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UCC/UGC/ECCCProposal for New Course
Please attach proposed Syllabus in approved university format.
1. Course subject and number: DIS 569 2. Units: 3 See upper and lower division undergraduate course definitions.
3. College: Social and Behavioral Sciences 4. Academic Unit: Institute for Human Development
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course Learning Outcomes)
Upon completion of the course the student will be able to:1. Produce certification of successful completion of a respected course on Human Subjects (e.g.,
National Institute of Health (http://phrp.nihtraining.com/users/login.php or CITI https://www.citiprogram.org/aboutus.asp?language=english).
2. Describe a problem-solving process in which ethical dilemmas can be identified and resolved.3. Identify and apply relevant BACB Guidelines for Responsible Conduct (2010) to various ethical
dilemmas using the problem-solving process.4. Identify and describe research-based practices in applied behavior analysis and the application of
these practices into service delivery. 5. Conduct risk-benefit analyses in practical applications of learning and behavior change, including
at least one that involves the use of coercive practices.6. Describe current fads in practice, their relation to research, their appeal to caregivers, and your
response as a professional, committed to evidence-based practices.7. Describe the requirements of teaching and supervision as a certified (BCBA) or licensed behavior
analyst.
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).
The NAU Graduate Certificate in Positive Behavior Support (PBS Cert) is an “approved course sequence” (ACS) of the Behavior Analyst Certification Board (BACB). This means that graduates of this program may be eligible to obtain a professional credential of Board Certified Behavior Analyst (BCBA) and Arizona Licensed Behavior Analyst (LBA), upon completing a master’s degree, additional experience, and examination requirements. However, beginning 2015, all candidates for certification as a BCBA will be held to a higher standard for coursework. Instead of 15 credits there must be 18, with one course devoted entirely to ethics in behavior analysis. To that end, a new course (DIS 569 Ethics in Applied Behavior Analysis and Positive Behavior Support) is being proposed. So the justification of changing the PBS Cert program is to meet the new BACB requirements as an ACS. Changes in coursework will go into effect in 2013 so that graduates will be ready for the new BACB standards in 2015.
7. Effective BEGINNING of what term and year? Summer 2013 See effective dates calendar.
8. Long course title: Ethics in Applied Behavior Analysis and Positive Behavior Support (max 100 characters including spaces)
9. Short course title: Ethics in ABA/PBS (max. 30 characters including spaces)
10. Catalog course description (max. 60 words, excluding requisites):
Students will examine the BACB Guidelines for Responsible Conduct in the context of: (a) responsible conduct; (b) responsibility towards clients, (c) assessing behavior, (d) providing treatment, (e) acting as a teacher/supervisor, (f) conduct in their workplace, (g) responsibility to the field of behavior analysis, (h) responsibility to colleagues, (i) responsibility to society, and (j) research.
11. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)? Yes No If yes, include the appropriate plan proposal.
Graduate Certificate in Positive Behavior Support
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.
13. Will this course impact any other academic unit’s enrollment or plan(s)? Yes No If yes, include a letter of response from each impacted academic unit.The master’s degree in Human Relations (College of Education, Educational Psychology) allows students to include a graduate certificate of their choice as part of the master’s requirements. Adding an additional class to the Certificate in Positive Behavior Support may affect enrollment in the Human relations degree (from those students who would choose the Certificate in Positive Behavior Support). See attached letter from Dr. Kathy Bohan, Chair of Educational Psychology.
