UCC/UGC/ECCC
Proposal for Course Change
Fall 2016
FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for
eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed
syllabi in approved university format.
1. Course subject and number:
BIO 467
2. Units:
See upper and lower division undergraduate course definitions.
3. College: CEFNS
5. Current Student Learning Outcomes of the
course.
4. Academic Unit:
4
Biological Sciences
Show the proposed changes in this column (if
applicable). Bold the proposed changes in this
column to differentiate from what is not
changing, and Bold with strikethrough what is
being deleted. (Resources & Examples for
Developing Course Learning Outcomes)





Students will be able to identify species and
interactions characteristic of island ecosystems;
Students will be able to identify, define and explain
biotic and abiotic factors that affect the behavioral and
physical ecology of organisms in tropical marine,
intertidal, and terrestrial environments; Students will be able to recognize and explain
fundamental theories and paradigms that guide
thought and practice in ecological research; Students will be able to apply principles of scientific
inquiry to design and execute a scientifically rigorous
experiment;
Students will be able to collect, analyze, interpret and
synthesize data relevant to the field of conservation
ecology.






Effective Fall 2015
Students will be able to identify species and
interactions analyze demographic characteristic of
representative island ecosystems;
Students will be able to identify, define and
explain biotic and abiotic factors that affect the
behavioral and physical ecology of organisms in
tropical marine, intertidal, and terrestrial island
environments; Students will be able to recognize and explain
fundamental theories and paradigms concepts
that guide thought and practice in ecological
research sampling; Students will be able to apply principles of
scientific inquiry to design and execute a
scientifically rigorous survey, experiment, and
monitoring regime; Students will be able to collect, analyze, interpret,
and synthesize data relevant to the field of
conservation ecology;
Students will apply scientific inquiry skills in
question and hypothesis generation to ecological
issues with an emphasis on conservation.
6. Current catalog display in this column
title, description and units. Cut and paste, in
its entirety, from the current on-line academic
catalog* http://catalog.nau.edu/Catalog/.
Show the proposed changes in this column
Bold the proposed changes in this column to
differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
BIO 467 ISLAND DEMOGRAPHY AND
DYNAMICS (4)
Description: This course familiarizes students
with general concepts and techniques in tropical
field ecology. It surveys species and phenomena
that characterize marine, intertidal, and
terrestrial ecosystems; familiarizes students with
basic sampling and experimental procedures;
and emphasizes data analysis and presentation
techniques that exemplify best practice in
ecology. 1 hr. lecture, 9 hrs. lab. Letter grade
only.
Units: 4
Prerequisite: BIO 181 and 181L, BIO 182 and
182L, ENG 105, and STA 270
BIO 467 ISLAND DEMOGRAPHY AND
DYNAMICS ECOLOGICAL SAMPLING &
MONITORING (4)
Description: This course familiarizes students
with general concepts and techniques in
tropical field ecology. It surveys species and
phenomena that characterize marine,
intertidal, and aquatic, terrestrial, and/or
transition ecosystems; familiarizes students
with basic sampling, monitoring, ecological
concepts, hypothesis testing, and
experimental procedures; with and
emphasiszes on data organization and
analysis techniques and presentation
techniques that exemplify best practices in
ecology. 1 hr. lecture, 9 hrs. lab. Co
convenes with BIO 567. Letter grade only.
Units: 4
Prerequisite: BIO 181 and 181L, BIO 182 and
182L, ENG 105, and STA 270
*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved
text from the proposal form into this field.
7. Justification for course change.
The current changes better describe the course and its student learning outcomes, and
broadens the scope of the course to accommodate a greater variety of ecosystems.
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current combined lecture & lab components:
Lecture:
Lab:
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Yes
No
Current repeat for additional units in same term:
Yes
No
Current repeat max number of units:
PROPOSED
Proposed combined lecture & lab components:
Lecture:
Lab:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Yes
No
Proposed repeat for additional units same term:
Yes
No
Proposed repeat max number of units:
Current Instruction Mode:
In person
Online
Hybrid
Proposed Instruction Mode:
In person
Online
Hybrid
Effective Fall 2015
8. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, list and include evidence of notification to and/or response from each impacted academic unit
as necessary.
Conversation Biology UCERT
9. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Conversation Biology UCERT
Yes
No
Yes
No
11. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
Yes
No
12. Is this course listed in the Course Equivalency Guide?
Yes
No
Answer 10-13 for UCC/ECCC only:
10. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
Both
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
9/21/2015
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
EXTENDED CAMPUSES
Effective Fall 2015
Date
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
UGC Approval (Graduate-Level Courses Only)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Effective Fall 2015
CURRENT SYALLBUS:
NORTHERN ARIZONA UNIVERSITY
COLLEGE OF ENGINEERING, FORESTRY, & NATURAL SCIENCES
DEPARTMENT OF BIOLOGICAL SCIENCES
BIO 467: ISLAND DEMOGRAPHY & DYNAMICS
COURSE SYLLABUS
WINTER 2012
General Information
 Instructor: Stephen Shuster, PhD
 Instructor e-mail address: stephen.shuster@nau.edu
 Instructor phone number: (928) 523-9302
 Office location: 21-302
 Office hours: Tue 3:30-4:30pm
 Course meeting times: 17 Dec 2012-11 Jan 2013, Mon-Fri 8am-3:30pm
 Course meeting place: On-site in the Commonwealth of the Northern Mariana Islands
 Course credit: 4 hours
Course Prerequisites

