meline - nau jan.ucc.nau.edu web serverjan.ucc.nau.edu/csl9/380/380 syllabus fall 2011 (m.w.f)...

College of Education

Vision StatementWe develop educational leaders who create tomorrow’s opportunities.

Mission StatementOur mission is to prepare competent and committed professionals who will make positive differences for children, young adults, and others in schools.

ESE 380Introduction to Exceptional Children

Department of Educational SpecialtiesFall 2011

General Information:Credit Hours: 3 credit hoursInstructor’s name: Chris Lanterman

Office address: College of Education, 202-M

Office hours: Monday: 12:30 – 3:00; Tuesday: 1:00 – 3:00; and by

appointment

Office Phone Number: 928-523-3575

Instructor’s E-Mail: [email protected]’s Website: http://jan.ucc.nau.edu/csl9Course Evaluations: http://www.nau.edu/course_evals

“Education’s purpose is to replace an empty mind with an open one.” M. Forbes

Course Prerequisites: There are no prerequisites to this class. Special education majors and non-majors are welcome. Your Instructional Needs: If you anticipate not being able to participate or effectively demonstrate learning in this class due to the instructional format or design of the class, please meet with me to discuss options or adjustments.

http://www.nau.edu/course_evals

http://jan.ucc.nau.edu/csl9

mailto:[email protected]

Course Description:This course will provide you with the philosophy and psychology of

teaching children with exceptionalities along with an overview of educational practices. It is my hope that you will develop skills for

recognizing and effectively teaching all students. This class is taught with an underlying emphasis on inclusive practice.

This course meets one of the Arizona Department of Education requirements for special education certification. It is a basic overview/survey of all areas and categories of special education. The purpose is to provide an introduction to students with exceptionalities for those who have little to no background in special education, and will help in preparing for the special education component of the Arizona Educators’ Proficiency Assessment (AEPA) and address CEC Initial Preparation Standards. Classroom interventions are discussed in the text and class, and are addressed in much greater detail in ESE 450 (Methods in Special Education) and ESE 426 (Foundations/Methods in Secondary Special Education). Classroom Management will also be addressed in greater depth in ESE425.

I welcome you to class and look forward to our shared learning experience.

Student Learning Expectations/ Outcomes for this Course:Arizona Professional Teacher Standards:Standard 1: Designs and Plans InstructionStandard 3: Implements and Manages InstructionStandard 5: Collaborates with Colleagues, Parents, the Community, and

other Agencies to Design, Implement, and Support LearningStandard 8: Demonstrates Current Professional KnowledgeStandard 9: In collaboration with other professionals and parents, the

special education teacher participates in the design, implementation, and assessment of individualized education programs

Council for Exceptional Children (CEC) Standards for Beginning Teachers:(For more information, http://ncate.org/ProgramStandards/CEC/CECStandards.doc)Standard 1: FoundationsStandard 2: Development and Characteristics of LearnersStandard 3: Individual Learning DifferencesStandard 7: Instructional Planning

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http://ncate.org/ProgramStandards/CEC/CECStandards.doc

Standard 10: CollaborationCollege of Education Candidate Dispositions

Candidates demonstrate their role as self-confident professionals in a democratic enterprise.

Candidates demonstrate a disposition of openness to cultures other than their own, to new ideas, and to the role of ongoing professional inquiry and self reflection.

Candidates demonstrate professional ethics and professional judgment.

Candidates demonstrate empathic perspectives in their relations with those they serve.

Course Structure:This class is taught with the underlying belief that:

Content + Process + Product = Learning ExperienceThis course will be taught using a mixture of lecture, discussion, case study reviews, impromptu presentations, formal presentations, films and small group activities. Class attendance and participation is required. Course readings will be assigned to supplement class activities. Please complete each assignment and reading prior to the scheduled class meeting. It is my hope that you will begin to recognize special education is a service and an integral component of a child’s educational experience, rather than the child’s complete educational experience.An overarching perspective of this course is the child as an individual rather than the child as their disability.

Conceptual FrameworkThe conceptual framework of our professional education unit, C.O.E., states that effective educators must have strong content background, professional competence, and dispositions to be confident, open-minded, ethical and empathic. These dispositions are developed through programs grounded in appropriate methodologies identified in the literature. Our philosophy calls us to hold high expectations for all candidates, our colleagues, and ourselves; to embody active respect for our colleagues and those we serve; and to provide the tenacious support needed for all to succeed.