10/10/12 NAU Mail - Ed. Psychology supporthttps://mail.google.com/mail/u/1/?ui=2&ik=faf8b28a05&view=pt&q=(in%3Ainbox OR label%3A%5Eiim) i… 1/1Daniel Davidson <[email protected]>Ed. Psychology supportKathy J Bohan <[email protected]> Tue, Oct 2, 2012 at 8:46 AMTo: Daniel Patrick Davidson External<[email protected]>DanThe department of Educational Psychology is supportive of the request to develop a new course, DIS 569 Ethicsin Behavior Analysis and Positive Behavior Support. We understand that the course will cover ethical issuesaligned with the BABC Guidelines of Responsible Conduct. The content does not conflict with EPS 670 Ethics,Legal Standards, and Responsibilities required for students in our MA Counseling, MEd School Counseling, MEdStudent Affairs, EdS School Psychology, or PhD Educational Psychology programs.The EPS faculty also do not see any problems with students in our MEd Human Relations program using thePBS certificate for their electives. These student will have hours beyond the required 30 hours for the program.
However, the option of completing the Human Relations master’s degree and also the PBS certificate will servesome students well. It is a viable option for some students. We are supportive.Kathy J. Bohan, Ed.D.Associate Professor and ChairDepartment of Educational PsychologyCollege of EducationRoom112Flagstaff, AZ 86011Office: (928) 5230362Fax: (928) 5239284
14. Grading option: Letter grade Pass/Fail Both
15. Co-convened with: N/A 14a. UGC approval date*: (For example: ESE 450 and ESE 550) See co-convening policy. *Must be approved by UGC before UCC submission, and both course syllabi must be presented.
16. Cross-listed with: N/A (For example: ES 450 and DIS 450) See cross listing policy. Please submit a single cross-listed syllabus that will be used for all cross-listed courses.
17. May course be repeated for additional units? Yes No 16a. If yes, maximum units allowed? 16b. If yes, may course be repeated for additional units in the same term? Yes No
18. Prerequisites: DIS 519 Intro to Positive Behavior Support (or instructor approval) If prerequisites, include the rationale for the prerequisites. Students must have a basic knowledge of applied behavior analysis and positive behavior support before they could entertain the possibility of ethical dilemmas. DIS 519 provides a very comprehensive overview, and is listed here as the prerequisite. Yet some students enter the PBS Cert with a great deal of experience and other relevant coursework. In those instances we would like the flexibility to allow for DIS 569 to be taken either during or before DIS 519, if taking it after would cause delays in completing the program of studies.
19. Co requisites: N/A If co requisites, include the rationale for the co requisites.
20. Does this course include combined lecture and lab components? Yes No 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:
Daniel Davidson - SBS: Institute for Human DevelopmentAndrew Gardner - SBS: PsychologyTrina Spencer - SBS: Institute for Human DevelopmentSusan Marks - COE: Education Specialties… plus part time instructor (Extended Campus) Donald Stenhoff
Answer 22-23 for UCC/ECCC only:
22. Is this course being proposed for Liberal Studies designation? Yes No If yes, include a Liberal Studies proposal and syllabus with this proposal.
23. Is this course being proposed for Diversity designation? Yes No If yes, include a Diversity proposal and syllabus with this proposal.
Reviewed by Curriculum Process Associate Date
Approvals:
Department Chair/ Unit Head (if appropriate) Date
Chair of college curriculum committee Date
Dean of college Date
For Committee use only:
UCC/UGC/ECCC Approval Date
Approved as submitted: Yes No
Approved as modified: Yes No
Northern Arizona UniversityCollege of Social and Behavioral Sciences - Institute for Human Development
DIS 569: Ethics in Applied Behavior Analysis and Positive Behavior Support
(Summer 2013)
This document is meant to be printed in portrait view with 0.5 inch margins
Instructor: Phone:
Office: none (on-line) E-Mail: (use only this email for all class-related communication)
Office Hours: (by appointment only) Fax: N/A
Credit Hours: 3 Classroom: none (on-line)
COURSE PREREQUISITES
DIS 519 Introduction to Positive Behavior Support
COURSE DESCRIPTION
The purpose of this course is to provide students with an ethical framework in which to provide both applied behavior analytic services and positive behavior support services. Behavior Analysts work in a variety of settings, but the ethical standards remain constant. However, due to the various settings Behavior Analysts must recognize how to generalize those ethical guidelines within that context. Students in this course will examine the Behavior Analyst Certification Board (BACB) Guidelines for Responsible Conduct in the context of: (a) responsible conduct; (b) responsibility towards clients, (c) assessing behavior, (d) providing treatment, (e) acting as a teacher and/or supervisor, (f) conduct in their workplace, (g) their ethical responsibility to the field of behavior analysis, (h) their responsibility to colleagues, (i) their ethical responsibility to society, and (j) research. In addition, students will analyze those guidelines relative to how they address the principles of improving problem behavior by making it irrelevant, ineffective, and inefficient. Students will also become familiar with potential disciplinary possibilities through the BACB (Professional Disciplinary and Ethical Standards) and through the state of AZ Licensing rules.