BIO 181; BIO 181L; BIO 182; BIO 182L; ENG 105 (or equivalent); STA 270 (or equivalent)

GPA of 2.5 or higher and instructor approval.
Course Description
 The course familiarizes students with general concepts and techniques in tropical field ecology. It surveys
species and phenomena that characterize marine, intertidal, and terrestrial ecosystems; familiarizes students
with basic sampling and experimental procedures; and emphasizes data analysis and presentation techniques
that exemplify best practice in ecology.
Student Learning Expectations/Outcomes
 Students will be able to identify species and interactions characteristic of island ecosystems;
 Students will be able to identify, define and explain biotic and abiotic factors that affect the behavioral and
physical ecology of organisms in tropical marine, intertidal, and terrestrial environments;



Students will be able to recognize and explain fundamental theories and paradigms that guide thought
and practice in ecological research;
Students will be able to apply principles of scientific inquiry to design and execute a scientifically
rigorous experiment;
Students will be able to collect, analyze, interpret and synthesize data relevant to the field of
conservation ecology.
Course Structure/Approach
 Five 7.5 h field classes per week are devoted toward achieving the learning outcomes stated above.
Textbook
 Skalski, J.R., Ryding, K.E., Millspaugh, J.J. 2005. Wildlife demography: analysis of sex, age, and count data.
Boston: Elsevier Academic Press.
Effective Fall 2015
Course Schedule
Course activities include four weeks of terrestrial and marine wildlife surveys. Surveys will introduce a variety
of sampling methods, and will include data collection on biotic and abiotic habitat characteristics. Data will be
collected opportunistically and subjected to demographic analysis. Possible analyses include:
Date
Week 1
Dec 17-21
Week 2
Dec24-28
Week 3
Dec 31-Jan 4
Week 4
Jan 7-11
Topic
Descriptive questions and experiments, terrestrial transect and
quadrat surveys, mark-recapture, demographics, population
abundance, sex ratios, habitat preference, species distribution,
diversity, abundance, harvest rate and impact, invasive species,
predator prey interactions, chi-square, t-test, ANOVA.
Point counts and variable circular plots, survival and mortality,
rate of reproduction, rate of population change, indices of
population growth, biogeography, dispersal, gene flow, isolation
and divergence, habitat connectivity, sustainable harvest,
correlation, regression, time series.
Causal questions and experiments, pelagic and benthic
sampling, density dependence, habitat suitability index,
occupancy sampling, niche partitioning, competition and
facilitation, consumer resource dynamics, Allee effects, isolation
and reproduction, strength of selection.
Comparative studies versus experiments, departure counts,
habitat choice, AMOVA, genetic tools, Hardy-Weinberg,
bottlenecks, inbreeding depression, population-projection
matrix, sensitivity analysis, population viability analysis.
Assignment
Terrestrial crab and snail surveys;
Chapters 1-3.
Landbird, shorebird, and seabird
surveys; Chapters 4-5.
Marine invertebrate surveys; Chapters
6-7.
Mariana swiftlet surveys; Chapters 8-9.
Assessment of Student Learning Outcomes