Appropriate dress is requested. You are a professional, please come to class dressed accordingly.

It is also expected that cell phones and pagers be turned off during class meetings, as they are disruptive to the academic and learning environment. Please do not leave cell phones on desk tops.

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Please come to class on time, if not before. For a three credit course, this suggests, at the least, six hours of work

outside of class per week. Attendance is mandatory. Candidates demonstrate their role as self-confident professionals in a

democratic enterprise. Candidates demonstrate a disposition of openness to cultures other

than their own, to new ideas, and to the role of ongoing professional inquiry and self reflection.

Candidates demonstrate professional ethics and professional judgment.

Candidates demonstrate empathic perspectives in their relations with those they serve.

Readings and Materials:Required Textbook:

Turnbull,, A., Turnbull, H. R., & Wehmeyer, M. L. (2010). Exceptional lives: Special education in today’s schools (6 ee.). Merrill.

ISBN 10: 0135026962ISBN 13: 978-0-13-502696-0

In addition, the text is available as an electronic subscription through CourseSmart.com.

eText ISBN: 0-13-502699-7eText ISBN: 978-0-13-502699-1

From the CourseSmart website...

“CourseSmart brings together thousands of textbooks across hundreds of courses in an ebook format on a common platform. In doing so we provide a number of unique benefits to instructors, students, partners and institutions. For students, CourseSmart provides a reliable cost-saving alternative. Publishers who provide content to CourseSmart establish their own textbook prices that are typically well below new or used print prices. Buying textbooks guarantees the student a cost savings without having to hope for money back reselling the book at the end of the semester. For many students, the value of CourseSmart is in the web functionality. Search, instant access, note taking, and a lighter backpack are some of the benefits.”

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For more information, or to subscribe to the Course Smart e-Textbook, visitwww.coursesmart.com

Additional ReadingsThere will be additional readings required occasionally throughout the course. These readings will be made available through the Blackboard Learn course shell (see below). Notice of these readings MAY NOT appear in the course Outline found in the syllabus, but will be announced either through email or in class. Please be sure to read each reading prior to class, and print a copy to bring to the class meeting.

AttendanceAttendance is not a component of the points earned for this class. However, attendance in this class is highly critical due to the interactive nature of class discussions, group meetings, and collaborative learning experiences. As such, there is an expectation that you will attend each class meeting. If you miss more than 20% of the class meetings, this will result in one letter grade reduction for the course. Missing more than 30% of the class meetings will result in a grade of ‘F.’ Please note that there are 41 class meetings during which attendance will be taken this semester.If you have personal circumstances affecting your ability to attend class (other than temporary illness), it is strongly recommended that you contact the Office of Student Life at 523-5181, or the Counseling Center at 523-2261. Blackboard LEARNThere is a course shell for this course in Blackboard LEARN (BBL), which can be found at: https://bblearn.nau.edu/. It is my intention to use the shell ONLY to post course materials for your access. All email communication will be conducted through regular email…not through the BBL course shell.

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https://bblearn.nau.edu/

http://www.coursesmart.com/

Course Outline:Please bring your text and any other identified materials to class each meeting date. You must have read any assigned readings by class time. Please note that the readings from the textbook are identified by section heading. Please read that entire section, not just the page number listed. For example, the section titled “Who is Thomas Ellenson?” begins on page 2, but continues onto page 4.The following is a tentative schedule for the session. We will do what we are able to keep ourselves on track. If there is a need to change the schedule, I will announce this during class.

Date Topics and Readings Activity/Assignment

8/29 Course Introduction

8/31 Why has special education been important in the United States?

Resource materials:Exceptional LivesWho is Thomas Ellenson? 2Overview of the law and special education 8Two types of discrimination 8Judicial decisions and legislation 9Special education and students’ eligibility 10Special education results 24Values and outcomes 27What do you think? 28

Adora svitak: what adults can learn from childrenHttp://www.ted.com/talks/lang/eng/adora_svitak.html

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http://www.ted.com/talks/lang/eng/adora_svitak.html

http://www.ted.com/talks/lang/eng/adora_svitak.html


9/2 Why has special education been important in the United States?

Resource materials:Exceptional LivesWhat is “progress in the general education curriculum”? 34How does the general education curriculum benefit students with disabilities? 35Why is progress in the general education curriculum valued? 38How do supplementary aids and services and universal design for learning support progress? 39

9/5 Labor day – university holidayNo class

9/7 In what ways do the U.S. Support individuals with disabilities?

