Sharp_Syllabus_306 v3jun-2jul2024.docx

A black background with blue text Description automatically generated **ANT 306 - Peoples of the Southwest** **Department of Anthropology** **Semester:** Spring 2024 **Dates:** Jun 3, 2024-Jul 2, 2024 **Session:** NAU Summer 5 Week - First **Total Units: 3 Credit Hours** **(3 credit hours)**...

A black background with blue text Description automatically generated **ANT 306 - Peoples of the Southwest** **Department of Anthropology** **Semester:** Spring 2024 **Dates:** Jun 3, 2024-Jul 2, 2024 **Session:** NAU Summer 5 Week - First **Total Units: 3 Credit Hours** **(3 credit hours)** **Mode-of-Instruction:** Online Asynchronous/Semi-self-paced **Enrollment Requirements:** Prerequisite: Sophomore Status or higher **Requirement Designation:** LS: U.S. Ethnic Diversity; Honors Connection: ANT 306 & ANT 306H; LS: Social and Political Worlds; LS: Social & Political Worlds + US Ethnic --------------------------------------------------------------------------------------------------------------------------------------------------------------------------- **Instructor:** Dr. Kayeleigh Sharp, Ph.D. **Email:** Kayeleigh.Sharp\@nau.edu **Office:** Online Only **Individual Student Support Hours: Email me to schedule an appointment over Zoom:** **Personal Meeting Room: ** **Graduate Teaching Assistant:** Ben Wandishin **Email:** bw735\@nau.edu **Office:** By appointment only Technology requirements: ------------------------ You will need access to a secure, stable internet connection and a means of accessing it for expected homework assignments (e.g., computer, Smart phone, or tablet). **Course Purpose:** This course is an ethnographic exploration of the peoples and cultures of the Southwest. It is designed to provide an understanding of the diverse communities and rich cultures of this area, examining social, cultural, historical, political, economic, and ecological factors that have shaped and continue to shape these groups and their interactions. In examining contemporary cultures of the region, we will utilize an intersectional/integrative approach to investigate processes of stability and change, and human adaptations to local, regional, and national environments. This is a General Studies course that falls under Social and Political Worlds knowledge area and U.S. Ethnic inclusive perspectives requirements. It examines multiple forms of social systems and interactions within the United States (more specifically, the U.S. Southwest). It investigates how Social and Political Worlds impact civic identity, connection, and engagement. It inquiries into the ways facts and opinions of different kinds are viewed by local cultures, institutions, and traditions, and critically examines the multiple aspects of social and cultural life that influence diverse communities in the Southwest. It also analyzes how ideologies, institutions, and traditions contribute to and interact within local communities. When completed, you will be able to effectively find, evaluate, and use information sources and judge the utility, quality, and extent of information needed in making decisions. Furthermore, this course centers on the voices, expertise, and viewpoints of U.S. Ethnic minority groups, including their theoretical, historical, social, political, economic, cultural, geographic, environmental, religious, scientific, artistic, and/or intellectual traditions and ways of knowing. Intersectionality is addressed by including voices, expertise, and viewpoints of racial, ethnic, and gender identities, in addition to sexuality and socioeconomic status. These voices emerge from racism, sexism, transphobia, homophobia, economic insecurity, xenophobia, colonialism, religious exclusion, discrimination, and violence. The class further examines the complexity of historical and cultural influences and how they manifest within an individual\'s or group's identity and explores the differences and commonalities between peoples' traditions and ways of knowing. It also tackles diasporas, migrations, and borderlands and the ways they manifest in the U.S. Southwest. This course asks students to analyze their own experiences with diverse cultures and the surrounding environment and examine how our actions influence and are influenced by cultural paradigms. **Student Learning Outcomes**: Upon completion of this course, you will be able to: SLO 1 **Characterize** the cultural contexts and long-term history of diverse cultures in the American Southwest (SW) and Northwestern (NW) Mexico. SLO 2 **Cite** specific examples that illustrate the impact of industrialization and economic development on migration/immigration patterns in the Southwest. SLO 3 **Apply** analytical tools and knowledge to examine the impact of socio-cultural patterns and relationships of power in shaping our lives and the rapidly changing world. SLO 4 **Critically evaluate** relevant opinions, ideologies, and arguments surrounding important issues different groups of people face in the Southwest and advance your ability to engage with