UCC/UGC/ECCC
Proposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: ECI 361
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Education
4. Academic Unit:
3
Teaching and Learning
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning
Outcomes)
Outcomes align with Standards from the Council for the Accreditation of Educator Preparation, the Association
for Childhood Education International, and the Interstate New Teacher Assessment and Support
Consortium
 Development, Learning, and Motivation--Candidates know, understand, and use the major concepts,
principles, theories, and research related to development of children and young adolescents to construct
learning opportunities that support individual students’ development, acquisition of knowledge, and
motivation.
 Curriculum Standards
o Reading, Writing, and Oral Language—Candidates demonstrate a high level of competence in use of
English language arts and they know, understand, and use concepts from reading, language and child
development, to teach reading, writing, speaking, viewing, listening, and thinking skills and to help
students successfully apply their developing skills to many different situations, materials, and ideas;
o Science—Candidates know, understand, and use fundamental concepts of physical, life, and
earth/space sciences. Candidates can design and implement age-appropriate inquiry lessons to teach
science, to build student understanding for personal and social applications, and to convey the nature
of science;
o Mathematics—Candidates know, understand, and use the major concepts and procedures that define
number and operations, algebra, geometry, measurement, and data analysis and probability. In doing
so they consistently engage problem solving, reasoning and proof, communication, connections, and
representation;
o Social studies—Candidates know, understand, and use the major concepts and modes of inquiry from
the social studies—the integrated study of history, geography, the social sciences, and other related
areas— to promote elementary students’ abilities to make informed decisions as citizens of a culturally
diverse democratic society and interdependent world;
o The arts—Candidates know, understand, and use—as appropriate to their own understanding and
skills—the content, functions, and achievements of the performing arts (dance, music, theater) and the
visual arts as primary media for communication, inquiry, and engagement among elementary students;
o Health education—Candidates know, understand, and use the major concepts in the subject matter of
health education to create opportunities for student development and practice of skills that contribute
to good health;
o Physical education—Candidates know, understand, and use—as appropriate to their own
understanding and skills—human movement and physical activity as central elements to foster active,
healthy life styles and enhanced quality of life for elementary students.
Effective Fall 2012



Instruction Standards
o Integrating and applying knowledge for instruction—Candidates plan and implement instruction based
on knowledge of students, learning theory, connections across the curriculum, curricular goals, and
community;
o Adaptation to diverse students—Candidates understand how elementary students differ in their
development and approaches to learning, and create instructional opportunities that are adapted to
diverse students;
o Development of critical thinking and problem solving—Candidates understand and use a variety of
teaching strategies that encourage elementary students’ development of critical thinking and problem
solving;
o Active engagement in learning—Candidates use their knowledge and understanding of individual and
group motivation and behavior among students at the K-6 level to foster active engagement in learning,
self-motivation, and positive social interaction and to create supportive learning environments;
o Communication to foster collaboration—Candidates use their knowledge and understanding of
effective verbal, nonverbal, and media communication techniques to foster active inquiry,
collaboration, and supportive interaction in the elementary classroom.
Assessment for instruction—Candidates know, understand, and use formal and informal assessment
strategies to plan, evaluate and strengthen instruction that will promote continuous intellectual, social,
emotional, and physical development of each elementary student.
Professionalism Standards
o Professional growth, reflection, and evaluation—Candidates are aware of and reflect on their practice in
light of research on teaching, professional ethics, and resources available for professional learning;
they continually evaluate the effects of their professional decisions and actions on students, families
and other professionals in the learning community and actively seek out opportunities to grow
professionally.
o Collaboration with families, colleagues, and community agencies— Candidates know the importance of
establishing and maintaining a positive collaborative relationship with families, school colleagues, and
agencies in the larger community to promote the intellectual, social, emotional, physical growth and
well-being of children.