Methods of assessment.
Item
Number
Value
Ad hoc identification of species and interactions
Verbal description of ecosystem function and dynamics
Practical application of ecological concepts
Demonstration of competency in field methods and experimental design
Synthesis and representation of data
4
1
1
4
1
10
25
25
10
40
Total Points

170
Grading criteria. Letter grade only.
90%-100%
80%-89%
70%-79%
60%-69%
59% or less
A
B
C
D
F
Course Policies
 Practical Assignments and Competencies. Students will be evaluated on their ability to perform certain
procedures and analyses that are relevant in field ecology and conservation biology.
 Retests/makeup exams. Assignments, competencies, and tests can be completed for full credit any time
during the normally scheduled course (17 Dec-17 Jan). Missed assignments, competencies, and tests that
Effective Fall 2015


are not made up during the duration of the course will cause an “I” to be issued as a final grade in the
course, until alternative arrangements can be made. Alternative arrangements will be agreed upon by the
student and course instructor.
Attendance. Full attendance is required. A pattern of delinquency or absence could affect the final grade or
result automatic withdrawal from the course.
Curricular changes. The instructor reserves the right to make additions, deletions, and
modifications to the syllabus, curriculum, and course requirements with reasonable notification to
the students enrolled
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
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 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.
Effective Fall 2015
A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and
each college dean’s office or on their website: http://www.research.nau.edu/vpr/IRB/index.htm. If you have
questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or
523-4340.
ACADEMIC INTEGRITY
The university takes an extremely serious view of violations of academic integrity. As members of the
academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an
atmosphere of honesty and are committed to maintaining the academic integrity essential to the education
process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic
principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in
an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic dishonesty.
Faculty members then recommend penalties to the department chair or college dean in keeping with the
severity of the violation. The complete policy on academic integrity is in Appendix G of NAU’s Student
Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICY
The Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states:
“an hour of work is the equivalent of 50 minutes of class time … at least 15 contact hours of recitation, lecture,
discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student
homework is required for each unit of credit.”
The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average,
to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.
SENSITIVE COURSE MATERIALS
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.
Effective Fall 2015
PROPOSED SYLLABUS:
NORTHERN ARIZONA UNIVERSITY
COLLEGE OF ENGINEERING, FORESTRY, & NATURAL SCIENCES
DEPARTMENT OF BIOLOGICAL SCIENCES
BIO 467: ECOLOGICAL SAMPLING AND MONITORING
COURSE SYLLABUS
WINTER 2015
General Information
 Instructor: Nashelly Meneses, PhD
 Instructor e-mail address: nm49@nau.edu
 Instructor phone number: (928) 523-1355
 Office location: 21-336
 Office hours: Tue 5-6pm
 Course meeting times: Dec 21, 2015 – Jan 15, 2016, Mon-Fri 8am-5pm
 Course meeting place: On-site
 Course credit: 4 hours
Course Prerequisites

BIO 181; BIO 181L; BIO 182; BIO 182L; ENG 105 (or equivalent); STA 270 (or equivalent)