Resource materials:Exceptional LivesNCLB and other federal laws 21No child left behind act 21

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9/9 In what ways do the U.S. Support individuals with disabilities?

Resource materials:Exceptional LivesRehabilitation act 21Tech act 23

Student information inventory due by 5:00 pm

9/12 How does society view individuals with disabilities?

Resource materials:Exceptional LivesLabels and language 6The Social Context of Special Education 68History Justifying IDEA 68

Aimee Mullins: The Opportunity of AdversityHttp://www.ted.com/talks/lang/eng/aimee_mullins_the_opportunity_of_adversity.html

9/14 How does society view individuals with disabilities?

Resource materials:Disability experience project presentation

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http://www.ted.com/talks/lang/eng/aimee_mullins_the_opportunity_of_adversity.html




9/16 Is disability a blessing, a curse, or just a natural part of the human experience?

Resource materials:No Pity videoA Credo for SupportHttp://www.normemma.com/videos/credo.htm

The Kids Are AlrightHttp://www.thekidsareallright.org/watch.html The Infamous Parade Magazine ArticleHttp://www.cripcommentary.com/parade.html Other media examples

9/19 Who is, and who is not, served by special education?

Resource materials:Exceptional LivesProfile of special education students and personnel in today’s schools 4Who are the students? 5Who are special education personnel? 7


Resource materials:Exceptional LivesDefining gifted and talented 462Defining learning disabilities 126Defining communication disorders 154Defining emotional or behavioral disorders 184Defining attention-deficit/hyperactivity disorder 212Defining intellectual disability 240

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http://www.cripcommentary.com/parade.html

http://www.thekidsareallright.org/watch.html

https://iris.nau.edu/OWA/redir.aspx?C=f8dec93f43a544fc840f360eaff52641&URL=http%3A%2F%2Fwww.normemma.com%2Fvideos%2Fcredo.htm



Resource materials:Exceptional LivesDefining multiple disabilities 272Defining autism 302Identifying students with physical disabilities and other health impairments 334Defining physical disabilities 335Defining other health impairments 338

Defining traumatic brain injury 366Defining hearing loss 394Defining visual impairments 430

9/26 How does special education work?

Resource materials:Exceptional LivesIdea: six principles 11Zero reject 12Nondiscriminatory evaluation 13Appropriate education 15

Exam 1 due


Resource materials:Exceptional LivesLeast restrictive environment 17Procedural due process 18Parent and student participation 19Bringing the six principles together 19Federal funding of idea 19

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Resource materials:Exceptional LivesHow Does Inclusion Support Progress? 42What Are Student-Placement Trends? 42What Is Inclusion? 44What Student Outcomes Are Associated with Inclusion? 47How Does Inclusion Facilitate Progress? 49How Does a Student’s IEP Support Progress? 51Who Designs an IEP and What Are Their Duties? 51What Are the Components of the IEP? 52Addressing Progress Through the IEP 55


Resource materials:Individualized education plan (IEP) modelsIEP checklist


Resource materials:Individualized education plan (IEP) modelsIEP checklist

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10/7 What are the barriers to equitable participation for individuals with disabilities in the education system?

Resource materials:Exceptional LivesDisproportionate Representation 71Risk Ratios 71Percentage of Students in Special Education in Different Environments by Race/Ethnicity 72Gifted Education Placement 73Factors Associated with Disproportionate Representation and Educational Equality 74Racial/Ethnic Considerations 74Language Considerations 77Poverty Considerations 80Relationships Among Race/Ethnicity, Language, and Poverty 84

IEP assignment due

10/10 What are the barriers to equitable participation for individuals with disabilities in the education system?

Resource materials:The ‘R’ Wordhttp://www.disabilityscoop.com/intellectual-disability/r-word/Snow, Redefining disability

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http://www.disabilityscoop.com/intellectual-disability/r-word/

http://www.disabilityscoop.com/intellectual-disability/r-word/


10/12 In what ways are students with disabilities similar and different from students without disabilities?

Resource materials:Exceptional LivesWho Is Lauren Marsh? 124Who Is George Wedge? 152

Who Is Matthew Ackinclose? 182Who Is Kelsey Blankenship? 210Who Is Stephen Sabia? 238Who Is Sierra Smith? 270Who Is Shawn Jackson? 300Who Is Ryan Frisella? 332Who Is Kwashon Drayton? 333Who Is Dylan Outlaw? 364Who Are Mariah, Ricquel, and Shylah Thomas? 392Who Is Haley Sumner? 428

10/14 In what ways are students with disabilities similar and different from students without disabilities?