InTASC Outcomes
Standard #1: Learner Development
Standard #2: Learning Differences
Standard #3: Learning Environments
Standard #4: Content Knowledge
Standard #5: Application of Content
Standard #6: Assessment
Standard #7: Planning for Instruction
Standard #8: Instructional Strategies
Standard #9: Professional Learning and Ethical Practice
Standard #10: Leadership and Collaboration
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 classroom management/guidance course is an elective that has been offered in extended
campuses under ECI 399 for several years. A permanent number is needed for this elective.
This may also be offered as an elective on the mountain campus for elementary education
majors.
7. Effective BEGINNING of what term and year?
See effective dates calendar.
Effective Fall 2012
Fall 2015
8. Long course title: CLASSROOM GUIDANCE/MANAGEMENT
(max 100 characters including spaces)
9. Short course title: CLASSROOM GUIDANCE/MGMNT
(max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
This course provides future educators with the knowledge necessary to develop a practical,
effective approach to classroom guidance/management for students in K-8 classrooms. The
course focuses on a variety of classroom management techniques such as: developing
positive relationships, motivating students, evolving a repertoire of guidance strategies and
creating a community of learners. Through course readings, reflective writing, class
discussions and presentations, participants will study effective classroom
guidance/management practices.
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.
This course will be used as elective credit for elementary education majors.
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.
A classroom guidance/management course (ECI 313) is offered for early childhood majors, but
not elementary majors. Some aspects of classroom guidance/management are embedded in
methods courses, but this course will be an elective totally dedicated to classroom
guidance/management content.
13. Will this course impact any other academic unit’s enrollment or plan(s)?
Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response from
each impacted academic unit
14. Grading option:
Letter grade
Pass/Fail
Both
15. Co-convened with:
14a. UGC approval date*:
(For example: ESE 450 and ESE 550) See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with:
(For example: ES 450 and DIS 450) See cross listing policy.
Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units?
16a. If yes, maximum units allowed?
Effective Fall 2012
Yes
No
16b. If yes, may course be repeated for additional units in the same term?
Yes
No
18. Prerequisites:
NONE
If prerequisites, include the rationale for the prerequisites.
19. Co requisites:
NONE
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
All Elementary Faculty
22. Classes scheduled before the regular term begins and/or after the regular term ends may require
additional action. Review “see description” and “see impacts” for “Classes Starting/Ending
Outside Regular Term” under the heading “Forms”
http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/.
Do you anticipate this course will be scheduled outside the regular term?
Yes
No
23. Is this course being proposed for Liberal Studies designation?
If yes, include a Liberal Studies proposal and syllabus with this proposal.
Yes
No
24. Is this course being proposed for Diversity designation?
If yes, include a Diversity proposal and syllabus with this proposal.
Yes
No
Answer 22-23 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
3/9/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
Effective Fall 2012
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
Vision Statement
We develop educational leaders who create tomorrow’s opportunities.
Mission Statement
Our mission is to prepare competent and committed professionals who will make positive differences
for children, young adults, and others in schools.
ECI 361
Classroom Guidance/ Management
3 units
Instructor:
Telephone:
Email:
Office Hours:
Catalog Description
This course provides future educators with the knowledge necessary to develop a practical, effective
approach to classroom guidance/management for students in K-8 classrooms. The course focuses on
a variety of classroom management techniques such as: developing positive relationships, motivating
students, evolving a repertoire of guidance strategies and creating a community of learners. Through
course readings, reflective writing, class discussions and presentations, participants will study
effective classroom guidance/management practices.
Course Description
This course will help future teachers develop classroom guidance/management strategies. Preservice teachers will gain an understanding of factors that impact classroom management such as:
 Positive and corrective feedback
 Behavior guidance/management systems and techniques
 Establishment of routines and procedures
 Classroom organization
 Effective classroom instruction
 Stress management (teacher and students)
 Classroom climate (relationships and rapport)
Future teachers will develop personal management styles based on research, required readings and
classroom discussions.
This course exposes students to the Common Core State Standards. In addition, we utilize the
InTASC professional teaching standards, as well.