GPA of 2.5 or higher and instructor approval.
Course Description
 This course familiarizes students with general concepts and techniques in field ecology. It surveys species and
phenomena that characterize aquatic, terrestrial, and/or transition ecosystems; familiarizes students with basic
sampling, monitoring, ecological concepts, hypothesis testing, and experimental procedures with an emphasis
on data organization and analysis techniques that exemplify best practices in ecology.
Student Learning Expectations/Outcomes
 Students will be able to identify species, and analyze demographic characteristics of representative ecosystems;
 Students will be able to recognize and explain fundamental concepts that guide thought and practice in ecological
sampling;  Students will be able to design a scientifically rigorous survey, experiment, and monitoring regime;  Students will be able to collect, analyze, interpret, and synthesize data relevant to the field of ecology;
 Students will apply scientific inquiry skills in question and hypothesis generation to ecological issues with an
emphasis on conservation.
Course Structure/Approach
 Five 7 h field classes per week are devoted toward achieving the learning outcomes stated above.
Textbook
 Skalski, J.R., Ryding, K.E., Millspaugh, J.J. 2005. Wildlife demography: analysis of sex, age, and count data.
Boston: Elsevier Academic Press.
Effective Fall 2015
Course Schedule
Course activities include four weeks of aquatic, terrestrial and transition ecosystem surveys. Surveys will
introduce a variety of sampling methods, and will include data collection on biotic and abiotic habitat
characteristics. Data will be collected opportunistically and subjected to demographic analysis. Possible
analyses include:
Date
Week 1
Week 2
Week 3
Week 4
Topic
Descriptive questions and experiments, transect and quadrat surveys,
mark-recapture, demographics, population abundance, sex ratios,
habitat preference, species distribution, diversity, abundance, harvest
rate and impact, predator prey interactions, chi-square, t-test, ANOVA.
Point counts and variable circular plots, survival and mortality, rate of
reproduction, rate of population change, indices of population growth,
biogeography, dispersal, gene flow, isolation and divergence, habitat
connectivity, sustainable harvest, correlation, regression, time series.
Causal questions and experiments, density dependence, habitat
suitability index, occupancy sampling, niche partitioning, competition
and facilitation, consumer resource dynamics, Allee effects, isolation
and reproduction, strength of selection.
Comparative studies versus experiments, departure counts, habitat
choice, AMOVA, genetic tools, Hardy-Weinberg, bottlenecks, inbreeding
depression, population-projection matrix, sensitivity analysis,
population viability analysis.
Assignment
Chapters 1-3.
Chapters 4-5.
Chapters 6-7.
Chapters 8-9.
Assessment of Student Learning Outcomes

Methods of assessment.
Item
Number
Value
Identification of species and interactions
Characterization of population demographics and dynamics
Data organization (spreadsheet)
Logical design of experiment
Statistical design of experiment
Demonstration of competency in sampling and monitoring methods
Analysis and synthesis of data
4
1
1
1
1
4
1
10
20
20
20
20
10
40
Total Points

200
Grading criteria. Letter grade only.
90%-100%
80%-89%
70%-79%
60%-69%
59% or less
A
B
C
D
F
Course Policies
 Practical Assignments and Competencies. Students will be evaluated on their ability to perform certain
procedures and analyses that are relevant in field ecology and conservation biology.
Effective Fall 2015



Retests/makeup exams. Assignments, competencies, and tests can be completed for full credit any time
during the normally scheduled course (17 Dec-17 Jan). Missed assignments, competencies, and tests that
are not made up during the duration of the course will cause an “I” to be issued as a final grade in the
course, until alternative arrangements can be made. Alternative arrangements will be agreed upon by the
student and course instructor.
Attendance. Full attendance is required. A pattern of delinquency or absence could affect the final grade or
result automatic withdrawal from the course.
Curricular changes. The instructor reserves the right to make additions, deletions, and
modifications to the syllabus, curriculum, and course requirements with reasonable notification to
the students enrolled
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 (928-523-5181), or NAU’s
Equity and Access Office (928) 523-3312 (voice), (928) 523-9977 (fax), (928) 523-1006 (TTD) or equityandaccess@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 5238773 (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.
Effective Fall 2015
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-10-019; “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.
August 25, 2015
Effective Fall 2015