UCC/UGC/ECCC
Proposal for Course Change
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: DH 371
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
CHHS
5. Current Student Learning Outcomes of the
course.
4. Academic Unit:
1
Dental Hygiene
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)
CI. Demonstrate professional, ethical and legal behavior.
CIII.1.a. Demonstrate knowledge of theories/ models of:
Behavior change
CIII.1.b. Demonstrate knowledge of theories/ models of:
Learning
CIII.1.c. Demonstrate knowledge of theories/ models of:
Motivation
CIII.1.e. Demonstrate knowledge of theories/ models of:
Human needs
CIV.1. Perform regular self-assessment that leads to
professional growth, in general
CIV.1.a. Perform regular self-assessment that leads to
professional growth, by: Setting goals.
CIV.1.b. Perform regular self-assessment that leads to
professional growth, by: Evaluating progress toward
goals.
CIV.1.c. Perform regular self-assessment that leads to
professional growth by: Applying criteria (rubric;
process eval checklist) to evaluate performance.
CIV.2.a. Manage learning by: Demonstrating retention of
material learned in previous courses.
CV.2. Develop leadership/management skills, in general
CVI.2. Practice good communication skills, in general
CVI.2.c. Practice good communication skills by: Providing
positive and constructive feedback.
CVI.2.d. Practice good communication skills by: Using
appropriate interprofessional communication when
Effective Fall 2012
CI. Demonstrate professional, ethical and legal behavior.
CII.1.i. Demonstrate knowledge of nutritional
concepts as introduced in prerequisite nutrition
course(s).
CIII.1.a. Demonstrate knowledge of theories/ models of:
Behavior change
CIII.1.b. Demonstrate knowledge of theories/ models of:
Learning
CIII.1.c. Demonstrate knowledge of theories/ models of:
Motivation
CIII.1.e. Demonstrate knowledge of theories/ models of:
Human needs
CIV.1. Perform regular self-assessment that leads to
professional growth, in general
CIV.1.a. Perform regular self-assessment that leads to
professional growth, by: Setting goals.
CIV.1.b. Perform regular self-assessment that leads to
professional growth, by: Evaluating progress toward
goals.
CIV.1.c. Perform regular self-assessment that leads to
professional growth by: Applying criteria (rubric;
process eval checklist) to evaluate performance.
CIV.2.a. Manage learning by: Demonstrating retention of
material learned in previous courses.
CV.2. Develop leadership/management skills, in general
CVI.2. Practice good communication skills, in general
CVI.2.c. Practice good communication skills by: Providing
positive and constructive feedback.
CVI.2.d. Practice good communication skills by: Using
consulting with other health care providers.
CV.3.a. Practice advocacy for oral health by: Participating
in a community or political action event.
CV.3.b. Practice advocacy for oral health by: Supporting
regulatory and legislative efforts to address disparities
in oral health and enhance access to quality, costeffective oral healthcare for the underserved and
other stakeholders.
HI.1. Value wellness and model a healthy lifestyle.
PI.2.l. Apply knowledge of basic and dental sciences:
Patient management
PIV.5.q. Demonstrate skills in tobacco cessation
counseling.
appropriate interprofessional communication when
consulting with other health care providers.
CV.3.a. Practice advocacy for oral health by: Participating
in a community or political action event.
CV.3.b. Practice advocacy for oral health by: Supporting
regulatory and legislative efforts to address disparities
in oral health and enhance access to quality, costeffective oral healthcare for the underserved and
other stakeholders.
HI.1. Value wellness and model a healthy lifestyle.
PI.2.l. Apply knowledge of basic and dental sciences:
Patient management
PI.3.d. Collect and analyze data : Patient education
PIV.5.c. Demonstrate clinical skills of: Nutritional
counseling
PII.3. Collaborate with the patient and
multidisciplinary healthcare team to identify
needs re: coordination of comprehensive care
(e.g., consultation and/or referral) to prevent
disease, emergencies and/or impact care.
PII.5.a. Demonstrate skill in: Periodontal exam /
interpretation
PIV.5.q. Demonstrate skills in tobacco cessation
counseling.
6. Current title, description and units. Cut and
Show the proposed changes in this column Bold the
paste, in its entirety, from the current on-line
proposed changes in this column to differentiate
academic catalog* http://catalog.nau.edu/Catalog/. from what is not changing, and Bold with
strikethrough what is being deleted.
DH 371 COMMUNICATION AND
BEHAVIOR (1)
Description: The study of practical aspects of
dental hygiene practice, including development
of skills in communication, motivation,
educational principles, and behavior change.
Letter grade only. Course fee required.
DH 371 COMMUNICATION AND
BEHAVIOR (1 2)
Description: The study of practical aspects of
dental hygiene practice, including development
of skills in communication, motivation,
educational principles, and behavior change.
Letter grade only. Course fee required.
Units: 1
Units: 1 2
Prerequisite: DH 370 with a grade of C or
better
Prerequisite: DH 370 with a grade of C or
better
*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.
To better prepare students to communicate with their patients and other members of a
healthcare team, additional content related to nutrition has been added to this course.
8. Effective BEGINNING of what term and year?
See effective dates calendar.
Effective Fall 2012
Fall 2015
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
PROPOSED
Proposed course subject and number:
Current number of units:
Proposed number of units:
1
2
Current short course title:
Proposed short course title (max 30 characters):
Current long course title:
Proposed long course title (max 100 characters):
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Current max number of units:
Proposed max number of units:
Current prerequisite:
Proposed prerequisite (include rationale in the
justification):
Current co-requisite:
Proposed co-requisite (include rationale in the
justification):
Current co-convene with:
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response
from each impacted academic unit.
Dental Hygiene BSDH, Dental Hygiene-Degree Completion Program; B.S.D.H. (pending)
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Yes
11. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
1 unit of lecture and 1 unit of laboratory