Effective Fall 2012
INTASC Standards:
Standard #1: Learner
Development
Standard #2: Learning
Differences
Standard #3: Learning
Environments
Standard #4: Content
Knowledge
The teacher understands
how learners grow and
develop, recognizing that
patterns of learning and
development vary
individually within and
across the cognitive,
linguistic, social,
emotional, and physical
areas, and designs and
implements
developmentally
appropriate and
challenging learning
experiences.
Standard #5: Application
of Content
The teacher uses
understanding of
individual differences
and diverse
cultures and
communities to ensure
inclusive learning
environments
that enable each learner
to meet high standards.
The teacher works with
others to create
environments that
support
individual and
collaborative learning,
and that encourage
positive social
interaction, active
engagement in learning,
and self motivation.
The teacher understands
the central concepts,
tools of inquiry, and
structures of the
discipline(s) he or she
teaches and creates
learning experiences that
make these aspects
of the discipline
accessible and
meaningful for learners
to assure mastery of the
content.
Standard #6: Assessment
Standard #7: Planning for
Instruction
Standard #8:
Instructional Strategies
The teacher plans
instruction that supports
every student in meeting
rigorous learning
goals by drawing upon
knowledge of content
areas, curriculum, crossdisciplinary skills, and
pedagogy, as well as
knowledge of learners
and the community
context.
The teacher understands
and uses a variety of
instructional strategies to
encourage learners to
develop deep
understanding of content
areas and their
connections, and to build
skills to apply knowledge
in meaningful ways.
The teacher understands
how to connect concepts
and use differing
perspectives to engage
learners in critical
thinking, creativity, and
collaborative problem
solving related to
authentic local and global
issues.
The teacher understands
and uses multiple
methods of assessment
to
engage learners in their
own growth, to monitor
learner progress, and
to guide the teacher’s
and learner’s decision
making.
Standard #9:
Professional Learning
and Ethical Practice
Standard #10:
Leadership and
Collaboration
The teacher engages in
ongoing professional
learning and uses
evidence to
continually evaluate
his/her practice,
particularly the effects
of his/her
choices and actions on
others (learners,
The teacher seeks
appropriate leadership
roles and opportunities
to take responsibility
for
student learning, to
collaborate with
learners, families,
colleagues, other
school professionals,
Effective Fall 2012
families, other
professionals, and
the community), and
adapts practice to meet
the needs of each
learner.
and community
members to ensure
learner growth, and to
advance the profession.
Course structure/approach:
The course objectives will be accomplished through:
• Participation and lecture
• Class discussions, demonstrations, and group work
• Implementation of developmentally appropriate classroom management techniques
• Information and ideas sharing on student management in small group presentations
• Development of activities/ideas that could be integrated into K-12 classrooms
• Research on professional theories of student management and behavior
• Individual presentations pertaining to managing student behavior
Use of the Bb Learn shell will be paramount
Required Texts:
Smith, R. (2004). Conscious classroom management: Unlocking the secrets of great teaching. San
Rafael
CA: Conscious Teaching Publications, ISBN 1-889236-50-0.
Suggested Texts:
Jones, F. (2000). Tools for teaching (1st ed). Hong Kong, ISBN 0-9650263-0-2.
Wong, H. and Wong, R. (1998). The first days of school. Mountain View, CA. ISBN 0-9629360-2-2.
Recommended optional materials/references:
Arizona’s College and Career Ready Standards (AZCCRS)
http://www.azed.gov/standards-practices/
Articles readings will be uploaded in Bb Learn for this course.
Course Outline
Students are required to research and print one article for each class session that relates to the
refection question, topic, article reading and text chapter. Articles will be an integral part of
class discussions.
