UCC/UGC/ECCC
Proposal for New Course
Fall 2016
Please attach proposed Syllabus in approved university format.
1. Course subject and number:
ANT 255
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
Social and Behavioral Sciences
4. Academic Unit:
3
Anthropology
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course
Learning Outcomes)
Students will:
1. Recognize and Identify cultural and historical differences that impact perceptions and acts
of homicide and violent crime; Recognize and differentiate types of evidence and its
application in case studies;
2. Students will demonstrate their understanding of forensic scientific techniques by
explaining the application of techniques and methods appropriate to the period of
development of those specific forensic sciences.
3. Recognize dynamics involving gender, class, age, identity, ethnicity and mental illness in
acts of violence; Identify folk remedies and belief systems that dictated manner of
treatments, punishments, and ways to determine guilt or innocence;
4. Evaluate popular culture’s role and both sides of the debate regarding exploitation of
violent crime and the effects on public perceptions;
5. Assess similarities and differences through cross-cultural comparisons of forensic cases
that demonstrate an understanding of human cultural diversity and advances in the
application of forensic sciences to apprehension and treatment of violent offenders;
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for
Developing Effective Program Student Learning Outcomes)
This course contributes a new aspect of anthropological study in that it introduces and
combines the development of forensic science within the framework of culture and changing
attitudes on ethnicity, gender, age, social inequality and ideology. The Anthropology
Department is developing forensic-oriented courses as part of a new trajectory of study not
previously available to students. ANT 255 also provides students a course of study not offered
elsewhere in the university for those contemplating and interested in the fieldwork and the
applied aspect of Forensics in crime scene analysis, which is a different approach than the
administrative, policy development and legal perspective offered in other programs, such as
Effective Fall 2015
Criminology and Criminal Justice. It is anticipated that this course will appeal as an
interdisciplinary course as it can be counted as an elective for those pursuing a forensics
emphasis. Further, this course is proposed for a Liberal Studies designation in that learning
outcomes are designed to address cultural diversity, the influence of culture on shaping
human experiences, and fostering appreciation for varied cultural traditions amidst changing
attitudes toward science. These are combined with a scientific inquiry component that
introduces theories, concepts, and organizational skills necessary to creating a foundation in
forensic science and specifically, in crime scene analysis.
7. Course Title:
MURDER, MAYHEM AND MADNESS: THE DEVELOPMENT OF
FORENSIC SCIENCE IN CULTURAL AND HISTORICAL CONTEXT
(max 100 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
An anthropological exploration of the development of forensic science in conjunction with
changing cultural attitudes and influences on violent crime, public execution, torture,
criminals, and treatment of the “criminally insane.” Includes the study of serial and mass
murderers using case studies from the Ancient World to Modern society, viewed through the
lens of gender, age, social class, and ethnicity.
9. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, list and include the appropriate plan proposal.
.
No
10. 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, and include applicable support/correspondence.
11. Grading option:
Letter grade
Pass/Fail
Both
12. Proposed Co-convene with:
14a. UGC approval date*:
See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
13. Proposed Cross-list with:
See cross listing policy.
14. May course be repeated for additional units?
14a. If yes, maximum units allowed?
14b. If yes, may course be repeated for additional units in the same term?
15. Proposed Prerequisites:
NONE
If prerequisites, include the rationale for the prerequisites.
Effective Fall 2015
Yes
No
Yes
No
16. Proposed Co requisites:
NONE
If co requisites, include the rationale for the co requisites.
17. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
18. Does this course include an experiential learning component?
No
19. Class Instruction Mode:
In-person
If In-person or Blended, where will the course be offered?
20. Which terms will the course be offered?
Fall
Winter
Other
Yes
Online
FLGMTN
Blended
Other
Spring
Summer
(Fall/Even Yrs, Spring/Odd Yrs, Intermittent, etc.)