No
No
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Effective Fall 2012
Yes
No
Yes
No
Both
Both
14. Is this course listed in the Course Equivalency Guide?
Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
Yes
No
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
11/10/2014
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
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
Date
Effective Fall 2012
Personalized Learning)
Chief Academic Officer; Extended Campuses (or Designee)
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2012
CURRENT 1 UNIT SYLLABUS
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF DENTAL HYGIENE
PROFESSIONAL II: DH 371 PROFESSIONAL PRACTICE : COMMUNICATION AND BEHAVIOR
COURSE DESCRIPTION: THE Study of ethical, legal and practical aspects or practice including development of skills in
communication, motivation, educational principles, and behavior change.
SPRING 2013
1 CREDIT HOUR
1 CLOCK HOUR
COURSE PREREQUISITES – DH 370
WEDNESDAYS 2-3PM, ROOM 320 BLDG 66 (HEALTH PROFESSIONS)
INSTRUCTOR: Dr. Tricia Moore, EdD.
Room 206 Office hours by appointment
TEXT: Motivational Interviewing, 3rd edition: Helping People Change by Miller and Rollnick 2012
STUDENT LEARNING OUTCOMES: UPON SUCCESSFUL COMPLETION OF THIS COURSE, STUDENTS WILL BE
ABLE TO UNDERSTAND PROFESSIONALISM AS IT PERTAINS TO A HEALTH PROFESSIONAL IN THE PRACTICE
OF DENTAL HYGIENE.
EXPECTED OUTCOMES
CI. Demonstrate professional, ethical and legal behavior.
CIII.1.a. Demonstrate knowledge of theories/ models of:
Behavior change
CIII.1.b. Demonstrate knowledge of theories/ models of:
Learning
CIII.1.c. Demonstrate knowledge of theories/ models of:
Motivation
CIII.1.e. Demonstrate knowledge of theories/ models of:
Human needs
CIV.1. Perform regular self-assessment that leads to
professional growth, in general
CIV.1.a. Perform regular self-assessment that leads to
professional growth, by: Setting goals.
LEARNING ACTIVITIES
CI. Observation and feedback
CIII.1.a. Reading, Lecture w/
discuss, group activity
CIII.1.b. Reading, Lecture w/
discuss, group activity
CIII.1.c. Reading, Lecture w/
discuss, group activity
CIII.1.e. Reading, Lecture w/
discuss, group activity
CIV.1. Self assessment project
ASSESSMENT METHODS
CI. Observation
CIII.1.a. Case-based exam or
project
CIII.1.b. (C) Case-based
exam competent level
CIII.1.c. (C) Case-based
exam competent level
CIII.1.e. (C) Case-based
exam competent level
CIV.1. Written assign
CIV.1.a. Self assessment
project
CIV.1.b. Perform regular self-assessment that leads to
professional growth, by: Evaluating progress toward goals.
CIV.1.b. Self assessment
project
CIV.1.c. Perform regular self-assessment that leads to
professional growth by: Applying criteria (rubric; process
eval checklist) to evaluate performance.
CIV.2.a. Manage learning by: Demonstrating retention of
material learned in previous courses.
CV.2. Develop leadership/management skills, in general
CVI.2. Practice good communication skills, in general
CVI.2.c. Practice good communication skills by: Providing
positive and constructive feedback.
CVI.2.d. Practice good communication skills by: Using
appropriate interprofessional communication when
consulting with other health care providers.
CV.3.a. Practice advocacy for oral health by: Participating in a
CIV.1.c. Self assessment
project (rubric)
CIV.1.a. (C) Written assign
at the competency
level
CIV.1.b. (C) Written assign
at the competency
level
CIV.1.c. (C) Written assign
at the competency
level
CIV.2.a. (C) Semester test at
the competency level
CV.2. Self/Peer assess
CVI.2. Self/peer assess
CVI.2.c. (C) Role play assess
at competency level
CVI.2.d. C) Written assign
assess at competency
level
CV.3.a. Passport activity
Effective Fall 2012
CIV.2.a. Q&A
CV.2. Reading, group project
CVI.2. Role play; audiotape
CVI.2.c. Group work, role play
CVI.2.d. Group work, role play
CV.3.a. Experiential
community or political action event.
CV.3.b. Practice advocacy for oral health by: Supporting
regulatory and legislative efforts to address disparities in
oral health and enhance access to quality, cost-effective
oral healthcare for the underserved and other
stakeholders.
HI.1. Value wellness and model a healthy lifestyle.
PI.2.l. Apply knowledge of basic and dental sciences: Patient
management
PIV.5.q. Demonstrate skills in tobacco cessation counseling.
CV.3.b. Writing activity (letter
to legislator)
CV.3.b. Written assignment
HI.1. Discussion, Journal
writing
PI.2.l. Discussion, project
HI.1. (C) Written assign –
eval at competency level
PI.2.l. Case-based exam
PIV.5.q. Reading, lecture w/
discuss, videotapes, role play
PIV.5.q. Test, role play self
and peer assess
TEXTBOOKS AND REQUIRED M ATERIALS:
 MOTIVATIONAL INTERVIEWING : PREPARING PEOPLE FOR CHANGE BY MILLER AND ROLLNICK (3RD ED)
 Switch: How to Change Things When Change Is Hard [Book] by Chip Heath, Dan
 JOURNAL READINGS ON THEORIES
 Fishbein, M. A Reasoned Action Approach to Health Promotion, Medical Decision Making,2008
http://mdm.sagepub.com/content/28/6/834.full.pdf+html
 Hollister, C & Anema, M. Health Behavior Models and Oral Health: A Review. Journal of Dental Hygiene, Vol.
78 No. 3, Summer 2004
 Huff, R. and Michael Kline Chapter Three: Models, Theories, and Principles of Health Promotion. From
Promoting Health in Multicultural Populations: A Handbook for Practitioners Sage, c1999
 Astroth, D., Cross-Poline, G, Stach, D, & Annan, S, Tilliss, T. The Transtheoretical Model: An Approach to
Behavioral Change. Journal of Dental Hygiene 76 (4) 286-295.
 Health Belief Model | Stages of Change | Theory of Reasoned Action
http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubwyzclvqjcbdgexyzl
3msu4mn6xv5j/bccsummaryfourmajortheories.pdf
GRADING SYSTEM
WRITTEN ASSIGNMENT: ( AT COMP LEVEL) VALUE HEALTH WELLNESS
APPLICATION OF THEORIES TO TOBACCO CESSATION
ASSIGNMENT & ROLE PLAY (INCLUDING AT COMP LEVEL): CONSULT WITH OTHER HEALTH CARE
PROVIDERS)
JOURNALING
QUIZZES 10 PTS EACH
COMPETENCE TEST
ADVOCACY ASSIGNMENT
ASSIGNMENT: SELF ASSESSMENT (AT COMP LEVEL) SETTING GOALS, EVALUATING PROGRESS,
APPLYING CRITERIA
PEER ASSESSMENT APPLYING CRITERIA AND PROVIDING FEEDBACK
GROUP PROJECT PARTICIPATION AND PRESENTATION
FINAL EXAM (SEMESTER RETENTION TEST)
TOTAL
GRADING SCALE
92%-100%
83-91%
75-82%
<75%
Effective Fall 2012
=A
=B
=C
=F
25 PTS
50 PTS
50 PTS
50 PTS
~50
PTS
50 PTS
25 PTS
100
PTS
50 PTS
50 PTS
100
PTS
~600
PTS
COURSE OUTLINE WITH TOPICS AND ASSIGNMENT DUE DATES
DATE
TOPICS/OBJECTIVES
ASSIGNMENTS AND DUE DATES
JAN 16
OVERVIEW
COMMUNICATION AND FEEDBACK