Finally, students will also examine evidence-based practices and how they apply to their application of behavior analytic treatment. Throughout the course students will be guided through a process of examining ethical dilemmas and deciding how those dilemmas might be addressed in relation to the ethical guidelines in their professional field, including risk assessment. Students will access information through the texts, position papers, research review, online information, review and development of case studies, and discussions with behavior analysts.
STUDENT LEARNING EXPECTATIONS/OUTCOMES FOR THIS COURSE
Upon completion of the course the student will be able to:1. Produce certification of successful completion of a respected course on Human Subjects (e.g., National
Institute of Health (http://phrp.nihtraining.com/users/login.php or CITI https://www.citiprogram.org/aboutus.asp?language=english).
2. Describe a problem-solving process in which ethical dilemmas can be identified and resolved.3. Identify and apply relevant BACB Guidelines for Responsible Conduct (2010) to various ethical
dilemmas using the problem-solving process.4. Identify and describe research-based practices in applied behavior analysis and the application of these
practices into service delivery. 5. Conduct risk-benefit analyses in practical applications of learning and behavior change, including at least
one that involves the use of coercive practices.6. Describe current fads in practice, their relation to research, their appeal to caregivers, and your response
as a professional, responsible for evidence-based practices.7. Describe the requirements of teaching and supervision as a certified (BCBA) or licensed behavior analyst.
COURSE STRUCTURE/APPROACH
This course will be taught on line with readings to be included from relevant journals, textbooks, and web sites. Self-assessment quizzes will be completed weekly to assess student understanding. Group discussions will be expected and graded throughout the semester. Students will be assigned several assignments designed to apply ethical practice in various professions. Unlike some other online classes, you will not have the option of working at your own pace. You may work any time of day or night most convenient to you, but you will need to keep up with the weekly lessons, quizzes and assignments. All work due at the end of each week must be finished by midnight each Saturday.
Students are expected to write several papers during this course. Papers must be written using APA standards (see below for the reference to the APA Manual). This means that students are expected to produce professional documents, including attention to detail, grammar, spelling, and punctuation.
We will NOT be using the class mail tool. All communication with the instructor must be sent FROM YOUR NAU ACCOUNT to the email address above.
It is your responsibility to email your instructor if you any problems arise during the duration of this course, to come up with a plan as to if or how your situation can be resolved. But this must happen BEFORE the due date. No late assignments will be accepted unless pre-arranged with the instructor.
Students will be evaluated on their individual quiz scores, their individual assignments, and the quality and helpfulness of their discussion contributions.
TEXTBOOK AND REQUIRED MATERIALS
The following textbooks are required for this class and will be used throughout other classes in the PBS Graduate Certificate:
● Bailey, J., & Burch M. (2011). Ethics for behavior analysts (2nd ed.). New York: Routledge.
● Cooper, J. O., Heron, T. E., & Heward, W. L. (2007) Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice-Hall, Inc.
RECOMMENDED OPTIONAL MATERIALS/REFERENCES
● American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
● Strunk, W., & White, E. B. (2000). The elements of style (4th ed.). New York: Longman. NOTE: There are other editions of this book that may be as useful as this version.