contemporary social and political issues anthropologically. SLO 5 **Identify** ethnocentrism and prejudice and analyze their impact on real-life situations. SLO 6 **Discuss** groups and societies other than your own and develop appreciation of different meanings and ways of ordering the world. SLO 7 **Examine** your awareness of your own place, impact, and connectedness in the world and within your own society. SLO 8 **Demonstrate** essential career-ready skills: - Communication: ability to connect in a transparent and organized way so others can effectively understand. - Communication: employ active listening, persuasion, and influencing skills. - Critical Thinking: build information from a diverse set of sources and individuals to fully understand a problem. - Equity and Inclusion: develop an open mind to diverse ideas and new ways of thinking. - Teamwork: employ personal strengths, knowledge, and talents to complement those of others. - Teamwork: collaborate with others to achieve common goals. **\ ** **Grading System**: ***Total Number of Activities This Semester*** ------------------------------------------------------------------------------------------------------------------------- -------------------------- ----------------- ----------------- ------------------ ***You will be graded on:*** ***Aligned Objectives*** ***Points Ea*** ***Total Pts*** ***% of Grade*** *4 Creative Thinking Journal (aligned with readings)* **SLO 1,2, 3,4,5,8** *25* *100* *29%* *5 Interactive Activities (e.g., Scavenger Hunt, Escape Room, Story Map, Jeopardy Game, Pre- and Post-Self-Assessment)* **SLO 1,3,4,6** *20* *100* *29%* *1 Class Project* **SLO 1,5,7,8** *50* *50* *14%* *2 Exams (traditional multiple choice, t/f, short-answer, etc.)* **SLO 1,2,5** *50* *100* *29%* *Total* \* * \* * *350* *100%* ***Point Totals You MUST EARN for each Grade Level*** ***\*\*I do not curve grades and do not rely on Canvas to interpret your final grade\*\**** --------------- ---------------- --------------- ---------------- --------------- ---------------- --------------- ---------------- ***Grade*** ***At Least*** ***Grade*** ***At Least*** ***Grade*** ***At Least*** ***Grade*** ***At Least*** ***90% = A*** ***315 pts*** ***80% = B*** ***280 pts*** ***70% = C*** ***245 pts*** ***60% = D*** ***210 pts*** --------------- ---------------- --------------- ---------------- --------------- ---------------- --------------- ---------------- ***Assessment Definitions:*** 1. **Creative Thinking Journal** **- SLO 1, 2, 3, 4, 5, 8** ***(33%):* )**: Your weekly journal will help you to keep pace with the course and also find creative ways to remember content. Your journal is a CREATIVE PERSONAL PROJECT that should consist of personal narrative observations based on your readings, ideas that stuck with you, and explanatory visualization you create or assemble for yourself (mind-maps, brainstorming, graphical organizer, AI generated images or text with associated search terms, video or podcast responses, Story Maps, etc.) and any other digital content that will help you remember what you covered. **Your Journal will NOT CONTAIN CLASS NOTES!** **Your weekly journal entries will align with learning modules covered each week. Every Journal should consist of approximately 250-500 word 'synthetic' response (or 1-2 double spaced pages) and 3-5 pages of creative visualizations.** 2. **Interactive Activities - SLO 1, 3, 4, 6, 8 - (19%):** Quiz-like interactive activities. You will be evaluated based on the accuracy of information you provide. Each Interactive Activity will focus on a topic covered in the associated module. 3. **Group Class Project - SLO 1, 7, 8 (29%):** Exploring the Sociocultural Landscapes of the American Southwest and Northwestern Mexico. In this collaborative group project, you will work together with your classmates in this course (individually or in small groups) toward the common goal of examining the complex sociocultural dynamics and long-term histories of diverse communities in the American Southwest (SW) and Northwestern (NW) Mexico. The project aims to foster a deeper understanding of the impact of industrialization, economic development, and power relationships on local residents, migration and immigration patterns in the region, while also critically evaluating contemporary social and political issues. The final product will be an information website from which future students of Southwestern cultures can benefit. During the second week of class, you will be assigned to a project group for the project. 