Resource materials:

10/17 In what ways are students with disabilities similar and different from one another?

Resource materials:Exceptional LivesChapter 5: Describing the Characteristics 127Chapter 8: Describing the Characteristics 213Chapter 16: Describing the Characteristics 465

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Resource materials:Exceptional LivesChapter 12: Cerebral Palsy: Describing the Characteristics and Determining the Causes 335Spina Bifida: Describing the Characteristics and Determining the Causes 336Epilepsy: Describing the Characteristics and Determining the Causes 339Asthma: Describing the Characteristics and Determining the Causes 341

Exam 2 due

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Resource materials:Exceptional LivesChapter 14: Describing the Characteristics 397Chapter 15: Describing the Characteristics 432


Resource materials:

10/31 With what individual characteristics of student’s with disabilities are you comfortable and uncomfortable?

Resource materials:

11/2 How might you mitigate those areas of discomfort?

Resource materials:

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11/4 How can you be a positive partner in a student’s education?

Resource materials:Exceptional LivesWho Are Today’s Families? 100Defining Family 100Demographics of Today’s Families 101What Are Partnerships and Why Are They Important? 102Defining Partnerships 102Importance of Partnerships 103How Do Children with Exceptionalities Affect Their Families’ Quality of Life, and What Is Your Role as an Educator? 104Emotional Well Being 106Parenting 108Family Interaction 108Physical/Material Well-Being 110Exceptionality-Related Support 111


Resource materials:Exceptional LivesHow Can You Form Partnerships with Families? 113Communication 114Professional Competence 116Respect 116Commitment 117Equality 118Advocacy 119Trust 120

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Resource materials:Exceptional LivesBecoming a Culturally Responsive Teacher and Advocate 87Enhancing Your Self-Awareness 87Increasing Your Knowledge and Experiences of Other Cultures 88Implementing Culturally Responsive Instruction 88Advocating for Systems Change 92

11/11 VETERANS’ DAY – UNIVERSITY HOLIDAYNO CLASS


Resource materials:Exceptional LivesWhat Should Educators Do to Support Progress? 56Creating Learning Communities 57Designing Units and Lessons 57Implementing Schoolwide Instructional Strategies 58

11/16 How might special education look in the future?

Resource materials:Exceptional LivesWhat Is Universal Design? 40How Does Universal Design for Learning Facilitate Progress? 41

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Resource materials:Universal Design for Learning Online ModulesHttp://udlonline.cast.org/home


Resource materials:Universal Design for Learning Case StudiesUniversal Design for Learning Checklist

Exam 3 due

11/23 No Class11/25 Thanksgiving – University Holiday

No Class11/28 What strategies can you apply to make

your classroom a positive learning environment for all students?

Resource materials:Exceptional LivesChapters 5 - 10:Planning for Universal Design for Learning Planning for Other Educational Needs Using Effective Instructional Strategies Early Childhood StudentsElementary and Middle School StudentsSecondary and Transitional Students: Including Students with Communication DisordersAssessing Students’ ProgressMeasuring Students’ Progress Making Accommodations for Assessment

Demonstration project due

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http://udlonline.cast.org/home


11/30 What strategies can you apply to make your classroom a positive learning environment for all students?

Resource materials:Exceptional LivesChapters 11 - 16:Planning for Universal Design for Learning Planning for Other Educational Needs Using Effective Instructional Strategies Early Childhood StudentsElementary and Middle School StudentsSecondary and Transitional Students: Including Students with Communication DisordersAssessing Students’ ProgressMeasuring Students’ Progress Making Accommodations for Assessment


Resource materials:Differentiation DailyHttp://differentiationdaily.com/


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http://differentiationdaily.com/


12/7 How can you collaborate with other professionals to support students with exceptionalities?

Resource materials:Exceptional LivesChapters 5 – 16Partnering for Special Education and Related ServicesDetermining Supplementary Aids and Services

12/9 How can you collaborate with other professionals to support students with exceptionalities?