Other readings may be included from relevant journals, textbooks, and web sites, and are available through electronic reserves.
ASSIGNMENTS
NIH Human Subjects CourseStudents will complete a Human Subjects Course through the National Institute of Health (http://phrp.nihtraining.com/users/login.php). Plan on taking three hours to complete the online modules, so I recommend that students start early. Once completed students will need to email a copy of the certificate to the instructor.
Case AnalysesStudents will complete two case analyses reviewing and analyzing ethical dilemmas in practice. In each analysis the students will identify BACB Conduct Guideline code numbers that address the dilemma, summarize each principle involved in the code in their own words, and describe how they would address the dilemma based on the problem solving steps.
BCBA Consult and ReportStudents will consult with a BCBA in their state regarding an ethical dilemma. BCBAs may be identified through the BACB website. Students will present to the BCBA an ethical dilemma that they have faced, and what they did to resolve the dilemma. The BCBA will be asked to critique the student’s work. Prior to the interview, the students will send the BCBA the dilemma and outcome prior to the meeting so the BCBA may review it. Students will cc the instructor on all interactions with the BCBA. The interview should last 20-30 min. The interviewee should report what guidelines they followed (e.g., BACB conduct guidelines, IDEA). The report should include a summary of the consult, the report should be well referenced relating the opinions developed from the interview to the BACB Conduct Guidelines, to other professional guidelines, and to existing research. It is strongly suggested that you begin contacting BCBAs early in the semester (i.e., the first 2-3 weeks). The paper must be written using APA style.
Risk-Benefit AnalysisStudents will design and conduct two risk-benefit analyses during the semester. This assignment will be an extention of the Case Analysis assignments. However, in addition to the Case Analysis requirements, students will design their own risk-benefit assessment form based on the description from Bailey and Burch (2011, ch
16), then provide analyses based on the developed risk-benefit forms.
APBA MembershipEach student will register to be a member of the Association for Professional Behavior Analysts.
Term PaperStudents will select a fad that may or may not have a research base to support it, or an intervention published in a peer-reviewed journal that included the use of aversives as the primary treatment. The fads will be selected from a set of fads identified by the instructor from literature reviews on evidence-based practices, common practices found in professional settings. Students will summarize what the practice is, the research base to support it, and how to address as a professional.
COURSE OUTLINE
NOTE – All assignments are due by 11:59 pm on the last date of the week (Saturday) unless otherwise specified. The items listed in the "Due" column are only the terminal assignments required for that week. You must read EACH weekly lesson thoroughly for a complete understanding of all that is required.
Content Readings and Requirements Assignments Due(Due Saturday at 11.59 pm)
Week 1Module 1: Part 1
Applied Behavior Analysis
Text: Cooper 1: Definition and Characteristics of
ABA Cooper 29: Ethical Considerations
Discussions: Introductions: (0 pts) Importance of ethics in
practice post (3 pts)
Class Quizzes: Quiz 1 (10 pts)
Module 1: Part 2
Introduction to Ethics for Behavior Analysts
Text: Bailey 1: How we got here Bailey 2: Core Ethical Principles Bailey 3: What Makes Behavior Analysis
Discussions: Importance of ethics in
practice response (3 pts)
Class Quizzes: Quiz 2 (10 pts)
Week 2Module 2: Part 1
Ethics of Behavior Analysis and Challenges
Text: Bailey 4: Most Frequent Ethical Problems Behavior Analyst Guidelines for Responsible
Conduct (bacb.org): Guidelines 1-5
Discussions: Ethical problems in current
practice post (3 pts)
Class Quizzes: Quiz 3 (10 pts)
Assignment: NIH Human Subjects (20
pts)
Module 2: Part 2 Text: Discussions:
Ethics of Behavior Analysis and Challenges