TOPIC
REFLECTIO
ARTICLE READING
READING
ASSIGNMENT
N QUESTION
S DUE
(to be
discussed at
the onset of
Effective Fall 2012
each class)
1
Getting
Started
2
Management
Challenges
3
Inner Authority
4
Build a
Professional
Community
Effective Fall 2012
What is
1) Top 10 Secrets of
classroom
Successful Classroom
management
Management
? Why does it
by Natalie Schwartz
seem as if
good
classroom
management
is invisible?
What are
2) Top Eight
today's
Challenges Teachers
classroom
Face This School Year
management
by Mary Ellen
challenges?
Flannery
What
management
challenges do
you foresee
yourself
facing?
How can
3) Establishing
teachers
Authority in the
establish their
Classroom by Tim
authority in
Walker
the
classroom?
Do you worry
about how
other
perceive you
as an
educator?
Explain your
response.
How can
4) Alone in the
teachers build
Classroom: Why
a classroom
Teachers Are Too
community?
Isolated by Jeffrey
How can you
Mirel and Simona
minimize the
Goldin
isolation you
may feel as
an educator?
Smith Text book
Chapter 1
Self-selected
research article
Smith Text book
Chapter 2
Self-selected
research article
Smith Text book
Chapter 3
Self-selected
research article
Smith Text book
Chapter 4
Self-selected
research article
5
Got Stress
6
Disruptive
Students
7
Positive
Connections
8
Teaching
Procedures
Effective Fall 2012
What are
5) Five Steps to Desome of the
Stressing for Urban
major causes
Teachers by Lori
of teacher
Ungemah
stress? What
Teacher Stress Tips
works for you
from
to help
havingfunteaching.co
reduce
m
stress?
How can
6) How Disruptive
teachers
Students Escalate
handle
Hostility and Disorder disruptive
and How Teachers
students?
Can Avoid It editors
How have
Hill Walker, Elizabeth
you or
Ramsey and Frank
someone you
Gresham
observed
responded
effectively to
a disruptive
student?
How can
7) Seven Strategies
teachers
for Building Positive
create a
Classrooms by Carol
positive
Allred
environment
in the
classroom?
How will you
establish a
positive
environment?
What are
8) 30 Classroom
effective
Procedures to Head
classroom
off Behavior Problems
management
by Bonnie Murray
procedures?
What 3
procedures
do you
perceive to be
most
important for
your
classroom?
Smith Text book
Chapter 5
Self-selected
research article
Smith Text book
Chapter 6
Quiz 1
Self-selected
research article
Smith Text book
Chapter 7
Self-selected
research article
Smith Text book
Chapter 8
Self-selected
research article
9
1
0
1
1
1
2
1
3
Consistency
How do
teachers
create
consistency?
What do you
think gets in
the way of
consistency?
Getting Ready
What
For Day One
classroom
management
preparation
do you need
to do before
the first day of
school? What
are 3 big
ideas that you
gleaned from
this week’s
reading?
Lesson Design How does an
effective
lesson
contribute to
classroom
management
? Where in
the lesson do
you find it
most difficult
to manage
student
behavior?
Behavior
How do
Management
teachers use
Plan
intrinsic and
extrinsic
motivation for
classroom
management
? Which do
you think is
more effective
and why?
Breaking the
What
Cycle Of
resources are
Extreme
available to
Behavior
help teachers
with extreme
Effective Fall 2012
9) How to be
Consistent With
Classroom
Management by
Michael Linsin
Smith Text book
Chapter 9
Self-selected
research article
10) Planning for Your
First Day at School by
Linda Starr
Smith Text book
Chapter 10
Observation/
Interviews
Self-selected
research article
11) Strategies for
Effective Lesson
Planning by Stiliana
Milkova
Smith Text book
Chapter 11
Self-selected
research article
12) Intrinsic vs.
Extrinsic. The
Challenge of
Motivation by Marina
Salsbury
Smith Text book
Chapter 12
Quiz 2
Self-selected
research article
13) School of Hard
Knocks: Getting
Behavior Help For
Teachers in the
Classroom by
Smith Text book
Chapter 13
Final
Presentations
Self-selected
research article
1
4
Putting it All
Together
1
5
The Magic of
Fun
1
6
Review and
Reflect
Effective Fall 2012
behavior?