REVIEW THEORIES OF LEARNING AND
MOTIVATION
1. MASLOWS HIERARCHY
2. HUMAN NEEDS
3. OPERANT CONDITIONING (SKINNER)
4. CLASSICAL CONDITIONING (PAVLOV)
5. SOCIAL LEARNING THEORY (BANDURA)

MODULE 1
THEORIES AND
MODELS OF
BEHAVIOR
CHANGE
JAN 23
REVIEW THEORIES OF BEHAVIOR CHANGE
1. HEALTH BELIEF MODEL (HBM)
2. STAGES OF CHANGE THEORY


READ COURSE SYLLABUS
JOURNAL ENTRY 1: What is something
you’ve been thinking about changing or
should change but you have not yet and
you feel ambivalent about changing (part of
you wants to and part doesn’t)
JOURNAL ENTRY 2: LEARNING AND
MOTIVATION THEORIES- write1-2
sentences for each theory - describing the
important aspects IN YOUR OWN WORDS.
Then choose one and apply it (use your
experience or make up a scenario) to
demonstrate how it can be helpful in dental
hygiene practice.
JOURNAL ENTRY: HEALTH BELIEF
MODEL & STAGES OF CHANGE AND
APPLICATION OF THEORY TO
TOBACCO CESSATION
write1-2 sentences for each theory describing the important aspects IN YOUR
OWN WORDS. Then choose one and apply
it (use your experience or make up a
scenario) to demonstrate how it can be
helpful with a client that wants to quit
tobacco use.
ASSIGNMENT: MAKE A 5-10 MINUTE AUDIO
OR VIDEOTAPE OF YOUR PATIENT INTERACTION
WHERE YOU HAVE IDENTIFIED A DISCREPANCY
IN ACTUAL AND DESIRED BEHAVIORS (E.G.,
WHERE THERE IS NEED FOR A BEHAVIOR
CHANGE)
JAN 30
FEB 6
REVIEW THEORIES OF BEHAVIOR
CHANGE, continued
3. SWITCH THEORY
4. THEORY OF REASONED ACTION (TRA)
REVIEW CULTURALCOMPETENCE
 RUBRIC FOR PT COMMUNICATION/
EDUCATION /BEHAVIOR CHANGE