Bailey 5: Everyday Ethical Problems Behavior Analyst Guidelines for Responsible
Conduct (bacb.org): Guidelines 6-10
Ethical problems in current practice response (3 pts)
Class Quizzes: Quiz 4 (10 pts)
Week 3Module 3: Part 1
Responsible Conduct of a Behavior Analyst (Guideline 1)
Text:● Bailey 6: Responsible Conduct ● What is evidence (Drake et al., 2008)● Appeal of un-validated treatments (Smith,
2005)
Discussions: What convinces you and
dealing with ethical dilemmas? post (3 pts)
Class Quizzes: Class Quiz 5 (10 pts)
Module 3: Part 2
Delivering the Message
Text: ● Bailey 17: Delivering Ethics Message● Best available evidence (Slocum et al. 2012)● Strategic Decision Making in EBP
(Wilczynski, 2012)
BCBA Interview (e.g., Select a BCBA to interview)
Discussions: What convinces you and
dealing with ethical dilemmas? response (3 pts)
Class Quizzes: Class Quiz 6 (10 pts)
Assignments: Case Analysis 1 (25 pts)
Week 4Module 4: Part 1
Responsibility to Clients (Guideline 2)
Text:● Bailey 7: Responsibility to Clients● Green (1999)● Fads in Special Education (Zane, 2005)● NAC Executive Summary● American Academy of Pediatrics (2012)
Discussions: Responding to fads post (3
pts) Responsibility to client
ethical dilemma post (3 pts)
Class Quizzes: Class Quiz 7 (10 pts)
Module 4: Part 2
Avoiding Ethical Problems
Text: Bailey 18: Avoiding Ethical Problems Single-case research (Horner et al., 2012) Gersten et al. (2005)
Discussions: Responding to fads response
(3 pts) Responsibility to client
ethical dilemma response (3 pts)
Class Quizzes: Class Quiz 8 (10 pts)
Assignments: Case Analysis 2 (25 pts)
Week 5Module 5: Part 1
Assessing Behavior (Guideline 3) and Risk Assessment
Text: ● Bailey 8: Assessing Behavior● Bailey 16: Risk-Benefit● Social Validity (Strain & Barton, 2012)
Start Term paper Assignment
Discussions: Risk-benefit analysis post (3
pts)
Class Quizzes: Class Quiz 9 (10 pts)
Week 6Module 5: Part 2
Individual Behavior Treatment Programs (Guideline 4)
Text: Bailey 9: Individual Behavior Change
Program Making effective decisions (Spencer et al.,
2012) The right to effective behavioral treatment
(Van Houton et al., 1988) Cooper 10: Planning and Evaluating Applied
Behavior Analysis Research APBS Standards of Practice
BCBA Interview (e.g., ID ethical dilemma and schedule interview)
Discussions: Risk-benefit analysis
response (3 pts) Use of
reinforcement/punishment and treatment fidelity post (3 points)
Class Quizzes: Class Quiz 10 (10 pts)
Assignments: Risk-Benefit Analysis 1 (20
pts)Week 7
Module 6: Part 1
Behavior Analysts as Teachers or Supervisors (Guideline 5)
Text:● Bailey 10: Behavior Analyst as Teacher or
Supervisor● Health plan guidelines (BACB, 2012)● Logic and facts of effective supervision
(Engelmann, 1988)
Discussions: Supervising others post (3
pts) Use of
reinforcement/punishment and treatment fidelity response (3 points)
Class Quizzes: Class Quiz 11 (10 pts)
Module 6: Part 2 Behavior Analysts in the
Workplace (Guideline 6)
Ethical Conduct at First Job
Text: Bailey 11: The Behavior Analyst and the
Workplace Bailey 19: Practical Tips on First Job
Discussions: Supervising others response
(3 pts) Risk-benefit analysis post (3
pts)
Class Quizzes: Class Quiz 12 (10 pts)
Week 8Module 7: Part 1
Ethical Responsibility to Field of Behavior Analysis (Guideline 7)
Text: Bailey 12: Responsibility to Field of
Behavior Analysis Slocum and Butterfield (1994) Neuri3nger (1991)
Discussions: Leadership post (3 pts) Risk-benefit analysis
response (3 pts)
Class Quizzes: Class Quiz 13 (10 pts)
Assignments: Risk-Benefit Analysis 2 (20
pts) Subscribe to APBA (10 pts)
Module 7: Part 2
Ethical Responsibility to Colleagues and Society (Guideline 8, & 9)
Text: Bailey 13: Responsibility to Colleagues Bailey 14: Responsibility to Society
Discussions: Leadership response (3 pts)
Class Quizzes: Class Quiz 14 (10 pts)
Week 9Module 8: Part 1
Ethical Responsibility to Research (Guideline 10)
Text: ● Bailey 15: Behavior Analyst and Research● BACB Disciplinary Standards● APBS Licensing Rules
Discussions: Term paper post (3 pts) Term paper response (3 pts)
Class Quizzes: Class Quiz 15 (10 pts)
Assignments:BCBA Consult Report (50 pts)
Week 10Module 8: Part 2