What is the
most extreme
behavior you
have
witnessed
and how was
it handled?
What
management
skills are
principals
looking for in
a new
teacher?
What do you
foresee as
your biggest
classroom
management
challenge?
What is the
role of humor
in the
classroom?
Think of a
time when
your students
had "fun"
during a
lesson. How
can you
incorporate
humor and
fun in your
classroom?
Debate Current
Events such
as
Homework,
Zero
Tolerance,
Bullying,
Standardized
Testing,
Common
Core
Standards
Elisabeth Wilkins
14) Advice of FirstYear Teachers From
the Principals Who
Hire Them by Gary
Hopkins
Smith Text book
Chapter 14
Final
Presentations
Self-selected
research article
How to Have a Fun
Classroom Without
Extra Planning by
Michael Linsin
Final
Presentations
Quiz 3
Come prepared to
debate your assigned
topic(s) from a
research point of view
Final
Presentations
Assessment of Student Learning Outcomes
All assignments must be submitted in-person at the start of class on the assignment due date. Late
submissions will not be accepted for full credit. Grades will be based on quizzes, participation in
class and successful completion of all assignments and projects. See full description below for
specific grading criteria.
Methods of Assessment:
Attendance and Participation
Article Review (15X5)
Activity Presentation
Observation/Interview
Quizzes
(3x50)
Final Presentation
TOTAL
400
75
75
100
150
200
1000 points
Final grades will be determined by the following point breakdown:
A
900-1000 points
B
800-899 points
C
700-799 points
D
600-699 points
F
599 and below
Assignments for ECI 360: Classroom Management
Attendance and Participation (400)
Class attendance and participation are expected each time the class meets. You should plan to arrive
on time and remain for the entire session in order to earn the 25 points per day. Participation is
crucial to the positive outcome of this class. Come with an open mind ready to be present and take
part. I will do the same.
Research Article Related to Session Focus (15X5=75)
Students are required to research and print one article for each class session that relates to the
refection question, topic, article reading and text chapter. Articles will be an integral part of class
discussions.
Activity Presentation (75) DUE AT THE TIME OF YOUR PRESENTATION
Each session 2-3 students will present an activity pertaining to classroom management. Please limit
your presentation time to 5-15 minutes.
Possible ideas: first week of school (get to know you) activities; rapport and/or team building
activities for the classroom; routines/activities for developing effective learning environments;
procedures for developing and maintaining positive student behavior; effective parent/teacher
conferences; how to make cooperative groups work; effective parent/teacher communication; tribes
activities.
You will be expected to present your activity to the class and submit a written version of your
presentation to the instructor via email. You will not receive the points until you have emailed your
presentation.
Effective Fall 2012
Observation/Interview (100) DUE SESSION 10
Observe 2 different teachers teaching a structured lesson. Make appointments now so you can find
a convenient time for you and the teacher.
STEP 1 - List the teacher's name, grade, school and subject observed
STEP 2 – Observe and write a narrative on these general areas:
1) Classroom routines and procedures, 2) Room arrangement, 3) Teacher techniques, 4)
Teacher/student rapport and climate, 5) Specific management system(s) that are in place, etc.
You will repeat steps 1 and 2 two times with each of the 2 teachers you chose to observe.
STEP 3 - Pick 2 strategies that you observed and tell how you could use those strategies in your
classroom.
STEP 4 - Create a 10 question interview pertaining to classroom management to discuss with one of
the teachers. Include questions about management plans, routines, procedures, building community,
first day, and first week. Include the questions and the teacher’s answers in your paper.
STEP 5 – Optional. Photos of items/areas in the classroom. This could be bulletin boards, charts, the
way the room is arranged. Include anything that would be useful to you in your own class.