21. Do you anticipate this course will be scheduled outside the regular term?
Yes
No
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/
22. Will there be a course fee?
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Course-Fees/
Yes
No
23. Is this course being proposed for Liberal Studies designation?
Yes
No
24. Is this course being proposed for Diversity designation?
Yes
No
Answer 23-24 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
12/4/2015
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
Effective Fall 2015
For Committee use only:
UCC/UGC Approval
Date
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
UGC Approval (Graduate-Level Courses Only)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Effective Fall 2015
COLLEGE OF SOCIAL AND BEHAVIORAL SCIENCES
ANT 255: MURDER, MAYHEM & MADNESS:
An Introduction to the Development of Forensic Science in Cultural and Historical Context
Instructor: Dr. Sharon Moses, Ph.D., RPA
Email: Sharon.Moses@nau.edu
Meets: TTh 9:35 AM – 10:50 AM
Room 310 SBS Castro
Department of Anthropology
Ofc Phone: 928-523-1249
Office: TBA (SBS West)
Office Hours: 2-5 PM Wednesdays
Course Description
ANTH 255 (3) An anthropological exploration of the development of forensic science in conjunction
with cultural attitudes and influences on violent crime, public execution, torture, criminals, and
treatment of the “criminally insane.” This course will include the study of serial and mass murderers
and will include case studies from the Ancient World to Modern society. Examples will be viewed
through the lens of gender, age, social class, and ethnicity and will explore changing attitudes and the
treatment of violent and criminal behavior. This course will explore the development and application
of forensic science in different cultural and historical contexts and incorporate scientific inquiry as a
key component. Popular culture, media, and commercialization of violent crime as entertainment in
the modern world will also be addressed.
Liberal Studies Course – What does that Mean? ANT 255 is a liberal studies course; the mission
of a Liberal Studies Program is to challenge students to gain a deeper understanding of the natural
environment, the world’s peoples, diversity of traditions and legacies created by the dynamics and
tensions that shape our world. Liberal studies is also intended to provide a broad range of knowledge
and to develop an awareness of different ethnic groups and historical contexts on the global stage. By
doing so, the student can develop their potential contributions to society from a well-informed base of
information rather than one based upon limited understandings, misunderstandings, stereotypes
and/or misinformation. By definition, this course is supposed to challenge entrenched ideas you may
have and expand them to include other perspectives outside your comfort zone. This is the essence
of education – otherwise, learning only those things that agree with your experiences and mindset
thus far in your life is not education, but a reinforcement of entrenched ideas – and that is the
antithesis of education.
ANT 255 is a course in the Cultural Understanding block. Cultural understanding provides students
with an experience of diverse cultures (different from their own) by: (1) providing an analytic
framework that facilitates awareness of how cultures vary and shape human experience; (2) an
appreciation for the unique features and perspectives of varied cultural traditions and (3) promoting
an understanding of and greater familiarity with different cultures of the world. In addition, ANT 255
will (4) utilize scientific inquiry in the field of forensic science as a key component to understanding
Effective Fall 2015
the application of the course in technology and methods. Through ANT 255, students will explore
cultural attitudes and influences on violent crime, public execution, torture, criminals, and treatment of
the “criminally insane” from antiquity to modern times while being introduced to forensic methods
based in science that were developed to replace folk remedies for apprehending and treating violent
criminals. The learning objectives pertaining to the goals of the Cultural Understanding block while
utilizing scientific inquiry as a key component are discussed below.
ANT 255 teaches the essential skill of scientific inquiry by introducing the student to the history of
forensic science and forensic scientific method, which include the recognition of what constitutes
forensic evidence in different historical and cultural contexts and the proper manner of collection,
organization and analysis of that evidence. Students will learn (1) important theories and concepts
specific to forensic science as it developed over time, (2) the application of scientific knowledge in
problem solving for violent crime, and (3) students will also learn the limits of forensic knowledge per
cultural and historical contexts from antiquity to Modern world applications.
Students will learn forensic applications by reading and/or viewing video of high profile case studies
(historical and contemporary) and the physical evidence each presented, in conjunction with learning
about methods in fingerprinting, firearms and tool mark patterns, blood spatter and bloodstain
patterns, psychological profiling, and basic knowledge of investigation skills for field/crime scenes.
