Graduate College Masters of Administration Program
ADM 525 Syllabus
Leadership Skill Development
Instructor:
Dr. Arnie Adler
Office hours:
By Appointment, Phone 520-403-6814
E-mail address:
Use BBLearn Course e-mail
Class Times:
Credit Hours: 3
Course description
ADM 525 Leadership Skills Development is an applied course that combines behavior theory
with business practice. Each module addresses central concepts and skills in an important area of
leadership development, and provides exercises and self-evaluations to apply that knowledge. In
this way, ADM 525 actively involves you in an experiential learning process. The course
introduces and reinforces principles and skills of leadership for graduate students who wish to
learn how to influence others to get things done. The design of the course emphasizes an
interactive seminar approach to learning, bridging the gap between theory and practice. The
course includes many leadership exercises, intended for both individual and group work.
Student Learning Expectations/Outcomes for this Course
At the conclusion of this course, the successful participant will be able to:
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Develop and explain a personal definition of leadership, and why it is important.
Differentiate the variables that determine leadership effectiveness.
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Complete a personal evaluation of 10 qualities that distinguish a leader.
Outline the importance of vision and how leaders create and implement it.
Develop a personal vision of leadership.
Define leadership values, and describe how they guide leadership behavior.
Outline and discuss personal approach to the distribution of power as leader.
Define personal leadership values, and describe how they guide leadership behavior.
Deconstruct reasons why human relations are important.
Assess personal emotional intelligence.
Identify leadership strategies that tap the benefits of diversity and avoid the pitfalls of
prejudice.
 Discuss diversity in the context of leadership effectiveness.
 Decide personal rules for effective delegation.
 Identify leadership behaviors in the context of leader as teacher and developer of
people.
 Describe the role of attitude and personal example in the context of individual as
change agent.
Course Structure/Approach
The course will utilize various methods of instruction, i.e., small group analysis, and class
debate, discussion, and resolution of current and past leadership practices. Students will further
develop skills of reflection and practice in vision, decision making, communication, group
leadership, power, conflict resolution, climate, motivation, change, and evaluation. Students will
measure, interpret and reflect upon personal levels of real life activities covering essential
leadership skills.
Textbook and Required Materials
Manning G. and Curtis, K. (2012) Fourth Edition. The Art of Leadership. New York, NY:
McGraw-Hill. ISBN 978-0-07-80208-0 or E-Book at Bookstore Course Outline
Course Outline
1) Group Posting of Questions: 15 Points
All students will be assigned to a group (Groups 1-6) the group will be responsible to write and
post the initial response to one week’s discussion questions. For example, Group 1 will
collaboratively answer the discussion questions for Module1 and post that information by the
due date and time. Prior to posting, groups can collaborate on their work in the private Group
Discussion Board assigned to them.
The initial group posts should be 3-5 paragraphs long, for each question, be substantive in nature,
incorporate concepts from the text and other readings, and include specific examples when
possible. Following the initial group posting, the remainder of the class will post their individual
reactions (see next item Reactions to Group Posting). This posting will occur in the Discussion
area. Note: Group rosters may change based upon students adding or dropping the course.
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Criteria
Depth of Scholarship
Weighting
15%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
20%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
10%
TOTAL
100%
2) Individual Reactions to Group Postings / Critique to Posted Issue: 35 Points
All students will discuss / respond individually to each week’s initial posting. The should be 3-4
paragraphs in length responses should include professional and constructive reactions to the
posting based upon the readings from the Manning and Curtis text. In some cases students may
ask the group/student to better define the issue, add or delete information provided in their
original posting. Students will also have the opportunity to add personal experience or
additional insight into the issue.
When the course is completed, all students will have posted responses to one group of module
questions and posted reactions to all members of the class except those in your respective
group. This posting will be placed in the Discussion area. The schedule of postings and reactions
are listed in the course Vista Calendar.
Criteria
Depth of Scholarship
Weighting
15%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
20%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
10%
TOTAL
100%
Module One – Setting the Stage
You Should Be Able To:
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1. Develop and explain your personal definition of leadership, and why it is important.
2. Provide examples of where leaders learn to lead, and what people want in a leader.
3. Contrast the satisfactions and frustrations of leadership.
4. List and discuss the elements of caring leadership.
5. Differentiate the variables that determine your leadership effectiveness.
6. Complete a personal evaluation of 10 qualities that distinguish leader.
7. Measure, interpret and reflect upon your levels of interpersonal trust.
8. Identify your life situations requiring leadership.
How To Prepare: Read the Introduction and Part 1 of Manning and Curtis.