Resource materials:

12/12 10:00 am – 12:00 pm10:20 – 11:10 section (#1967) Final Exam meeting time

12/14 7:30 am – 9:30 am9:10 – 10:00 section (#2081) Final Exam meeting time

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Timeline for Assignments and Assessment:The following table summarizes the assignments due throughout the semester and their point values.

AssignmentsDate due

Total PointsIn-Class Assignments -- 70Student Information Survey 9/9 30Exam 1 9/26 50IEP Assignment 10/7 50Exam 2 10/24 50

Exam 3 11/21 50Demonstration Project 11/28 100Final Exam 12/12 or 12/14 100

TOTAL 500

Methods of Assessment: General Class Assignment Information:

Each assignment has been aligned to one or more of the standards and course goals listed above. As the syllabus suggests, each of the assignments in this course are connected with essential standards for Arizona teacher preparation, as well as council for Exceptional Children (CEC) standards for initial licensure for beginning teachers.Due to these critical connections, it is imperative that all students in this class meet these expectations in order to move forward in their program of study. Students are expected to have completed reading assignments prior to class meetings. Materials covered during class may not duplicate reading content. In many instances, class activities are designed to explore or highlight selected content from a chapter, though you will be responsible for all material covered in the assigned readings.

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All assignments must be submitted by class time on, or before, the designated date due. Late assignments will receive a ten percent penalty, and assignments WILL NOT be accepted more than two weeks beyond the original date due. All assignments must be submitted via e-mail attachment, in .doc, .docx, .rtf, or .pdf format, unless otherwise specified. All assignments should be typed and proof read for spelling and grammatical errors prior to being submitted. All assignments and in-class activities should reflect an understanding and use of person-first language throughout; avoidance of “ableisms” should be clearly evident. Assignments submitted as a requirement for another course should not be submitted for this class. All assignments should reflect independent effort. Although students are encouraged to use all resources possible to complete their assignments, proper credit and attribution must be provided for all resources. Plagiarism will not be tolerated (see Academic Dishonesty in Course Policies). Any evidence of plagiarism will result in a grade of ‘0’ on the assignment in question. For information on what constitutes plagiarism, go to:What is Plagiarism?http://www.mantex.co.uk/2009/08/24/writing-essays-plagiarism/ Course Assignments:

In-Class Activities (70 points)In-class activities are designed to supplement the rest of the assessment plan for the class in a way that allows for some relatively low-stakes means for determining what you have come to understand, and where misconceptions or misunderstandings still exist. These activities and assessments are referred to as “checks for understanding” or “formative” assessments, as they may help to guide future instruction.

There will be a variety of activities and assessments over the course of the semester. Each will be worth 5 or 10 points each, for a total of no more than 70 points, overall. I may ask you to complete them in class, via Blackboard Learn, or via email, depending on the timing and purpose of the activity. They will generally not be announced ahead of time. Student Information Inventory (30 points)

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http://www.mantex.co.uk/2009/08/24/writing-essays-plagiarism/

https://bblearn.nau.edu/bbcswebdav/pid-437713-dt-content-rid-1571933_1/courses/1117-NAU00-ESE-380-SEC1-2081.CONTENT/Fall%202009/380%20Fall%202009/Spring%202009/424%20Spring%202009/424%20syllabus%20(spring%202009).doc#Policies%23Policies

Chickering and Gamson (1987) identified seven key principles of good practice in undergraduate education. These principles are: 1) encourage student-faculty contact, 2) encourage cooperation among students, 3) encourage active learning, 4) give prompt feedback, 5) emphasize time on task, 6) communicate high expectations, and 7) respect diverse talents and ways of learning (Chickering & Gamson, 1987). Notably, the first principle is to encourage student-faculty contact or interaction. As it takes time to develop rapport between faculty and students, I believe in sharing information to get a sense of who each of you are.I will ask you to complete an online survey to share some of this information with me. The survey, or inventory, will ask you a bit about your interests, your experiences, your goals, etc. The survey may take 30-45 minutes to complete, and the more clearly you complete it, the better.