Effective Fall 2012
SELF ASSESSMENT

JOURNAL ENTRY: SWITCH THEORY
AND TRA AND APPLICATION OF
THEORY TO TOBACCO CESSATION
write1-2 sentences for each theory describing the important aspects IN YOUR
OWN WORDS. Then choose one and apply
it (use your experience or make up a
scenario) to demonstrate how it can be
helpful with a client that wants to quit
tobacco use.

CASE-BASED COMPETENCE EXAM:
THEORIES OF LEARNING AND
MOTIVATION

COMPETENCE TEST: THEORIES OF
BEHAVIOR CHANGE
READ Miller and Rollnick p. 325-7; 394-400.
ASSIGNMENT: SELF ASSESSMENT/
GOALS – PART 1. Using rubric for patient



SETTING GOALS
management, evaluate yourself using the
tape you made of a 5-10 MINUTE session
with a patient. SET GOALS (see Setting
Goals rubric) based on your findings from
self-assessment and guidelines for
motivational interviewing. Turn in
assessment, rubric & goals. Due Week 6
GROUPWORK: ROLE PLAY
communication with patients, peers, other
professionals, legislators
Practice PEER FEEDBACK
Read Miller and Rollnick Part I, ch 1-3.
WRITTEN ASSIGNMENT: What are your
top 5-10 values? DEMONSTRATE HOW
YOU VALUE WELLNESS AND MODEL A
HEALTHY LIFESTYLE (See writing criteria
rubric)
COMMUNICATION AND FEEDBACK
 PATIENTS
 PEERS
 OTHER HEALTH PROFESSIONALS
 LEGISLATORS
PROFESSIONAL COMMUNICATION

MOTIVATIONAL INTERVIEWING: ENGAGING
PRINCIPLES OF MOTIVATIONAL INTERVIEWING
(MI) PRINCIPLES RELATED TO DENTAL HYGIENE
 ASKING USEFUL QUESTIONS
 LISTENING SKILLS (SILENCE, REFLECTION)


MOTIVATIONAL INTERVIEWING: FOCUSING/EVOKING
 INFORMING SKILLS
 DISCUSSION OF MI: INTEGRATION SKILLS IN
DENTAL HYGIENE PRACTICE
 ROLE PLAY
MOTIVATIONAL INTERVIEWING: PLANNING

Read Miller and Rollnick Part III and IV
(ch8, 11-16,18).


Read Miller and Rollnick Parts V
JOURNAL ENTRY: EVALUATE
PROGRESS TOWARDS GOALS (Pt
Education)
MAR 13
ADVOCACY

MAR 27
SELF/PEER EVALUATION USING RUBRIC,
CHECKLISTS
FEEDBACK

WRITE A LETTER TO A LEGISLATOR RE:
REGULATORY AND LEGISLATIVE
EFFORTS TO ADDRESS THE ROLE OF
THE DENTAL HYGIENIST IN ACCESS TO
CARE/ HEALTH DISPARITIES
COMPLETE A 2ND 5-10MIN TAPE IN CLINIC
CLASS DISCUSSION
APPLY PATIENT MANAGEMENT SKILLS
USING MOTIVATIONAL INTERVIEWING AND
APPROPRIATE THEORIES

CRITIQUE PATIENT MANAGEMENT SKILLS
 STUDENT GROUP PRESENTATION AND RUBRIC
ASSESSMENT
o What you are doing well
o What you can do better
o How you hope to do this

FEB 13
MODULE 2
PROFESSIONAL
COMMUNICATION
WEEK 5
FEB 20
FEB 27
MAR 6
APR 3
MODULE 3
PATIENT
MANAGEMENT
APR 10
Effective Fall 2012




Read Miller and Rollnick Part II. (ch 4-7)
QUIZ OVER MOTIVATIONAL
INTERVIEWING
SELF ASSESSMENT PART 1 DUE
USING MOTIVATIONAL INTERVIEWING AND
APPROPRIATE THEORIES OF LEARNING &
MOTIVATION, HUMAN DEVELOPMENT AND
NEEDS

SELF EVALUATE YOUR PERFORMANCE
ON THE TAPE (Using Pt Communication
RUBRIC)
EVALUATE A PEER’S PERFORMANCE
ON THEIR TAPE (Using Pt Communication
RUBRIC).
PROVIDE WRITTEN AND ORAL
POSITIVE AND CONSTRUCTIVE
FEEDBACK to Peer whom you evaluated
(USE PT MANAGEMENT RUBRIC &
GUIDELINES FOR PROVIDING
FEEDBACK)
APR 17
CRITIQUE PATIENT MANAGEMENT SKILLS
 STUDENT GROUP PRESENTATION AND RUBRIC
ASSESSMENT