Students will be tested in a series of quizzes, a writing assignment, simulated crime scene exercises,
a midterm and final. Each of these will layer cultural understanding, historical context and scientific
inquiry so that the student will acquire basic knowledge of the development of forensic science and
the influences of cultural and historical contexts on that development.
NOTE: Material in this course will be by definition, violent and graphic. Texts, news footage,
documentaries, popular films, images, crime scene photographs, graphic descriptions, line drawings
or realistic reconstructions of violent crimes. Content in this course may be disturbing; enrollment and
participation in the course constitutes an informed decision and consideration of this component.
Learning Objectives & Student Learning Outcomes:
Students will participate in cross-cultural, forensic and historical study of violent crime and societies’
attitudes and approach to it. Students will:
1. Recognize and Identify cultural and historical differences that impact perceptions and acts of
homicide and violent crime; Recognize and differentiate types of evidence and its application in
case studies;
SLO: This learning outcome provides students with an analytic framework that facilitates awareness
of how cultures vary and shape human experience. This outcome also identifies specific variations
in cultural approaches to the concepts of murder and insanity and incorporates scientific inquiry and
application as appropriate to different cultural and historical contexts. Students are introduced to this
framework through carefully scaffolded reading assignments and in-class discussions in Units 1-4
and the public interest shifting away from folk and mythological understandings toward science and
its application to real world problem solving as found in popular 19th century literature (Sherlock
Holmes), the growth of “detective” and true crime narratives, and the first 19 th century international
level of interest found in Jack the Ripper’s crimes. This introduction culminates in the Week 4 in-
Effective Fall 2015
class writing assignment and student led discussions and role play of Crime Scene Scenarios.
2. Students will demonstrate their understanding of forensic scientific techniques by explaining
the application of techniques and methods appropriate to the period of development of those
specific forensic sciences.
SLO: Students will be introduced to contemporary scientific techniques as well as folk and pseudoscience through topics such as: Definition and Scope of Forensic Science, Development of Crime
Labs; Crime Scene Reconstruction; Fingerprinting; Physical Evidence; Forensic Aspects of Fire
Investigations; the Microscope in Forensics vs Divine and Spectral Evidence of Guilt; Forensic
Investigation Guidelines; Forensic Investigation of Explosions. Students demonstrate their
understanding of the materials for Weeks 1-7 in the Week 8 midterm exam and for Weeks 13-14 in
the final exam. Students will also use their understanding of scientific techniques in Student Led
Discussions 3-4 and in the graded In-Class Writings 1-4. Students will apply this information in
Learning Outcomes 3-5 below.
3. Recognize dynamics involving gender, class, age, identity, ethnicity and mental illness in acts
of violence; Identify folk remedies and belief systems that dictated manner of treatments,
punishments, and ways to determine guilt or innocence;
SLO: This learning outcome allows students to apply discipline-specific concepts, theories and
techniques learned in Learning Objective 2 to identify and analyze how cultures vary and shape
human experience. Students will learn how to differentiate folk and pseudo-sciences from the rise of
forensic sciences as applied to crime and criminals through time. Students will be introduced to this
through case studies, reading assignments, role play of Crime Scene Scenarios and ad hoc
discussions Weeks 2, 4, 5, and 10. Students will demonstrate their understanding of the material
formally through the following graded assessments: Quiz 2, Student Led Discussions and In-class
writing in Week 5; on the midterm exam, and on the final.