Group 1 Discussion Questions: Post in Discussions under Module One Posting
1. What are the qualities that make a good leader?
2. Name a leader from your experience who made you feel more powerful and raised your
capabilities. What enabled him or her to accomplish this?
3. Discuss the benefits and drawbacks of the directive, participative, and free-rein styles of
leadership.
4. Discuss how your style of leadership would be the same or different from your manager's
style.
5. What are the variables that determine leadership effectiveness?
.Module 1: Description of life experience - 5 points
Assignment:
1. Prepare a short description of a time in your life when you acted in the role of leader.
What were the circumstances?
2. Begin the process of maintaining a leadership Journal. Make entries in your journal at
least four times per week based on your personal reaction to course readings, course
activities, and out-of-course leadership tasks or observations of your own
3. Participation
Criteria
Depth of Scholarship
Weighting
10%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
15%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
20%
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TOTAL
100%
Criteria Weighting
The journal is personal and need not be submitted, 0% however it will be crucial as you
design your week 8 course paper.
Module Two – The Power of Vision
You Should Be Able To:
1. Outline the importance of vision and how leaders create and implement it.
2. Explain your reason for becoming a leader.
3. Develop your personal vision of leadership.
4. Explain how leaders develop an organizational climate that attracts and keeps good people.
How To Prepare: Read Part 2 of Manning and Curtis
Group 2 Discussion Questions: Post in Discussions under Module Two Posting
1. Discuss the power of vision as it relates to leadership effectiveness.
2. Describe a leader you have significant respect for, may be listed in the text, discuss their
vision. Explain how their vision was implemented.
3. What forces—people and events—have influenced current attitudes toward leadership in
the American workplace?
: Module 2: Personal or organizational vision paper - 10 points
Assignments:
1. Prepare a 300-word essay outlining your personal or organizational vision. Additional
sources recommended. APA format approved.
2. Continue making entries in your leadership journal.
3. Participation
Criteria
Weighting
Depth of Scholarship
10%
Originality of ideas
15%
Theoretical and conceptual framework
25%
Use of literature
25%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
15%
TOTAL
100%
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Module Three – The Importance of Ethics
You Should Be Able To:
1. Outline and discuss levels and stages of moral development.
2. Define your leadership values, and describe how they guide your leadership behavior.
3. Provide examples of the role of a leader in setting the moral tone and ethical climate of the
workplace.
How To Prepare: Read Part 3 of Manning and Curtis
Group 3 Discussion Questions: Post in Discussions under Module Three Posting
1. What core values would you like to see exhibited in the ideal work environment?
2. Which of the 6 stages of moral development do you fit into at this point in your life?
3. Discuss Mark Twain's aphorism, "Always do what is right. It will gratify most of the
people and astound the rest," as it relates to leadership.
4. Have you ever known a leader with integrity? Describe his or her principles and practices.
Module 3: Ethics and values paper - 10 points
Assignments:
1) Summarize one peer-reviewed article focused on leadership ethics, and one peer-reviewed
article on the role of values for leaders. (500 words minimum. See supplemental reading list for
articles, or use your own. APA format required.).
Criteria
Weighting
Depth of Scholarship
10%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
15%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
20%
TOTAL
100%
2) Continue making entries in your leadership journal (Not graded)
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3) Participation
Module Four – The Empowerment of People
You Should Be Able To:
1. Outline and discuss your approach to the distribution of power as leader.
2. Defend whether or not you view leadership as a calling to serve.
3. Demonstrate practical steps you can take to empower others and develop a highperformance workplace.
4. State your beliefs and practices regarding quality in the workplace.
How To Prepare: Read Part 4 of Manning and Curtis
Group 4 Discussion Questions: Post in Discussions under Module Four Posting
1. Describe a servant leader you have known.
2. Discuss psychological size and leadership effectiveness based on true-life cases.
3. Discuss the concept of quality as it is used in your work environment.
4. What practical steps can a leader take to empower others and envelop a high performance
workplace?