SELF ASSESSMENT PART 2: SELFASSESSMENT OF YOUR 2NDTAPE USING THE PT
MANAGEMENT RUBRIC AND EVALUATING
BEHAVIOR RELATIVE TO STANDARDS, GOALS
AND OTHERS RUBRIC (INCLUDE A COPY AND
DISCUSSION OF PEER EVALUATION YOU
RECEIVED.)
APR 24
CRITIQUE PATIENT MANAGEMENT SKILLS
 STUDENT GROUP PRESENTATION AND RUBRIC
ASSESSMENT
MAR 1
CRITIQUE PATIENT MANAGEMENT SKILLS
 STUDENT GROUP PRESENTATION AND RUBRIC
ASSESSMENT
FINAL EXAM
SEMESTER CUMULATIVE TEST
COMPREHENSIVE EXAM
COURSE POLICY
Attendance
Attendance is expected at all scheduled lectures. Attendance is considered one measure of professional conduct and
demonstrates the behavior expected of an NAU dental hygiene student.
Class Requirements
 Students must attend and participate in all class and laboratory sessions.
 If the student is unable to attend, s/he must contact the instructor before the class or laboratory session or as
early as possible.
 Appropriate documentation must be provided to the instructor for consideration for an excused absence.
 Late arrival or an early exit from the class /lab/clinic may result in a point/grade deduction for each infraction
from the total course points.
 Late assignments will be reduced in grade by 5% for each day they are late.
 Any missed assignments/requirements that are excused must be made up by the next class for no reduction
in grade. After that there will be a 5% reduction in grade per day.
 Unexcused absences will affect the course grade as follows:
o First missed class will result in a 5% reduction in the course grade.
o Second missed class will result in a 10% reduction in course grade.
o Third missed class will result in a course failure.
 Missed assignments from an unexcused absence must still be completed but will result in a 50% grade
reduction.
Illness
“While class attendance is required per the above stated policy, please be cautious about attending class if you are
feeling ill. Please inform your instructor by phone or e-mail if you are feeling unwell: if you are experiencing flu-like
symptoms, you should not attend class; please take precautions not to infect others and seek medical attention if your
symptoms worsen”.
Statement on Plagiarism and Cheating
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.
Effective Fall 2012
Personal Safety
Be mindful of your personal safety and use common sense precautions no matter where you are. Be aware of your
surroundings and take advantage of the safety escort service provided by the NAU Police Department (NAUPD) by calling
523-3611. The campus has "blue phones" or emergency phones with a direct push-button line to the police dispatchers.
The NAU Police Department Web site nau.edu/police contains a number of tip sheets on issues from residence hall room
safety to identity theft tips. Please take a look at this valuable information.
Computer Safety
Be aware that no one at this university will ever contact you via e-mail and ask you any personal information. Be aware of
the inherent risks in Internet use and carefully guard your personal information.
University Policies
Safe Working And Learning 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 Web site 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 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).
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.
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 Web site: 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 928-5238288 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.
Effective Fall 2012
PROPOSED 2 UNIT SYLLABUS
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF DENTAL HYGIENE
PROFESSIONAL II: DH 371 PROFESSIONAL PRACTICE : COMMUNICATION AND BEHAVIOR
COURSE DESCRIPTION: THE Study of practical aspects of practice including development of skills in communication,
motivation, educational principles, and behavior change.
SPRING 2014
2 CREDIT HOURS
2 CLOCK HOURS
COURSE PREREQUISITES – DH 370
INSTRUCTOR: Vicki Penna
OFFICE HOURS: BY APPOINTMENT, SCHEDULE THROUGH COURSE IN BBLEARN
OFFICE LOCATION: ROOM 212, CHHS
EXPECTED OUTCOMES
CI. Demonstrate professional, ethical and legal
behavior.
CII.1.i. Demonstrate knowledge from: Nutrition
CIII.1.a. Demonstrate knowledge of theories/
models of: Behavior change
CIII.1.b. Demonstrate knowledge of theories/
models of: Learning
CIII.1.c. Demonstrate knowledge of theories/
models of: Motivation
CIII.1.e. Demonstrate knowledge of theories/
models of: Human needs
CIV.1. Perform regular self-assessment that leads
to professional growth, in general
CIV.1.a. Perform regular self-assessment that
leads to professional growth, by: Setting goals.
CIV.1.b. Perform regular self-assessment that
leads to professional growth, by: Evaluating
progress toward goals.
CIV.1.c. Perform regular self-assessment that
leads to professional growth by: Applying
criteria (rubric; process eval checklist) to
evaluate performance.
CIV.2.a. Manage learning by: Demonstrating
retention of material learned in previous
courses.
CV.2. Develop leadership/management skills, in
general
CVI.2. Practice good communication skills, in
general
CVI.2.c. Practice good communication skills by:
Providing positive and constructive feedback.
LEARNING ACTIVITIES
CI. Observation and feedback
ASSESSMENT METHODS
CI. Observation
CII.1.i. Lecture and worksheets
CIII.1.a. Reading, Lecture w/
discuss, group activity
CIII.1.b. Reading, Lecture w/
discuss, group activity
CIII.1.c. Reading, Lecture w/
discuss, group activity
CIII.1.e. Reading, Lecture w/
discuss, group activity
CIV.1. Self assessment project
CII.1.i. M/C exam
CIII.1.a. Case-based exam
or project
CIII.1.b. (C) Case-based
exam competent level
CIII.1.c. (C) Case-based
exam competent level
CIII.1.e. (C) Case-based
exam competent level
CIV.1. Written assign
CIV.1.a. Self assessment project
CIV.1.a. (C) Written assign
at the competency level
CIV.1.b. (C) Written assign
at the competency level
CVI.2.d. Practice good communication skills by:
Using appropriate interprofessional
communication when consulting with other
health care providers.
CVI.2.d. Group work, role play
CV.3.a. Practice advocacy for oral health by:
CV.3.a. Experiential
Effective Fall 2012
CIV.1.b. Self assessment project
CIV.1.c. Self assessment project
(rubric)
CIV.1.c. (C) Written assign
at the competency level
CIV.2.a. Q&A
CIV.2.a. (C) Semester test
at the competency level
CV.2. Reading, group project
CV.2. Self/Peer assess
CVI.2. Role play; audiotape
CVI.2. Self/peer assess
CVI.2.c. Group work, role play
CVI.2.c. (C) Role play
assess at competency
level
CVI.2.d. C) Written assign
assess at competency
level
CV.3.a. Passport activity
Participating in a community or political action
event.
CV.3.b. Practice advocacy for oral health by:
Supporting regulatory and legislative efforts to
address disparities in oral health and enhance
access to quality, cost-effective oral healthcare
for the underserved and other stakeholders.
HI.1. Value wellness and model a healthy lifestyle.
PI.2.l. Apply knowledge of basic and dental
sciences: Patient management
PI.3.d. Collect and analyze data : Patient education
PII.3. Collaborate with the patient and
multidisciplinary healthcare team to identify
needs re: coordination of comprehensive care
(e.g., consultation and/or referral) to prevent
disease, emergencies and/or impact care.
PII.5.a. Demonstrate skill in: Periodontal exam /
interpretation
PIV.5.c. Demonstrate clinical skills of: Nutritional
counseling
PIV.5.q. Demonstrate skills in tobacco cessation
counseling.
CV.3.b. Writing activity (letter to
legislator)
CV.3.b. Written assignment
HI.1. Discussion, Journal writing
HI.1. (C) Written assign –
eval at competency level
PI.2.l. Case-based exam
PI.2.l. Discussion, project
PI.3.d. Analyze Case Studies,
demonstrate Patient Education
on student partner, using
Motivational Interviewing and
Behavior Change theories
PII.3. Using a case study, role
play using Motivational
Interviewing and Behavior
Change theories practicing
differing scenarios - speaking to
‘multidisciplinary health care
workers’ and ‘patients
PII.5.a. Lecture, demo, reading
material
PIV.5.c. Nutritional Counseling
project on student partner, using
Motivational Interviewing and
Behavior Change theories
PIV.5.q. Reading, lecture w/
discuss, videotapes, role play
PI.3.d. Role play, Peer
Assessment, Faculty
Assessment, M/C Exam
PII.3. Role Play, Peer
Assessment, Faculty
Assessment, M/C Exam
PII.5.a. Role Play, Peer
Assessment, Faculty
PIV.5.c. Role play, Peer
Assessment, Faculty
Assessment
PIV.5.q. Test, role play self
and peer assess
TEXTBOOKS AND REQUIRED M ATERIALS:
 Switch: How to Change Things When Change Is Hard [Book] by Chip Heath, Dan
 Motivational Interviewing, 3rd edition: Helping People Change by Miller and Rollnick 2012
 Wilkins, Clinical Practice of the Dental Hygienist, 11th Ed., Lippincott, Williams and Wilkins, 2013,
ISBN 978-1-60831-718-9
 Darby, Michelle; Walsh, Margaret, Dental Hygiene Theory and Practice, 4th Ed. W.B. Saunders Company,
Philadelphia, 2015
ISBN 978-1-4557-4548-7
 Handouts on Behavior Theorists
 JOURNAL READINGS ON THEORIES
 Fishbein, M. A Reasoned Action Approach to Health Promotion, Medical Decision Making,2008
http://mdm.sagepub.com/content/28/6/834.full.pdf+html
 Hollister, C & Anema, M. Health Behavior Models and Oral Health: A Review. Journal of Dental Hygiene, Vol.
78 No. 3, Summer 2004
 Huff, R. and Michael Kline Chapter Three: Models, Theories, and Principles of Health Promotion. From
Promoting Health in Multicultural Populations: A Handbook for Practitioners Sage, c1999
 Astroth, D., Cross-Poline, G, Stach, D, & Annan, S, Tilliss, T. The Transtheoretical Model: An Approach to
Behavioral Change. Journal of Dental Hygiene 76 (4) 286-295.
 Health Belief Model | Stages of Change | Theory of Reasoned Action
http://www.fhi360.org/nr/rdonlyres/ei26vbslpsidmahhxc332vwo3g233xsqw22er3vofqvrfjvubwyzclvqjcbdgexyzl
3msu4mn6xv5j/bccsummaryfourmajortheories.pdf
Effective Fall 2012
GRADING SYSTEM
Written Assignment: Self Reflective Essay
Journaling - 10 pts each
Pre-quizzes on reading at beginning of each class, 10 points each
Unit Exams, 50 points each (x2)
Advocacy Assignment
Assignment: Self-assessment, evaluating progress, applying criteria
Goal Setting Assignment
Motivational Interviewing with Nutritional Counseling
Motivational Interviewing with Tobacco Cessation Counseling
PEER ASSESSMENT APPLYING CRITERIA AND PROVIDING FEEDBACK
FINAL EXAM (SEMESTER RETENTION TEST)
TOTAL
POINTS
25
60
130
100
25
100
25
25
25
25
100
640 Points
GRADING SCALE
92%-100% = A
83-91%
=B
75-82%
=C
<75%
=F
COURSE OUTLINE WITH TOPICS AND ASSIGNMENT DUE DATES
DATE
TOPICS/OBJECTIVES
ASSIGNMENTS AND DUE DATES
W EEK 1
Review Syllabus
Introduce Communication and Feedback
W EEK 2
Human Needs Theory and Dental Hygiene Care
 Maslow’s Hierarchy Theory
 Human Needs Theory
 Operant Conditioning Theory
 Classical Conditioning Theory
 Social Learning Theory
Darby, chapter 2
Handouts
 JOURNAL ENTRY 2: LEARNING AND
MOTIVATION THEORIESo Write1-2 sentences for EACH theory describing the important aspects IN YOUR
OWN WORDS.
o Then choose ONE of the theories and
apply it (use your experience or make up a
scenario) to demonstrate how it can be
helpful in dental hygiene practice.
W EEK 3
What is Motivational Interviewing?
Miller and Rollnick, chapters 1, 2 & 3
Role Playing – OHI with periodontal disease