Wrap-up
Term Paper Due (57 pts)
Wednesday xx/xx by midnight
ASSESSMENT OF STUDENT LEARNING OUTCOMES
Methods of Assessment
Class Quizzes (150 points – 15 x 10 points): Quizzes will be based on the weekly readings, lessons, and other supplement materials. Most quiz questions will be multiple choice and students are encouraged to use their books and other learning materials to succeed. Each quiz may be only taken once.
Discussions (66 points – 22 x 3 points): Throughout the semester each student’s participation in small group discussions will be rated by the instructor.
Assignments (227 points): A total of 16 assignments will be given. Assignments will require extensive written responses, so it is important that students begin the assignments early and they keep up with the schedule. No late assignments will be accepted.
GRADING RUBRICS
Weekly Class Quizzes (15)150 points
1 point for each correct answer scored automatically through Bb Learn
Discussions (22)3 points each (66 points
Post: 1 point if you submit your post by 11.59 pm of the due date
total) 1 points if topic is relevant to the discussion is relevant to the targeted discussion
1 point if specific examples and/or explanations are given
Response: 1 Point if your responses to your teammates' posts were made by
11.59 pm of the due date 1 Point if you respond to two teammates 1 Point if your responses (to teammates) were relevant to their
concerns
NIH Human Subjects Course(20 points)
Certificate of completion of the NIH course emailed to the instructor
Case Analyses (2)25 points each (50 points total)
2 points Identification of relevant code numbers 8 points Summarize the identified principles in own words 10 points Describe how to resolve the ethical dilemma using
problem solving strategy 2 points APA Style 3 points Writing (grammar, spelling, organization)
Risk-Benefit Analysis (2)20 points each (40 points total)
5 points Develop a form in which to analyze risk-benefit 5 points Analyze the risk based on the identified targeted
categories 3 points Analyze the benefit based on the identified targeted
categories 3 points Provide a summary of the Risks vs. Benefits 4 points Writing (grammar, spelling, organization)
APBA(10 points)
Certificate of membership emailed to the instructor
BCBA Interview(50 points)
10 points Description of ethical dilemma 5 points Description of dilemma resolution 5 points Summary of BCBA’s critique 5 points Explanation of whether the interviewer agreed with the
procedure 5 points dilemma summary sent to BCBA prior to interview 5 points Why agreed/disagreed 10 points Use of BACB Conduct Guidelines, other professional
guidelines and existing research to support opinion 2 points APA style 3 points Writing (grammar, spelling, organization)
Term Paper(57 points)
Abstracts summaryo 2 points Participants and Settingo 2 points Independent Variableo 2 points Dependent Variableo 2 points Procedureso 2 points Resultso 2 points Summary
10 points Description and background of the fad 10 points Explain why the fad is not evidence-based and support 10 points Ethical dilemmas of the fad
o 10 points Risk of harmo 10 points Influence on treatment
10 points Description of when fad treatment should be continued/discontinued
2 points APA style 3 points Writing (grammar, spelling, organization)
443 points Total (100 %)
GRADING SYSTEM
Final Course Grades: Final grades will be assigned based on the percentage of points accrued during the semester (total points possible = 443), based on the following scale:
90-100% 399 - 443 pts A80-89% 354 - 398 pts B70-79% 310 - 353 pts C60-69% 266 - 309 pts D
below 60% < 266 pts F
COURSE POLICY
Makeup WorkAll course responsibilities are listed on the “Due” section of this syllabus. If you are unable to complete your assignments for a given week because of circumstances beyond your control, and can notify your instructor in advance of the due dates, then your instructor may be able to make other arrangements for you (depending on the time available). If you do not notify your instructor in advance, or if your absence is within your control, you can quickly assess how many points you will miss during your absence using the above information.