Module 4: Comparison paper - 10 points
Assignments:
1) Prepare a 600-word, APA formatted paper that compares two peer-reviewed articles on
any one of the following topics:
Leadership Authority
Empowerment in the Workplace
The Quality Imperative
Criteria
Depth of Scholarship
Weighting
10%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
15%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
20%
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TOTAL
100%
2) Continue making entries in your leadership Journal (Not graded)
3) Participation
Module Five – Leadership Principles
You Should Be Able To:
1. Rate yourself regarding the application of principles and practices of effective leadership.
2. Deconstruct reasons why human relations are important.
3. Summarize the elements of an enlightened workplace.
4. Discuss the characteristics of a high-performance group and what you can do to develop
communication, teamwork, and a one-team attitude.
How To Prepare: Read Part 5 of Manning and Curtis
Group 5 Discussion Questions: Post in Discussions under Module Five Posting
1. Discuss the difference between a boss and a leader.
2. Do you experience "flow" in your work, versus apathy, anxiety, or boredom?
3. How is team building fostered at your place of employment?
4. What is your view of human nature—positive, negative, neutral? How has this influenced
your relations with others?
5. Why are human relations important and what are the elements of an enlightened
workplace?
Assignment Due: Continue making entries in your leadership Journal Continue making
entries in your leadership journal
Module 5: Discussion only
1) Entries in your leadership Journal. (Not graded)
2) Participation
Module Six – Understanding People
You Should Be Able To:
1. Answer the question: Why do people do what they do?
2. Discuss your own personal motivation factors.
3. Assess your emotional intelligence.
4. Identify your strengths and weaknesses in the art of persuasion.
5. Discuss diversity in the context of leadership effectiveness.
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6. Identify leadership strategies that tap the benefits of diversity and avoid the pitfalls of
prejudice.
How To Prepare: Read Part 6 of Manning and Curtis
Group 6 Discussion Questions: Post in Discussions under Module Six Posting
1. Discuss Maslow's hierarchy of needs as these needs influence work behavior.
2. Do you have emotional intelligence?
3. Discuss your experiences and views on diversity in the workplace.
4. What are the positives and negatives of mixed gender work groups on employee morale
and work performance?
5. Why is diversity an important subject for leadership effectiveness? What can the leader do
to tap the benefits of diversity and avoid the pitfalls of prejudice?
Module 6: Coaching and mentoring paper - 10 points
Assignments:
1) Prepare a short essay (400 words) differentiating leadership from coaching, mentoring,
managing and supervising. (APA format required)
Criteria
Depth of Scholarship
Weighting
10%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
15%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
20%
TOTAL
100%
Module 6 Personal development plan and paper - 20 points
2) Bring up to date the leadership development plan you developed in ADM515 using
information and techniques learned in this course. Prepare a 500 word paper in APA format
on leadership development planning for others incorporating the elements from Manning,
Curtis, and at least one other peer-reviewed article. Place in the Assignment Drop Box.
Criteria
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Weighting
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Originality of ideas
25%
Theoretical and conceptual framework
15%
Substantive value of the plan
20%
Clarity and logic of presentation
20%
Grammar, spelling and punctuation
20%
TOTAL
100%
Weighting
Criteria
Depth of Scholarship
10%
Originality of ideas
15%
Theoretical and conceptual framework
15%
Use of literature
15%
Substantive value
15%
Clarity and logic of presentation
10%
Grammar, spelling and punctuation
20%
TOTAL
100%
Module 6 Summary of leadership learnings presentation - 20 points
3. Prepare a power point, chart, or graph with a narrative summarizing your leadership
learnings drawn from your leadership experience journal maintained throughout this
course. Place it in the Discussion Area for sharing and the Assignment Drop Box for
grading.
Criteria
Weighting
Originality of ideas
25%
Theoretical and conceptual framework
15%
Substantive Value
20%
Clarity and logic of presentation
20%
Presentation and format
20%
TOTAL
100%
Course Summary of Assessments of Student Learning Outcomes
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METHODS OF ASSESSMENT
Description of life experience
Points
5
Week
1
Personal or organizational vision paper
10
2
Ethics and values paper
10
3
Comparison paper
10
4
Coaching and mentoring paper
10
6
Personal development plan and paper
20
8
Summary of leadership learnings
presentation
20
8
Module Posting in Discussions
15
All
Weeks
Module Reactions in Discussions
35
All
Weeks
Participation
15
All
Weeks
Timeline for Assessment
Feedback and grades for submitted papers will be provided within 72 hours of due date.