Effective Fall 2012
JOURNAL ENTRY 1: What is something
you’ve been thinking about changing or should
change but you have not yet and you feel
ambivalent about changing (part of you wants
to and part doesn’t)
JOURNAL ENTRY 3: HEALTH BELIEF
MODEL & STAGES OF CHANGE AND
APPLICATION OF THEORY TO BEHAVIOR
CHANGE
o Write1-2 sentences for each theory describing the important aspects IN
YOUR OWN WORDS.
Then choose one and apply it (use your
experience or make up a scenario) to
demonstrate how it can be helpful with a client
that wants to quit tobacco use.
W EEK 4
Effective Health Communication
Review Theories of Behavior Change
 Health Belief Model
 Stages of Change Theory
W EEK 5
Review Theories of Behavior Change, con’t
 Switch Theory
 Theory of Reasoned Action
W EEK 6
Unit Exam:
 Humans Needs Theory and Dental
Hygiene Care
 Maslow’s Hierarchy Theory
 Human Needs Theory
 Operant Conditioning Theory
 Classical Conditioning Theory
 Social Learning Theory
 Operant Conditioning Theory
 Classical Conditioning Theory
 Social Learning Theory
 Health Belief Model
 Stages of Change Theory
 Switch Theory
 Theory of Reasoned Action
 Motivational Interviewing
 Effective Communication
W EEK 7
Cross Cultural Practice
Review
 Tobacco Addiction
 Nutrition and Oral Health
Effective Fall 2012
Wilkins, chapter 3
Handouts