Exams (250 points) The Arizona Department of Education, in response to the No Child Left Behind Act and its provision for “highly qualified teachers”, requires that all new teachers pass a “rigorous” test of professional and subject knowledge...the Arizona Educator’s Proficiency Assessment (AEPA). Additionally, Northern Arizona University and the College of Education believe that teacher candidates should be prepared for this experience through their coursework in the teacher preparation program. The AEPA is a paper-pencil assessment consisting of multiple choice and open response items, and is designed to make participants choose the “best possible answer”. For these reasons, the exams in this course require class members to apply what they have learned through readings and course lecture and discussion on items that may have more than one good answer, but only one “best” answer.There will be a total of four exams in this class, each of which will be worth 50 points, with the cumulative final exam being worth 100. Each of the first three exams will be available as either a multiple choice or essay exam. You may choose whichever format suits your assessment style, although at least one of the first three exams must be completed as an essay exam. This essay exam will have additional criteria related to writing proficiency. The exam prompts will be delivered through the Blackboard Learn shell for the course, and you will have the opportunity to preview each option before choosing one. More information about the exams will be provided as we approach each one.

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IEP Assignment (100 points)The core of special education for the past 35 years has been the individualized nature of providing services for students with disabilities. As we will discuss over the course of the semester, the vehicle for outlining these services is the individualized education plan (IEP). This document is, arguably, one of the most compelling and binding documents in any school today. Therefore, it is critical for all members of the education system, including teachers, principals, school psychologists, therapists, or even custodians, to understand the meaning behind IEP’s, as well as how they should be implemented.

You will learn the in’s and out’s of the individualized education plan, and will illustrate that understanding through an exercise surrounding the IEP and its elements. Information regarding this assignment will be distributed after the beginning of the course.

Demonstration Project (100 points)In many ways, this course operates under the presumption that each student, whether in kindergarten or graduate school, learns differently. This course is organized around thematic questions that guide the study of special education and children with exceptionalities. The manner in which you develop the understandings that help you answer these questions may be different from one person to the next. Similarly, the ways in which you demonstrate your understanding of these themes will also likely be different for each of you. Just as you have some choice in the way you demonstrate your learning for each exam, you will also have a great deal of latitude for this project. Based on this premise, the Demonstration Project is an opportunity for you to showcase your learning in this class by “demonstrating” your understanding of key themes and concepts addressed in the class.

You will choose a topic from the course and develop an individualized project around that theme. The format of the project is very open, and can include traditional formats, like a research paper, or something more current, such as a podcast or digital story. I will provide suggestions and recommendations as the semester progresses.

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Grading System:You will receive a grade based on accumulated points accrued on assignments as a percentage of the total points possible for the class. Grading will be as follows:

90–100% of all possible points = A (450-500)80–89% of all possible points = B (400-449)70–79% of all possible points = C (350 – 399)60–69% of all possible points = D (300 – 349)Less than 60% of all possible points = F (less than 300)

I strongly support you in keeping track of your grades. It is your responsibility to be aware of your grades and any assignment changes at any point in the semester. There are no midterm grades registered for this course. I am available during office hours to discuss grades and/or grading. Please come see me. Final grades will be assigned based on completed assignments. Letter grades may be assigned, however, ALL course competencies must be addressed successfully to receive a passing grade.

Incomplete Grades: My policy is not to assign an incomplete grade except in extreme circumstances beyond a student’s control. An incomplete is not given because a student is dissatisfied with a final grade and hopes to complete additional post-course work to improve the grade.

Course Policies:Attendance

You will be expected to follow the NAU policy governing class attendance. It is strongly recommended that you attend each class, as information will be presented which will be necessary to complete exams and class projects. Attendance will be taken each class meeting.Attendance is expected each meeting day during the semester. The instructor and the university are cognizant that circumstances arise that require class members to be absent on occasion.If you have personal circumstances affecting your ability to attend class (other then temporary illness), it is strongly recommended that you contact the Office of Student Life at 523-5181, or the Counseling Center at 523-2261. “While class attendance is required per the above stated policy, please be cautious about attending class if you are feeling ill. Please inform me by

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phone or email if you are feeling unwell; if you are experiencing flu-like symptoms, you should not attend class; please take precautions not to infect others, and seek medical attention if your symptoms worsen”.Should you need to miss a class, it is your responsibility to obtain class notes and handouts from other students. Should you need additional clarification, please contact me.

Academic DishonestyAll work submitted must be original work. If a student is guilty of academic dishonesty, NAU policy (in the Student Handbook) will be applied, resulting in sanctions up to and including automatic failure of this course.