4. **Midterm Exam and Final Exam - SLO 1, 2, 5, 8 (19%):** There will be **[TWO EXAMS]**, a **MIDTERM** and a **FINAL** exam during the semester. Exams will cover materials up to the midpoint and up to the end of the semester. Exams may consist of multiple choice, multiple answer, matching, fill-in-the-blank, some short answer/essay questions. I will not test you on information that has not been covered in class. Think of these exams as knowledge checkpoints. Combined, your exams account for a small. **Readings and Materials**. Required and optional readings, musical manuscripts, recordings, videos, software or other such materials required for the course will be posted in appropriate modules within the course. **NO UNAPPROVED, OUTSIDE COURSE MATERIALS WILL BE ACCEPTED IN THIS COURSE**. USE OF GENERATIVE AI IS PERMITTED, when the following conditions are met and with acknowledgement. -------------------------------------------------------------------------------------------------- 1. This course allows the use of generative AI for brainstorming, visualization, planning and design of work submitted by you, working individually or in groups as directed by class assignment instructions. ----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 2. Be aware of the potential limitations of using generative AI as a tool for learning and research, since information is not always reliable or accurate. YOU ARE NOT PERMITED USE SOURCES FROM MATERIALS OUTSIDE THIS COURSE so generative AI will not give in-text citations you need. Thus, in all cases where generative AI is used, you will need to critically evaluate the sources, methods, and outputs of generative AI systems. --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- 3. When submitting an assignment that contributes toward the course grade, there is an expectation to ACKNOWLEDGE WHAT CONTENT WAS GENERATED BY GENERATIVE AI TOOLS (e.g., AI-generated text appears in a different colored font, quoted directly in the text, or using an in-text parenthetical citation). If you have any questions about how to appropriately acknowledge the use of such technologies, please ask for clarification before submitting assignments. ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Course Activity Time-On-Task Guidelines: ---------------------------------------- - You will achieve the learning objectives by completing Modules that contain a variety of materials, from dynamic weekly lectures, videos, discussion boards, to applied activities, and exams. - All assignments will be completed via Canvas. - Arizona Board of Regents guidance (ABOR Policy 2-224, Academic Credit), **EACH UNIT OF CREDIT REQUIRES A MINIMUM OF 45 HOURS OF WORK** by students, including but not limited to, class time, preparation, homework, and studying -- **THIS IS NOT A JOKE**. For a 3-credit course, you should expect to **COMPLETE A LESSON EVERY ONE OR TWO DAYS OVER THE COURSE OF THIS 4.5 WEEK SESSION**. - Use the following guidelines to help you prepare your schedule to maximize your success. +-----------------------+-----------------------+-----------------------+ | Out of Class Activity | Example | Estimated Time | +=======================+=======================+=======================+ | Weekly Overviews and | Independent and | **1-3 hours per | | Reading Assignments | preparatory readings | Lesson** | | | based on dynamic | | | | presentations I | **\*Maybe longer | | | provide you with or | initially\*** | | | assigned articles -- | | | | usually a combination | | | | of both. Reading and | | | | activity times are | | | | dependent on the | | | | reader's prior | | | | knowledge of the | | | | content and | | | | experiences. | | +-----------------------+-----------------------+-----------------------+ | Interactive Online | Reinforcement | **1-2 hours per | | Activities | activities, | Lesson** | | | Micro-research | | | | activities, video | | | | watch'-respond | | | | activities, quizzes, | | | | article/video | | | | critical response | | | | activities (explained | | | | below) | | +-----------------------+-----------------------+-----------------------+ | Research Papers | These short papers | **A minimum of 3-5 | | | are designed to give | hours per week** | | | you important skills | | | | for the workforce. | **\*maybe longer\*** | | | One of the skills | | | | most needed, whether | | | | you are going into | | | | anthropology or | | | | academia, is writing. | | | | This also applies to | | | | other disciplines | | | | from business to | | | | engineering. The | | | | ability to write | | | | based on your own | | | | research is an major | | | | asset in any | | | | discipline or career. | | +-----------------------+-----------------------+-----------------------+ **Course Prerequisites** This course is designed for anthropology majors and non-majors interested in learning more about archaeology of the U.S. Southwest (SW) and Mexican Northwest (NW) and archaeological methods used to study the past. Sophomore status or higher is required to take this course. **Course Organization & Expectations:** This course consists of online, asynchronous lectures, virtual site/museum visits, interactive assignments, writing assignments, and two exams. The semester is divided into seven units (Modules) that will provide you with tools to advance your understanding of the diverse communities and rich cultures of peoples whose heritage spans millennia in this exciting and important region of the world. There will be a midterm and a final exam. As your instructor, I will guide you through the process