JOURNAL ENTRY 4: SWITCH THEORY AND
TRA AND APPLICATION OF THEORY
BEHAVIOR CHANGE
o Write1-2 sentences for each theory describing the important aspects IN
YOUR OWN WORDS.
Then choose one and apply it (use your
experience or make up a scenario) to
demonstrate how it can be helpful when you
want to make a behavior change.
Darby, chapter 4
Handouts
 JOURNAL ENTRY 5: SWITCH THEORY AND
TRA AND APPLICATION OF THEORY TO
BEHAVIOR CHANGE
o Reflect on a habit you wanted to break
for health purposes. What worked
best for you, what did not work you,
and which Theory of Behavior most
closely matched your method for
change.
Darby, chapter 5
Miller and Rollnick, chapters 4, 5 , 6 & 7

JOURNAL ENTRY 6: REFLECT ON THE
THEORIES LEARNED AND HEALTH BELIEF
MODEL & STAGES OF CHANGE AND
APPLICATION OF THEORY TO TOBACCO
CESSATION
o Write1-2 sentences for each theory describing the important aspects IN
YOUR OWN WORDS.
o Then choose one and apply it (use
your experience or make up a
scenario) to demonstrate how it can
be helpful with a client that wants to
quit tobacco use.
W EEK 8
ADVOCACY
 HEALTH AND HEALTH PROMOTION
Role Playing – Tobacco Cessation
W EEK 9
COMMUNICATION AND FEEDBACK
 PATIENTS
 PEERS
 OTHER HEALTH PROFESSIONALS
 LEGISLATORS
PROFESSIONAL COMMUNICATION
Darby, chapter 3
Miller and Rollnick, chapters 8, 9 , 10 & 11