Electronics and E-MailI will be using either a class listserv or Web Vista to communicate with you regarding assignments, updates, events, or other pertinent information. You must have an email account issued by the university in order to receive these messages. You may choose to have these messages forwarded to an email address issued by your ISP (AOL, Hotmail, Yahoo, etc.), but it will be necessary to use the Vista e-mail function, if communication is going to be handled via the learning management system (LMS). It is expected that you will check your university email account regularly. This will facilitate communication between you and me. Occasionally, urgent issues arise with regard to assignments, and email is the most efficient way of contacting you.It is also expected that cell phones, pagers, IPOD’s, or other electronic devices be turned off during class meetings, as they are disruptive to the academic and learning environment. You may check for messages during assigned breaks. Excessive or inappropriate use of these devices may result in the application of administrative action (see classroom Management Statement below).

Fire AlarmsIf a fire alarm sounds, it is expected that all students and staff leave the building through the nearest exit. If the class is in the middle of an exam or quiz, the exam/quiz should be left face-down on the desk when leaving the classroom.

Classroom DecorumIt is expected that all class members maintain a respectful and clean classroom. Although food and beverages are allowed in the classroom, it is expected that you will discard any containers, packages, cans, or bottles before leaving. Similarly, it is expected that you remove crumbs or other

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https://bblearn.nau.edu/bbcswebdav/pid-437713-dt-content-rid-1571933_1/courses/1117-NAU00-ESE-380-SEC1-2081.CONTENT/Fall%202009/380%20Fall%202009/Spring%202009/Fall%202007/Spring%202007/424%20-%202913%20Spring%202007/426_Syllabus_Spring_2007_NCATEFinal_Lanterman.doc#classroom_management

https://bblearn.nau.edu/bbcswebdav/pid-437713-dt-content-rid-1571933_1/courses/1117-NAU00-ESE-380-SEC1-2081.CONTENT/Fall%202009/380%20Fall%202009/Spring%202009/Fall%202007/Spring%202007/424%20-%202913%20Spring%202007/426_Syllabus_Spring_2007_NCATEFinal_Lanterman.doc#classroom_management

debris, to the best of your ability, from the area before leaving. It is a courtesy to your peers and me to push in your chairs before leaving…thank you.

Classroom Management StatementMembership in the academic community places a special obligation on all members 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.It is the responsibility of each student to behave in a manner which does not interrupt or disrupt the delivery of education by faculty members or receipt of education by students, within or outside the classroom. The determination of whether such interruption or disruption has occurred has to be made by the faculty member at the time the behavior occurs. It becomes the responsibility of the individual faculty member to maintain and enforce the standards of behavior acceptable to preserving an atmosphere for teaching and learning in accordance with university regulations and the course syllabus.At a minimum, students will be warned if their behavior is evaluated by the faculty member as disruptive. Serious disruptions, as determined by the faculty member, may result in immediate removal of the student from the instructional environment. Significant and/or continued violations may result in an administrative withdrawal from the class. Additional responses by the faculty member to disruptive behavior may include a range of actions from discussing the disruptive behavior with the student to referral to the appropriate academic unit and/or the Office of Student Life for administrative review, with a view to implement corrective action up to and including suspension or expulsion.

University Policies: For further information please visit:

http://jan.ucc.nau.edu/academicadmin/policy1.htmlSafe 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. If you have concerns about this policy, it is important that you contact the

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http://jan.ucc.nau.edu/academicadmin/policy1.html

departmental chair, dean’s office, the Office of Student Life (928-523-5181), the academic ombudsperson (928-523-9368), or NAU’s Office of Affirmative Action (928-523-3312).

Students with DisabilitiesIf you have a documented disability, you can arrange for accommodations by contacting Disability Resources at 928-523-8773 (voice), 928-523-6906 (TTY). In order for your individual needs to be met, you are required to provide DSS with disability related documentation and are encouraged to provide it at least eight weeks prior to the time you wish to receive accommodations. You must register with DR each semester you are enrolled at NAU and wish to use accommodations.Faculty are not authorized to provide a student with disability related accommodations without prior approval from DR. Students who have registered with DR are encouraged to notify their instructors a minimum of two weeks in advance to ensure accommodations. Otherwise, the provision of accommodations may be delayed.

Concerns or questions regarding disability related accommodations can be

brought to the attention of DR or the Affirmative Action Office.

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 once each month. 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.

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A copy of the IRB Policy and Procedures Manual is available in each department’s administrative office and each college dean’s office. If you have questions, contact Carey Conover, Office of Grant and Contract Services, at 928-523-4889.

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 F of NAU’s Student Handbook.

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. For a three credit course, this suggests six hours of work outside of class per week.

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