigning
Week 13
Week 14
Week 15
Finals Week
NAGPRA Website
BU Chapter 2
Blom 2005
Fletcher et al. 2008
Tiesler 2012
Williams and White 2006
Gaither and Murphy 2011
Potter and Chuipka 2010
Tung 2007
Walker 2001
Halcrow and Tayles 2008
Larsen and Walker 2004
Redfern and Chamberlain 2011
Turner et al. 2009
Final In Class
Ancestry and Burial Context
NAGPRA Lecture
Bioarchaeology Articles: Cultural
Modification
Bioarchaeology Articles:
Social Violence
Bioarchaeology Articles:
Variations in Biocultural
Context and Ethics
Research Paper Due to me
Friday of Finals Week
GRADING RUBRIC
Attendance (25) 5 points each
(125 points total)


If you attend the class, you will receive points
Since this is an intensive class with needed hands-on time with
skeletal remains, it is imperative that you attend
Class Quizzes (5)
20 points each (100 points total)


1 point for each correct answer in identifying skeletal remains
5 points for short essays


1 point for each correct answer in identifying skeletal remains
10 points each for 2 essays on skeletal sex, age, and/or stature
assignment
Articles Evaluations (12) 5 points
each (60 points total)




Correct citation style of article at top of page
Single-spaced
No more than 3 sentences summary of article
At least 2-3 paragraphs of article evaluation: Did the author
succeed in supporting his or her main points? How is the author
using human skeletal remains to understand human society and
culture? What does the author do well/not do well in presenting
these data?
Research Paper (1) 100 points
(100 points total)

Choose forensic anthropology, bioarchaeology, or NAGPRA as
your topic with my consultation
Within each topic, pick a controversy – you must have at least 5
academic sources for your paper.
Why is this controversial within the topic? What are the main
themes that exemplify this topic? How does skeletal data
illuminate this controversy?
Final (1) 50 points (50 points
total)


Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
GRADING SCALE AND ASSESSMENT
90-100% = A, 80-89% = B, 70-79% = C, 60-69% = D, <60 = F
Assessment Amount Points Total Points
Participation/Attendance
5 points per day @ 25 days
Quizzes
20 points per quiz @ 5 total quizzes
Article Evaluations
5 points @ 12 total
Research Paper
100 points @ 1 total
Final
50 points @ 1
Total Points Possible:
435 points
125 points
100 points
60 points
100 points
50 points
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).
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
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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 research-related 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.
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology
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/compliance/irb/index.aspx. If
you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-5238288 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.”
Northern Arizona University
College of Social and Behavioral Sciences – Department of Anthropology