4. Evaluate popular culture’s role and both sides of the debate regarding exploitation of violent
crime and the effects on public perceptions;
SLO: This learning outcome allows students to identify and evaluate how media in different cultures
express and reinforce attitudes, values and beliefs of the culture. Students will develop an
appreciation for and understanding of the unique features and perspectives of cultural traditions
across time. Students are introduced to this through case studies, reading assignments, lectures, and
ad hoc class discussions on well-known cases such as: the Jon Benet Ramsey Case, Lizzie Borden,
the public torture and execution of Robert-Francios Damiens in the 18th century, and examples from
television and movies. Students will distinguish cultural and social attitudes that accept or exclude
levels of violence through authority figures, gender, age, and social status. These are in Weeks 2, 3,
4, 5, 12 of the syllabus below. Students will demonstrate their proficiency with these materials
through the following graded assessments: Quiz 2, Quiz 4, Student Led Discussion 4, the midterm,
and the final.
5. Assess similarities and differences through cross-cultural comparisons of forensic cases that
demonstrate an understanding of human cultural diversity and advances in the application of
forensic sciences to apprehension and treatment of violent offenders;
SLO: This learning outcome provides and understanding of and greater familiarity with different
cultures of the world as well as the applications and limitations of forensic science in problem solving
crime. Students are introduced to the cross-cultural comparisons through lectures, assignments, and
ad-hoc discussions on Murder and Gender Differences (Week 4); Public Execution, Torture, and
Social Inequality (Week 5); Children and Adolescents (Week 9); Sexual Sadists (Week 11); Bombs
Effective Fall 2015
and Terror: Mind of a Terrorist (Week 14). Students will demonstrate their proficiency with and
understanding of the materials through the following graded assessments: Quiz 2, Quiz 4, Quiz 5, InClass Writing 2, 3, and 4, Student Led Discussions 2, 3, and 4, as well as the midterm exam, and the
final.
Course Structure: Students will be expected to learn from a variety of methods including: lecture
and power points, reading assignments, videos, quizzes, in-class writing and/or Student led
Discussions with assigned themes, and Crime Scene Scenario exercises. This course will utilize
criminal historical and contemporary case studies to illustrate the goals and objectives as outlined in
the Student Learning Expectations and Outcomes.
Course Texts: Some students find it financially helpful to rent rather than purchase texts; please
check with the NAU book store to see what options are available to you.
 Katherine Ramsland, Ph.D. The Human Predator: A Historical Chronicle of Serial Murder and
Forensic Investigation
 Assorted Articles will also be posted to Bblearn
GRADING
Assessment & Grading System for Student Learning Outcomes - Methods & Policies:
Grading System: Points Possible
5 In-Class Quizzes (10 pts ea)……………..………………………………………………….. 50
5 In-class Discussion & Writing Exercises………………………………...………………….. 50
Participation in Student Group led discussions & Crime Scene Scenarios…..…………… 50
Midterm (100 pts Total)…………………………………………………………………………. 100
1 Final (100 pts)…………………………………………………………………………………..100
Total Points Possible………………………………….………………………………………..350
Extra Credit Assignments: Extra credit assignments will be available after the Midterm for limited
points (10-15pts). While these will provide support to students struggling to achieve the next higher
grade category, they will not be equal value in exchange for failure of the Midterm and/or Final.
A = 90-100% ; B = 80-89%; C=70-79% ; D=60-69% ; F=59% and below
FINAL EXAM - TUES, DEC 13, 9:30am
Please make note of your Final exam date on your calendar now.
Show up for all scheduled exams (see syllabus for dates of other quizzes or tests) and do not
schedule trips out of town on exam dates. If illness or other unforeseen circumstance beyond your
control prevents you from getting to the Final, call or email me on that day. Obtain and provide a
doctor’s certification for absence or other university accepted excuse, to be turned in to me before
finals week is over. Without an acceptable excuse for missing the final, your grade will be calculated
with a -0- for the Final.
Attendance Policy: ALL ABSENCES COUNT; Even those considered “excused”.
Effective Fall 2015
YOU ARE ALLOWED A TOTAL OF 4 ABSENCES; 5 or MORE ABSENCES FOR ANY REASON,
WILL MEAN AN AUTOMATIC FAILURE OF THIS CLASS. Please consider your extracurricular
commitments or work schedule, if you have a chronic illness or injury that requires more than
4 absences during the semester, and anything that interferes with your ability to observe this
rule in your decision to stay in this class.