of discovery, analysis, and lend insights (understanding) from personal scholarly experiences. In all cases, your respectful participation and engagement with others, and insights from your own point of view are valued, essential parts of this process. **Caveats:** Because this is an online course, there is a foundational expectation of computer literacy and reliable internet connectivity. You are also expected to spend 20+ hours per week on this coursework. You will need to plan your schedule to leave enough time to work on the materials I have prepared for you. If you have any questions, please don't hesitate to email me, and ask for assistance. I am here to help. **Required Course Materials** There is NO required textbook in this course. This Canvas course consists of seven learning modules that contain all the content you will need. I will check in with you every few days to provide information and details on weekly materials so check your email and announcements regularly. Required readings activities must be completed before doing the weekly knowledge challenges activities. You are also responsible for information from any videos, interactive activities, virtual tours and interactive materials I provide. **How does grading in this course work?** In this course, you can earn up to 525 points during this accelerated section. You begin with 0/0 points, earning points for each completed Module and activity. **Late Policy:** Lesson and modules have assigned deadlines. If you miss a deadline, you must **TURN IN ALL ASSIGNED WORK BY MARCH 3,** prior to the final exam to earn credit. There is a 10% penalty for late assignments and a "next-grade-up" incentive for getting everything turned in on time. Due to the short duration of this course section, there are no extensions. **How does one succeed in this course?** - Successful students take this course seriously. You can think of it as a part-time job for the next few weeks. Here are a few guidelines to help you along the way: - Set goals and define a schedule. - Login several times per week to complete assigned tasks. - Complete assigned readings and take notes to familiarize yourself with key terms, concepts, and examples. - Use assignments to apply what you have learned to real-world contexts. - Due to the very fast pace of this course, check your university email frequently for announcements. - Be courteous and respectful in all course activities. **Safety Net:** I do not offer make-up assignments in this fast-paced accelerated course, but you may complete missed Creative Thinking Journal entries and Interactive Activities any time before the final exam. All coursework to be graded must be completed and turned in by March 3, two days before the final exam. **ACADEMIC INTEGRITY:** **UNDER NO CIRCUMSTANCES MAY YOU SUBMIT WORK THAT YOU DID NOT CREATE THIS SEMESTER FOR THIS COURSE, SPECIFICALLY!** Some examples of prohibited content include copy-and-pasted text from the internet, any copy-past from a book or e-book, a paper generated by an AI or the equivalent, a purchased paper from a friend or colleague or any service online, using answers to exam or quiz questions from a previous class, submitting any work that is not your own. **Where do you go if you need assistance?** Academic Success Services: Your student fees cover a variety of tutoring services including math, writing, English language support, and other subject based tutoring through the Student Learning Centers. Visit https://nau.edu/academic-success-centers/tutoring/or call 928-523-5524 for more information. These centers support your classroom learning; it is your responsibility to take advantage of their services. Keep in mind that seeking help outside of class is the sign of a responsible and successful student. **Canvas Issues:** If you are experiencing problems using Canvas, please contact the Student Technology Center (STC). Please do not contact the graduate assistant or professor. The STC is open 24 hours to assist you. Their number is 928-523-9294 or 1-888-520-7215. Alternatively, send an email to ask- stc\@nau.edu. What about email Communications? **What about email Communications?** - **Think before you send!** **I WILL NOT RESPOND TO EMAILS THAT ARE RUDE, PUSHY OR ADDRESSED TO MRS. SHARP, OR EMAILS SENT WITHOUT AMICABLE GREETING OR CLOSING SALUTATION.** Politeness goes a long way for effective communication. Check to see that your email does not sound pushy or rude before sending. - **Specificity matters.** Be specific about the subject of the email and the course section in the mail subject heading and check spelling, grammar, and punctuation. Before sending questions via email, make sure that it has not been answered in Canvas. - **Please do not expect a quick response for emails and text messages sent late night or on weekends.