WRITE A LETTER TO YOUR LEGISLATORS
DEMONSTRATING EFFECTIVE
COMMUNICATION REGARDING
REGULATORY AND LEGISLATIVE EFFORTS
OF THE DENTAL HYGIENIST IN ARIZONA
PROMOTING ORAL HEALTH
Miller and Rollnick, chapters 12, 13, & 14

LETTER DUE
Role Playing – Nutritional Counseling and Oral
Health
W EEK 10
W EEK 11
Evoking Hope and Staying Neutral
 GROUPWORK: ROLE PLAY
communication with patients, peers, other
professionals, legislators
 Practice PEER FEEDBACK
Miller and Rollnick, chapters 15, 16, 17, & 18





RUBRIC FOR PT COMMUNICATION/
EDUCATION /BEHAVIOR CHANGE
SELF ASSESSMENT
SETTING GOALS
CODING
ASSIGNMENT 1 DUE: TRANSCRIPT OF YOUR 510 MINUTE AUDIO OR VIDEOTAPE OF YOUR
PATIENT INTERACTION (E.G., WHERE THERE IS
NEED FOR A BEHAVIOR CHANGE)
BEGIN ASSIGNMENT 2: SELF ASSESSMENT/
GOALS – PART 1. Using rubric for patient
management, evaluate yourself using the
transcript you made of a 5-10 MINUTE session
with a patient. SET GOALS (see Setting Goals
rubric) based on your findings from selfassessment and guidelines for motivational
interviewing. Code and evaluate using selfassessment form. Turn in assessment, rubric &
goals next week.
W EEK 12
MOTIVATIONAL INTERVIEWING: PLANNING, THE
BRIDGE TO CHANGE
(MI) PRINCIPLES RELATED TO DENTAL HYGIENE
 ASKING USEFUL QUESTIONS
 LISTENING SKILLS (SILENCE, REFLECTION)
Effective Fall 2012


ASSIGNMENT 2: SELF ASSESSMENT #1
DUE (W/ PRE ANALYSIS WORKSHEET)
GOALS DUE
Miller and Rollnick, chapters 19, 20, 21, 22
W EEK 13
W EEK 14
MOTIVATIONAL INTERVIEWING: LEARNING AND
APPLYING MI
 INFORMING SKILLS
 DISCUSSION OF MI: INTEGRATION SKILLS IN
DENTAL HYGIENE PRACTICE
 IPC – INTER PROFESSIONAL COMMUNICATION
 ROLE PLAY
EXAM #2
 DARBY, CHAPTER 5
 MILLER AND ROLLNICK
Miller and Rollnick, chapters 23, 24, 25, 26


MOTIVATIONAL INTERVIEWING:
W EEK 15
Role Playing – OHI with periodontal disease
and caries

ASSIGNMENT 3: COMPLETE A 2ND 5-10MIN
TAPE IN CLINIC USING MOTIVATIONAL
INTERVIEWING, TYPE AND CODE TRANSCRIPT
Read Miller and Rollnick Parts V
Work on ASSIGNMENT 3 transcript and
coding
FINAL EXAM
COURSE POLICIES:
ACADEMIC DISHONESTY is a form of misconduct that is subject to disciplinary action and includes
the following: cheating, fabrication, fraud, facilitating academic dishonesty and plagiarism.
 Plagiarism: any attempt to knowingly or deliberately pass off other's work as your own.
 Cheating: any attempt to gain an unfair advantage over one's fellow students.
 Fabrication: any attempt to present information that is not true when the author knows the
information presented is false.
 Fraud: any attempt to deceive an instructor or administrative officer of the university.
 Facilitating Academic Dishonesty: any attempt to assist an act of academic dishonesty by another
individual.
ATTENDANCE is expected at all scheduled lectures. Attendance is considered one measure of
professional conduct and demonstrates the behavior expected of a NAU dental hygiene student.
Class Requirements
 Students must attend and participate in all class sessions. Due to the fast paced nature of the
summer course, it is imperative that attendance be regular.
 Habitual late arrival, early exit, or poor attendance from class will result in a point/grade reduction
for each infraction from the total course points.
 Late work will be accepted with a 20% reduction in grade after the first day, 40% reduction after
the second day, 60% after the third day, etc.
 If the student is unable to attend, email the instructor before the class session or as early as
possible. Email at Sheila.Barron-Jacobs@nau.edu
 Any missed assignments/requirements related to absence must be made up by the next class for
zero reduction in grade. After that there will be a 10% reduction in grade per day.
 No quizzes can be made up after the completion date in Bblearn.
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
Effective Fall 2012
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).
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.
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-10019; “Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
Effective Fall 2012
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 .
Effective Fall 2012