Reason: This is because, despite the fact that you may have excused absences, statistical
evidence has shown that students who miss more than two weeks’ worth of class are unlikely
to succeed without significant individualized assistance. Attendance is the single most
important factor in the success of students in university classes; showing up for every class,
especially if you are prepared, will enhance your grade significantly. Time constraints and
student numbers could present a significant obstacle to such individual attention. Secondly,
two weeks’ worth of missed classes is a generous cut-off point while still allowing the student
the opportunity to recoup lost instruction material and/or make up scores through limited extra
credit. Absences entering into a three or more week time frame indicate that a student has
serious interference with their ability to focus, perform, and/or derive from the course what they
should to be successful. Therefore, it is the policy of this course that students with excessive
absences are encouraged to DROP the course after the 4th absence to avoid harm to their
G.P.A.
ADMINISTRATIVE DROPS
1) Students may be dropped from the course by the Professor submitting the request
directly to the Registrar, in the event the student does not attend, has two or more
absences during the first three weeks of class or if student’s behavior or academic
performance indicates they are unprepared for expectations in the class.
Making up Quizzes, Discussion/writing, Crime Scene Scenarios, Exams & Late Assignments:
MAKE UP quizzes or assignments for students with documented excused absences must be
done within one week of the student’s return to class. Beyond one week and the score will
be assessed as a -0- and no makeup will be allowed.
o Discussion Days & In-Class Writing and Crime Scene Scenario/role plays
cannot be made up or done ahead of time, as the classroom dynamic
cannot be recreated for you. An absence on those days will mean a loss of
-10pts. However, the point loss will be waived (won’t count against you) if
you have a documented excused absence (illness, injury, emergency).
NO MAKE UPS for missed quizzes, tests, etc. are allowed for Students absent for any reason
other than “excused” reasons (doctor/clinic visit, injury, etc);
o ARRANGE TO TAKE Quizzes AHEAD OF TIME so you won’t lose points if you
know you will be gone for an unexcused reason! This is to ensure that some
students don’t get extra days to prepare for tests by simply not showing up on
due dates. This does NOT apply to Midterm or Final exam, which can only be
given on an alternate date with a documented excused absence.
Effective Fall 2015
LATE ASSIGNMENTS – Assignments are expected to be turned in, during class, on their due
date. Late assignments will be accepted only within one week of their due date but will accrue
approximately 20% point loss per day, beginning with the end of class on the due date and
including weekends. After one week, the assignment will be assessed with a score of -0- and will not
be accepted. You may be allowed extended time for a late assignment and/or forgiven late
point deductions if you have a documented excuse such as illness, injury, or family emergency.
Students are responsible for notifying the instructor immediately if this is the case, to negotiate an
alternative due date before the one week grace period has passed.
Midterm & Final – Students may make up missed major exams ONLY in the event they were absent
due to a documented illness, injury or family emergency. Travel arrangements, attending other
events, etc. that overlap on test dates and other non-institutionally recognized reasons for not taking
these exams on the date they are scheduled will result in a score of -0-.

Sign In Sheet - All students have the responsibility of signing the sign in sheet before the end of
each class. If you forget to sign in, it will count as an absence and CANNOT BE CHANGED after
class has dispersed. NOTE: Signing the sign in sheet on behalf of a missing student constitutes
dishonest behavior (see NAU policies on Academic Integrity) and will count as an absence toward
you as well as the person on whose behalf you signed in.

Please come to see me if you are experiencing something that makes it difficult to get to class on
time on a regular basis.
Tardies & Early Leaves: If the professor is tardy 15 minutes or more, the class may leave. If YOU
are going to be late to class, or must leave early for any reason, please let the professor know ahead
of time and sit where your exit will not disrupt the class. Anyone who leaves the class early and
has NOT made arrangements with the professor beforehand will initiate a POP QUIZ for the
rest of the class. Students will receive extra credit for every correct answer on the Pop Quiz
but will not incur a negative score for incorrect answers; the Early Leave individual will
receive docked points for the entire number of questions on the quiz.