Quizzes (3X50=150)
Quizzes will cover materials presented in class as well as information in the required text. Each quiz
will be posted on Bb Learn. The quizzes are open-note and open-book. Print the quiz, answer the
questions, and bring it to class. Each quiz will be due on the dates noted below. No late quizzes
will be accepted. Please mark your calendars.
Quiz 1
Chapters 1-5
Due Session 6
Quiz 2
Chapters 6-11
Due Session 12
Quiz 3
Chapters 12-14
Due Session 15
Final Project (200) DUE SESSIONS 13, 14, 15, 16
Create a 10 page portfolio about classroom management using each of the topics listed below:
Page 1 – Write a two part philosophy of classroom management. Part 1 should be written in APA
format based on research and course content. Part 2 is your personal belief system about classroom
management which may include practicum experiences and teacher observation.
Page 2 – Write a description of your ideal teaching job. Include grade, subject, location, and
socioeconomic factors. Explain what makes this job ideal.
Page 3 – Illustrate the perfect room arrangement for you (may be more than one) – use details and
graphics.
Page 4 – Describe your future behavior plan, complete with consequences and rewards you feel will
be effective for you in managing your classroom.
Page 5 – List ten to fifteen important routines to establish first day/first week of school.
Page 6 – Create class jobs for your students and describe what each job entails.
Page 7 – Develop a menu of ideas to actively engage students in learning when they say "I'm done!"
Page 8 – Compose a sample communication log between you and parents (and explain how it will
work)
Page 9 – Write a welcome letter to parents/students introducing yourself and your behavior plan
Page 10 – Create a detailed plan for the first day of school in your ideal classroom. Create a
schedule that includes time slots.
You will present your final project to the class on a document camera or in a power point
presentation. In this presentation you will discuss the main points of your portfolio. Please create a
copy of your portfolio to be submitted to the instructor.
Effective Fall 2012
Course Policy:
Late assignments will result in the loss of points (10% per day).
Work submitted is expected to be of college/professional quality and appearance. All assignments
are to be typed, double spaced, and checked for spelling, grammatical errors, and clarity.
Any act of academic dishonesty is documented and reported and will result in a grade of zero for the
assignment.
Academic integrity is expected, please see the following:
http://home.nau.edu/images/userimages/awf/9476/ACADEMIC%20DISHONESTY.pdf
Please go through the tutorials here:
http://www2.nau.edu/d-elearn/support/tutorials/academicintegrity/index.php
Please come to class on time, eager to participate, and with your cell phone on vibrate. Please do not
text during class. Texting and surfing the web during class will be considered nonparticipation.
Chronic absences (3 or more) will result in a ten percent lowering of grade. This is always a letter
grade.
We only meet once a week. Let’s make the most of it.
You are entering a profession with great tradition. You are expected to display the dispositions of a
teacher when you come to class and in all subsequent classes, practica, and assignments related to
your course of study.
POLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender identity, disability, or veteran status by anyone at this university. Retaliation of any
kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Office of Affirmative Action & Equal Opportunity (AA/EO) serves as the
university’s compliance officer for affirmative action, civil rights, and Title IX, and is the ADA/504
Coordinator. AA/EO also assists with religious accommodations. You may obtain a copy of this policy
from the college dean’s office or from the NAU’s Affirmative Action website nau.edu/diversity/. If you
have questions or concerns about this policy, it is important that you contact the departmental chair,
dean’s office, the Office of Student Life (928‐523‐5181), or NAU’s Office of Affirmative Action (928)
523‐3312 (voice), (928) 523‐9977 (fax), (928) 523‐1006 (TTD) or aaeo@nau.edu.
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523‐8773 (voice) or 523‐6906 (TTY), dr@nau.edu (e‐mail) or 928‐523‐8747 (fax).
Effective Fall 2012
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. The complete policy is in Appendix G of
NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to insure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)‐The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620‐1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR
(NOT‐OD‐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.
Effective Fall 2012
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
http://nau.edu/Student‐Life/Student‐Handbook/.
Effective Fall 2012