Attendance/Participation:
Participation in the discussion activities is mandatory and will be graded according to the rubric above. Discussions are designed to provide students with the opportunity to learn from each other in addition to learning from the instructor. Specifically you will: a) examine a problem or challenge incorporating the relevant course content and post your understanding for others to see, b) read and respond to others’ posts in a relevant and helpful way to enhance their understanding, and c) consider and revise your understanding based on the feedback other students have given you.
In General, all students are expected to be familiar with NAU policies regarding academic and classroom behavioral expectations.
NORTHERN ARIZONA UNIVERSITYPOLICY STATEMENTS
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy seeks to prohibit discrimination and promote the safety of all individuals within the university. The goal of this policy is to prevent the occurrence of discrimination on the basis of sex, race, color, age, national origin, religion, sexual orientation, disability, or veteran status and to prevent sexual harassment, sexual assault or retaliation by anyone at this university. You may obtain a copy of this policy from the college dean’s office or from the NAU’s Affirmative Action website http://home.nau.edu/diversity/ . If you have concerns about this policy, it is important that you contact the departmental chair, dean’s office, the Office of Student Life (928-523-5181), or NAU’s Office of Affirmative Action (928-523-3312).
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability Resources (DR) at 523-8773 (voice)or 523-6906 (TTY), [email protected] (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 BOARDAny 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 website: http://www.research.nau.edu/compliance/irb/index.aspx. If you have questions, contact the IRB Coordinator in the Office of the Vice President for Research at 928-523-8288 or 523-4340.
ACADEMIC INTEGRITYThe university takes an extremely serious view of violations of academic integrity. As members of the academic community, NAU’s administration, faculty, staff and students are dedicated to promoting an atmosphere of honesty and are committed to maintaining the academic integrity essential to the education process. Inherent in this commitment is the belief that academic dishonesty in all forms violates the basic principles of integrity and impedes learning. Students are therefore responsible for conducting themselves in an academically honest manner. Individual students and faculty members are responsible for identifying instances of academic dishonesty. Faculty members then recommend penalties to the department chair or college dean in keeping with the severity of the violation. The complete policy on academic integrity is in Appendix G of NAU’s Student Handbook http://www4.nau.edu/stulife/handbookdishonesty.htm.
ACADEMIC CONTACT HOUR POLICYThe Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-206, Academic Credit) states: “an hour of work is the equivalent of 50 minutes of class time…at least 15 contact hours of recitation, lecture, discussion, testing or evaluation, seminar, or colloquium as well as a minimum of 30 hours of student homework is required for each unit of credit.” The reasonable interpretation of this policy is that for every credit hour, a student should expect, on average, to do a minimum of two additional hours of work per week; e.g., preparation, homework, studying.
SENSITIVE COURSE MATERIALSIf an instructor believes it is appropriate, the syllabus should communicate to students that some course content may be considered sensitive by some students.
“University education aims to expand student understanding and awareness. Thus, it necessarily involves engagement with a wide range of information, ideas, and creative representations. In the course of college studies, students can expect to encounter—and critically appraise—materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty.”