Restroom breaks, smoking, or other reasons for leaving and returning to class – Please try to
take care of your restroom needs before coming to class; leaving and returning to class during lecture
can be very disruptive and may incur and absence. If there is a reason you cannot attend a full class
w/o a break, please see me during office hours to discuss your situation.
CLASSROOM BEHAVIOR:
Cell phones, Laptops, iPods, recording devices and other electronics are NOT allowed once
class begins; Please have them turned off and put away (including earphones).
I know many students are under the impression that texting and cell phone use “harms no one,” is not
distracting because it is silent, and constitutes a loss only to the individual using one if not paying
attention in class. However, studies have shown that where cell phone and electronic use unrelated
to classroom activities is allowed, this fosters a poor educational environment and:
(1) Classroom scores overall are lower than in classes where they are not freely allowed.
(2) Fellow students are hesitant to complain about classmates who are texting or listening to music as
a distraction, but when provided an anonymous opportunity to do so, do complain in significant
Effective Fall 2015
numbers. (3) Furthermore, incidences of cheating on quizzes, tests, etc. are also statistically higher
due to availability and access to electronics.
Therefore, let this constitute fair warning that cell phones and other electronic devices are NOT
allowed in this class; if you use them in the face of this policy, it will be with the understanding that
you are actively ignoring and choosing to violate this rule with the following consequences. It will not
matter whether or not you are actively using the cell phone for cheating or other typically
disallowed reasons; simply having one visible will count against you:





Cell phones are not allowed to be accessible in the class; This means not on the table, in
your lap, in your hand, under your scarf, bag, or coat, etc. They must be enclosed in your
backpack, jacket pocket, etc. or otherwise INACCESSIBLE during class. If you are expecting
an important call for which you will be going out in the hall to answer – please discuss this with
me before class.
If you are caught with a cell phone, found texting, checking/sending email, taking photos,
twittering, etc. during class, you will be asked to LEAVE, and given an absence for that day. If
this occurs on a day of a quiz, test, discussion/in-class writing assignment, you will FORFEIT
your work and be given a score of -0-.
An exception to the rule regarding use of laptops/earphones: If you are a student
w/disabilities, or a volunteer or paid note-taker working for Disabilities Resources (DR) – you
may be allowed to take class notes with a laptop, but ONLY after Disabilities Resources has
notified the Professor; additionally, those given permission to use laptops or other electronic
devices will need to sit in front rows, as other students sometimes find laptop noises &
movements distracting. Simply preferring to use your laptop for note taking will NOT be an
accepted reason to allow the use of a laptop.
Disrespectful or Disruptive Behavior: The classroom community is dependent upon mutual
respect for the exchange of ideas in an environment conducive to the educational process.
Personal insults, eye-rolling, mocking or intentionally hurtful or disrespectful gestures,
utterances, heckling, sleeping in class, use of electronic devices, habitually talking during
lecture, leaving early without prior arrangement, constant interruptions or other inappropriate
behavior will not be tolerated. Students who behave inappropriately toward fellow students
and/or the professor, are unable or unwilling to be attentive may be asked to leave and receive
an absence. Habitually inappropriate behavior may result in an Administrative Drop (see
Attendance Policy) by the Professor at any time during the semester. See your NAU
Student Handbook for the details Classroom Disruption policy.
Eating/drinking in Class: Drinks and small snacks such as a granola bar, fresh fruit, cookie,
and the like are ok as long as you don’t distract others and it does not violate the Bldg. Code
for having food or drink in a classroom. However, eating a full meal - sack brkfst/lunch/dinner,
should be done before or after class.
Communication:
Office Hours/Visits – To ensure sufficient time to address your concerns, students are encouraged
to call or email ahead of time to schedule an office visit during the professor’s office hours. (SEE
Page 1 for Office Location, and Days/Times of Office Hours). Drop-ins are always welcome
during posted hours, but length of time and availability are on a first come, first served basis. If the
office hours conflict with your opportunities to see me, please contact me for a special apt. time that
will work for you. With the exception of specially arranged appointments outside of posted office
hours, students should not expect to drop in during non-designated times and have a meeting with
the professor.