** You can expect me to respond to emails Monday through Friday within 48 hours of receiving them. I do not check my email late in the evening. - **:** All email communication for this class will be done through your NAU email account, not Gmail or other outside accounts. I will email the class once or twice a week and with special announcements so check your university email frequently. - **Your email communications should be professional and succinct** using an opening greeting and closing salutation. \*Keep in mind that if you email me without a greeting or salutation, I will not respond. - For help with your email contact NAU's ITS Self-Service Portal. - **Do not ask for grades by email.** For any concerns about grades, meet with me face-to-face. **Additional Guidelines for both Classroom and Online Behavior:** - Please note that I take civility and respectful behavior very seriously and will take action on offensive behaviors. Here are my main guidelines: - Be polite and courteous, and EXERCISE CIVILITY ALWAYS. Given the sensitive nature of some topical coverage, make sure to treat not only the perspectives presented within your readings, but also those of your classmates with the highest level of civility and understanding. I know it sounds silly but take a moment to imagine yourself in the other person's shoes. - Be professional. This course is one of the first steps toward your future, your professional life and/or your new career. Be professional in your communication with classmates, your professor, and in your writing assignments. - Be respectful to others. While it is sometimes easy to say hurtful or disrespectful things without thinking, it is important to remember that your classmates and instructor are real people who are affected by the words you say and write. It is essential to keep in mind the feelings and opinions of others, even if they differ from your own. - Ask for pronouns and nicknames. Keep in mind that we are a diverse group with diverse expressions of our own identities. If you are uncertain how to address someone, make sure to ask. - Be aware of strong language, ALL CAPS, and exclamation points!!!! It is easy for written text to be misread and misunderstood. By being cognizant of strong language, or potential confusions before posting or sending messages. - Be careful with humor and sarcasm. Certainly, you shouldn't avoid being funny. We love to see your personality shine through. But like mentioned above, make sure that it is clear you are being funny and not being rude. Emojis and other clarifiers are encouraged. - Yes, grammar and spelling matter. Texting and textspeak can b gr8 4 ur. In an educational setting, however, keep it formal. Your written and verbal communication should be professional and polite to the best of your ability. - Don't post or share (even privately) any inappropriate material. EVER. Enough said. - Be forgiving and helpful. Think first before you act or blame. Remember that not everyone has the same experience and that everyone needs a break from time to time, including your professor. Try to be understanding of others and be courteous. +-----------+-----------+-----------+-----------+-----------+-----------+ | **Module* | **Week** | **Dates** | **Topic** | **Activit | **Due | | * | | | | y** | Dates (by | | | | | | | 11:59 pm | | | | | | | on | | | | | | | indicated | | | | | | | date)** | +===========+===========+===========+===========+===========+===========+ | **0** | **1** | **June | Welcome! | Syllabus | **June | | | | 3** | Course | Quiz | 3** | | | | | Introduct | | | | | | | ion | Hello! | | | | | | & | discussio | | | | | | Syllabus | n | | | | | | Review | post | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 1 | 1 | **June | The | Self-Asse | **June | | | | 3-9** | Disciplin | ssment | 9** | | | | | e | | | | | | | of | Creative | | | | | | Anthropol | Thinking | | | | | | ogy, | Journal | | | | | | the | \#1 | | | | | | Place, | | | | | | | the | Activity | | | | | | Peoples: | \#1: | | | | | | | Prehistor | | | | | | Cultures | ic | | | | | | of the | Story Map | | | | | | Southwest | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 2 | 2 | **June | Indigenou | Group | **June | | | | 10-16** | s | Project | 16** | | | | | Ecology, | Assignmen | | | | | | Coloniali | t | | | | | | sm, | | | | | | | and | Creative | | | | | | Peoples | Thinking | | | | | | of the | Journal | | | | | | Southwest | \#2 | | | | | | : | | | | | | | | Activity | | | | | | Past, | \#2: | | | | | | Present | Anthro | | | | | | and | Scavenger | | | | | | Future | Hunt | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Midterm | | | | | | | Exam: | | | | | | | June 17** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 3 | 3 | **June | Immigrati | Creative | **June | | | | 17-23** | on, | Thinking | 23** | | | | | Emigratio | Journal | | | | | | n, | \#3 | | | | | | Migration | | | | | | | & Urban | Activity | | | | | | Sprawl | \#3: | | | | | | | Jeopardy | | | | | | | Game | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 4 | 4 | **June | Cultural | Creative | **June | | | | 24-30** | Dynamics | Thinking | 30** | | | | | of the | Journal | | | | | | Southwest | \#4 | | | | | | today: | | | | | | | Indigenou | Activity | | | | | | s | \#4: | | | | | | Lands, | Escape | | | | | | Ranching | Room | | | | | | & | Activity | | | | | | Environme | | | | | | | ntalism | | | | | | | in the | | | | | | | Southwest | | | +-----------+-----------+-----------+-----------+-----------+-----------+ | 5 | 5 | **July | Legacies | Self-Asse | **July | | | | 1-2** | & Final | ssment | 2** | | | | | Exam | | | | | | | | Activity | | | | | | | \#5: | | | | | | | Course | | | | | | | Project | | +-----------+-----------+-----------+-----------+-----------+-----------+ | **Final | | | | | | | Exam: | | | | | | | July 2** | | | | | | +-----------+-----------+-----------+-----------+-----------+-----------+ **\ ** **ACADEMIC INTEGRITY** NAU expects every student to firmly adhere to a strong ethical code of academic integrity in all their scholarly pursuits. The primary attributes of academic integrity are honesty, trustworthiness, fairness, and responsibility. As a student, you are expected to submit original work while giving proper credit to other people's ideas or contributions. Acting with academic integrity means completing your assignments independently while truthfully acknowledging all sources of information, or collaboration with others when appropriate. When you submit your work, you are implicitly declaring that the work is your own. Academic integrity is expected not only during formal coursework, but in all your relationships or interactions that are connected to the educational enterprise. All forms of academic deceit such as plagiarism, cheating, collusion, falsification or fabrication of results or records, permitting your work to be submitted by another, or inappropriately recycling your own work from one class to another, constitute academic misconduct that may result in serious disciplinary consequences. All students and faculty members are responsible for reporting suspected instances of academic misconduct. All students are encouraged to complete NAU's online academic integrity workshop available in the E-Learning Center and should review the full Academic Integrity policy available at https://policy.nau.edu/policy/policy.aspx?num=100601. **ARTIFICIAL INTELLIGENCE** Artificial intelligence (AI) technologies bring both opportunities and challenges. Ensuring honesty in academic work creates a culture of integrity and expectations of ethical behavior. The use of these technologies can depend on the instructional setting, varying by faculty member, program, course, and assignment. Please refer to course policies, any additional course-specific guidelines in the syllabus, or communicate with the instructor to understand expectations. NAU recognizes the role that these technologies will play in the current and future careers of our graduates and expects students to practice responsible and ethical use of AI technologies to assist with learning within the confines of course policies. **COPYRIGHT INFRINGEMENT** All lectures and course materials, including but not limited to exams, quizzes, study outlines, and similar materials are protected by copyright. These materials may not be shared, uploaded, distributed, reproduced, or publicly displayed without the express written permission of NAU. Sharing materials on websites such as Course Hero, Chegg, or related websites is considered copyright infringement subject to United States Copyright Law and a violation of NAU Student Code of Conduct. For additional information on ABOR policies relating to course materials, please refer to ABOR Policy 6-908 A(2)(5). **COURSE TIME COMMITMENT** Pursuant to Arizona Board of Regents guidance (ABOR Policy 2-224, Academic Credit), each unit of credit requires a minimum of 45 hours of work by students, including but not limited to, class time, preparation, homework, and studying. For example, for a 3-credit course a student should expect to work at least 8.5 hours each week in a 16-week session and a minimum of 33 hours per week for a 3-credit course in a 4-week session. **DISRUPTIVE BEHAVIOR** Membership in NAU's academic community entails a special obligation to maintain class environments that are conductive to learning, whether instruction is taking place in the classroom, a laboratory or clinical setting, during course-related fieldwork, or online. Students have the obligation to engage in the educational process in a manner that does not interfere with normal class activities or violate the rights of others. Instructors have the authority and responsibility to address disruptive behavior that interferes with student learning, which can include the involuntary withdrawal of a student from a course with a grade of "W". For additional information, see NAU's Disruptive Behavior in an Instructional Setting policy at https://nau.edu/university-policy-library/disruptive-behavior. **NONDISCRIMINATION AND ANTI-HARASSMENT** NAU prohibits discrimination and harassment based on sex, gender, gender identity, race, color, age, national origin, religion, sexual orientation, disability, veteran status and genetic information. Certain consensual amorous or sexual relationships between faculty and