Effective Fall 2015
Email:
 Students who wish to communicate via email for easily addressed concerns should do so with
expectation of at least a 12-24 hour window for reasonable response time; I will respond as
soon as possible but this will be subject to my availability due to holiday, weekend, breaks or
other campus obligations (meetings, conferences, deadlines). Please do not email within a
couple of hours before class or in the late hours of the evening (past 10pm-8:00am) and
expect to have a timely response. While you may email at any time, please be aware that
replies are not guaranteed during weekends, holidays and school breaks.
 Students are responsible to check their email & BbLearn regularly (2x per week minimum) for
updates or changes in assignments, etc.
Fellow Student Back Up Plan – Students are encouraged to exchange their name and email with at
least 2 other students in this class. In the event that you are absent, you may want to recoup class
notes from lecture, films, concept discussions, etc. that you missed. While I am happy to clarify
concepts and other material presented in class, I cannot accommodate students who missed
a class by “re-teaching” the entire lecture to you individually during an office visit. Please do
not contact me & request that I “tell you” what you missed in lecture! Students are responsible
to make the effort to get the basic information from a missed class from the Syllabus, BbLearn
postings and/or fellow classmates per the Fellow Student Back Up Plan. Then, if you have questions
about the material, please come in for an office visit for clarification.
Disabilities Accommodations: Please see NAU Policy Statements regarding Students with
Disabilities at the end of this syllabus; It is the responsibility of the student to establish their
connections with the Disability Resources Dept. (928) 523-8773 (voice) or 523-6906 (TTY) and upon
acceptance, to arrange for special testing accommodations, note taking accommodations, etc. and
notification of the Professor of this Class in a timely manner. Until professor receives formal
notification from Disability Resources, students will be expected to perform quizzes, tests and
assignments within the time frame and as outlined in this syllabus. A verbal notification from the
student alone regarding a disability or chronic condition is not sufficient to receive accommodations.
This Weekly Course Schedule is subject to change; I will notify you in class and via email as soon as
any change occurs or additional information/details are available. Students are responsible to
make note of changes as dictated in class and to check their email at least 2x per week.
Fall 2016 Course Schedule
Class meets 2x per week – TUE & THURS
NOTE: READING ASSIGNMENTS should be completed BY class time on the day they are listed
on the syllabus!
Week 1 -
DAY 1 Introduction & Expectations; Syllabus
DAY 2 Lecture: Prehistory & Murder
Reading: “Definition & Scope of Forensic Science” (Bblearn article)
Week 2 –
[Labor Day Holiday – Monday 9/5/2016]
DAY 1 Lecture: Literature & Public fascination with forensic arts – Sherlock Holmes and
Effective Fall 2015
19th Century Forensics; Yellow Journalism and true crime; Jack the
Ripper
DAY 2 Lecture: Development of Crime Labs;
Quiz 1 - Syllabus
Readings: Ramsland text– Chptr 1 “The Darkest Ages: the License of Privilege”
Chptr 2 – “The Alliance of Ignorance”
Week 3 –
DAY 1 Lecture – The Jon Benet Ramsey Case – an unsolved mystery
DAY 2 Lecture – The Crime Scene Reconstruction: Bloodstain pattern analysis &
Hair, Fibers and Paint
Read: Article – Forensics in 10th Century China; Ramsland- Chptr 3 – “Murder &
Science”
Article – Jon Benet Ramsey case study
Week 4 –
DAY 1 Lecture – Homicidal Men & Women – Murder and Gender Differences
Lizzie Borden – A Cultural Denial of Feminine Violence
DAY 2 Discussion & In-Class Writing #1 – Group 1 -Student led Discussion &
Crime Scene Scenario
Reading:
Articles – Jones – “Intro-Women’s Rights and Wrongs”;
“Foremothers: Diverse Lewd Women”;
Week 5 -
DAY 1 Lecture: Crime & Punishment: Public Execution, Torture & Social Inequality;
Case study of an 18th century Execution (Damiens)
Quiz 2
DAY 2 Discussion & In-Class Writing #2 – Group 2 – Student led Discussion &
Articles;
Reading: Ramsland – Chptr 6 – The Century’s Turn…And Twist
Week 6 –
DAY 1 Lecture: Mass Murder & Spree Killing – St. Valentines Day Massacre, Lonely
Hearts & Heartless Killers: Martha Beck & Ray Fernandez
DAY 2 Film: Leopold and Loeb
Readings: Ramsland – Chptr 7 – Opportunities in Transition
Article – Physical Evidence (Bblearn)
Week 7-
DAY 1 Lecture: Burning the House Down – Forensic Aspects of Fire Investigation
DAY 2 Tiny Worlds – the Microscope in Forensics vs “Divine & Spectral evidence of
Guilt” – Witchcraft Trials/Inquisition
Week 8 –
DAY 1 – Test Prep; study guide
DAY 2 - MIDTERM EXAM
Week 9 –
DAY 1 – Lecture: Children: Culture, Violence & Play in Identity Formation
DAY 2 - Lecture: Children and Adolescents Who Commit Homicide
Reading: Article – Violent Play
Effective Fall 2015
Week 10 –
DAY 1 - Discussion/Writing #3 – Group 3 – Student Led Discussion-School
Shootings
DAY 2 - Lecture: Mentally Ill and Killing Sprees; Insanity & the Devil Made Me Do It
Reading: Article – Intro-to 17th Century Madness, Treatment & Asylums –
Germany
Week 11 –
[Veteran’s Day Holiday – FRIDAY- 11/11/2016]
DAY 1 - Quiz 3
Lecture: Sexual Sadists: Gilles de Rais (France); Erzabet Bathory
(Hungary), Andrei Chikatilo (Russia), BTK, Pee Wee Gaskins (United
States).
DAY 2 Lecture: Sexual Sadists continued
Readings: Ramsland – Chptr 8 – “The Unthinkable”
Week 12 -
DAY 1 Lecture: Popular Culture and the Charming Killer: Hannibal the Cannibal,
Dexter; Entertainment and the Commercialization of Homicide
DAY 2 Lecture: Murderabilia – Owning a Piece of a Killer
Read: Ramsland – Chptr 10 “Serial Killers Come of Age”
Week 13 -
DAY 1 – Quiz 4
Lecture: Death Investigators and Investigations; Identifying Serial Killer Victims
Reading: Article – Smialek, MD – Introduction; Forensic Investigation Guidelines
Ramsland - Chptr 11 – “Profilers Respond”
DAY 2 - HOLIDAY
Thursday & Friday - Nov. 24 & 25 – Thanksgiving Holiday
Week 14 –
DAY 1- Lecture: Forensics and Fire
DAY 2 - Lecture: Bombs and Terror; Mind of a Terrorist; ISIS, Al Qaeda, & Home
Grown Terrorists (The Haymarket Affair-1886; Los Angeles Times Bombing
1910; Bath School Disaster-1927; Timothy McVeigh/Oklahoma City
Bombing 1995)
Quiz 5
Reading: “Forensic Investigation of Explosions” (Bblearn)
Week 15 - DAY 1 - Discussion #4 – Group 4 – Student Led Discussion
DAY 2 - Wrapping it Up – Finals Test Prep
Week 16 -
December 12-16 Finals Week
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
Effective Fall 2015
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) 5239977 (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 523-8773 (voice) or 523-6906 (TTY), dr@nau.edu (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order for
DR to best meet your individual needs, you are urged to register and submit necessary documentation
(www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or
questions related to the accessibility of programs and facilities at NAU may be brought to the attention
of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
ACADEMIC CONTACT HOUR POLICY
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019;
“Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
Effective Fall 2015
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