students are also prohibited as set forth in the Consensual Romantic and Sexual Relationships policy. The Equity and Access Office (EAO) responds to complaints regarding discrimination and harassment that fall under NAU's Nondiscrimination and Anti- Harassment policy. EAO also assists with religious accommodations. For additional information about nondiscrimination or anti-harassment or to file a complaint, contact EAO located in Old Main (building 10), Room 113, PO Box 4083, Flagstaff, AZ 86011, or by phone at 928-523-3312 (TTY: 928-523-1006), fax at 928-523-9977, email at equityandaccess\@nau.edu, or visit the EAO website at https://nau.edu/equity-and-access. **TITLE IX** Title IX of the Education Amendments of 1972, as amended, protects individuals from discrimination based on sex in any educational program or activity operated by recipients of federal financial assistance. In accordance with Title IX, Northern Arizona University prohibits discrimination based on sex or gender in all its programs or activities. Sex discrimination includes sexual harassment, sexual assault, relationship violence, and stalking. NAU does not discriminate on the basis of sex in the education programs or activities that it operates, including in admission and employment. NAU is committed to providing an environment free from discrimination based on sex or gender and provides a number of supportive measures that assist students, faculty, and staff. One may direct inquiries concerning the application of Title IX to either or both the Title IX Coordinator or the U.S. Department of Education, Assistant Secretary, Office of Civil Rights. You may contact the Title IX Coordinator in the Office for the Resolution of Sexual Misconduct by phone at 928-523-5434, by fax at 928-523-0640, or by email at titleix\@nau.edu. In furtherance of its Title IX obligations, NAU promptly will investigate or equitably resolve all reports of sex or gender-based discrimination, harassment, or sexual misconduct and will eliminate any hostile environment as defined by law. The Office for the Resolution of Sexual Misconduct (ORSM): Title IX Institutional Compliance, Prevention & Response addresses matters that fall under the university\'s Sexual Misconduct policy. Additional important information and related resources, including how to request immediate help or confidential support following an act of sexual violence, is available at https://in.nau.edu/title-ix. **ACCESSIBILITY** Professional disability specialists are available at Disability Resources to facilitate a range of academic support services and accommodations for students with disabilities. If you have a documented disability, you can request assistance by contacting Disability Resources at 928-523-8773 (voice), ,928-523-8747 (fax), or dr\@nau.edu (e-mail). Once eligibility has been determined, students register with Disability Resources every semester to activate their approved accommodations. Although a student may request an accommodation at any time, it is best to initiate the application process at least four weeks before a student wishes to receive an accommodation. Students may begin the accommodation process by submitting a self-identification form online at https://nau.edu/disability-resources/student-eligibility-process or by contacting Disability Resources. The Director of Disability Resources, Jamie Axelrod, serves as NAU's Americans with Disabilities Act Coordinator and Section 504 Compliance Officer. He can be reached at jamie.axelrod\@nau.edu. **RESPONSIBLE CONDUCT OF RESEARCH** Students who engage in research at NAU must receive appropriate Responsible Conduct of Research (RCR) training. This instruction is designed to help ensure proper awareness and application of well-established professional norms and ethical principles related to the performance of all scientific research activities. More information regarding RCR training is available at https://nau.edu/research/compliance/research-integrity. **MISCONDUCT IN RESEARCH** As noted, NAU expects every student to firmly adhere to a strong code of academic integrity in all their scholarly pursuits. This includes avoiding fabrication, falsification, or plagiarism when conducting research or reporting research results. Engaging in research misconduct may result in serious disciplinary consequences. Students must also report any suspected or actual instances of research misconduct of which they become aware. Allegations of research misconduct should be reported to your instructor or the University's Research Integrity Officer, Dr. David Faguy, who can be reached at david.faguy\@nau.edu or 928-523-6117. More information about misconduct in research is available at https://nau.edu/university-policy-library/misconduct-in-research. **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 their college studies, students can expect to encounter and to critically appraise materials that may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are encouraged to discuss these matters with faculty. Last revised November 28, 2023