Course Grading System
Of the possible 150 course points, grades will be determined on the following scale:
90%-100% =A, Excellent work, well thought out with considerable evidence of critical, original
and analytical thinking, and sound rationale. Depth of understanding is highly evident. Effort is
well beyond normal expectations.
80%-89% = B, Very good work. Thinking and understanding that meets basic expectations for
graduate students. Work is of very high quality.
70%-79% = C, Satisfactory work, below that expected of master level students. Basic
expectations are met, although the thoroughness and depth of thinking can be improved. (Only a
limited number of C grades are accepted in the program)
60%-69% =D, a failure to do graduate level work. Vast improvement is needed and the course
needs to be repeated. The graduate college does not recognize any course credit where the grade
of D or below is earned.
Methods of Written Assignment Assessment
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See Grading Rubrics.
Journal Guidelines
Syllabus Instructions: Begin the process of maintaining a leadership Journal. Make entries in
your journal at least four times per week based on your personal reaction to course readings,
course activities, and out-of-course leadership tasks or observations of your own. Note not only
your observations, but also the context, or theoretical justification/explanation of them. Compile
your observations so that they will be useful to you when you present your summary of
leadership learnings and skill development from this course. Steps (Source:Ehow.com)
1. Buy a journal or notebook of a convenient size and shape. Make sure it's large enough to write
in comfortably but small enough to tuck into a purse or backpack if you will often take it
with you. Make sure the journal has acid-free paper if you want to preserve your words
indefinitely.
2. Choose a pen with permanent ink, especially if you are writing a journal for your posterity.
Some inks will fade with time.
3. Determine a regular schedule for writing, if desired, or simply write in the journal when you
feel you have something worthy of recording.
4. Find a quiet place where you will not be interrupted.
5. Go back and read the last few journal entries - if you have already started your journal - to get
you in the spirit of writing again. Notice your moods and emotions as well as the subject
matter, and think how they relate to how you are feeling and what you are doing now.
6. Remember the purpose of your journal before you write. If you are making a historical
document, for example, focus on those things of interest historically. Add sketches, quotes
and personal experiences as appropriate.
7. Start writing. Remember that you are not limited to any subject or style (unless you have set
those limits based on the kind of journal you are keeping) and that you should include your
deepest feelings along with facts and observations. Don't be afraid to let yourself go, and
avoid trying to weigh your writing critically in this context.
Writing Standards Policy
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Master of Administration, Leadership Emphasis Program students must consistently demonstrate
professional standards in writing if they are to be successful in enterprise leadership positions.
To help reinforce this necessary skill, all written assignments and online submissions in the
Leadership Emphasis Program must meet acceptable minimal standards. These standards address
spelling, punctuation, basic grammar, and appropriate format. Unacceptable grammatical errors
and errors of form include the following: APA format required on all papers.
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Misspelled words
Sentence fragments
Run-on sentences or comma splices
Mistakes in capitalization
Serious errors in punctuation
Errors in verb tense or subject/verb agreement
Lack of conformity with assignment format
Improper citations
One way of avoiding some of these errors is to use spelling and grammar software available with
most commercially available word processing packages and in NAU computer labs. These
software packages will identify many (but not all) errors so that they may be corrected before the
assignment is submitted. NAU faculty and Center personnel are available to help students with
grammatical questions and other usage errors.
Assignments or submissions with more than five of the aforementioned errors noted by the
instructor for any one page, or more than fifteen in the entire document, are unacceptable. NAU
has strongly advised that course instructors stop reading when either figure is exceeded and
return the paper to the student without a grade. If an individual paper is returned because of
significant errors, it must be corrected and returned to the instructor by the next class meeting or
by a time stipulated by the instructor.
Grades on all assignments that are returned because of poor written communication skills will be
reduced by one letter. It is, therefore, in a student’s best interest to carefully review all written
assignments and to use any and all available means before submitting an assignment document
the first time. Failure to produce an acceptably written document may result in an “F” on the
assignment.
Participation
Learners are expected to actively participate in each class discussion. Preparation for discussion
includes reading assigned material, analyzing, and responding to questions and comments from
the faculty member and fellow learners.
Learners must be engaged, respectful and make substantive contributions in each week. A
substantive contribution is one typical of graduate level critical thinking and analysis, well cited,
and presented. Failure to substantively participate will lead to reduction of participation points.
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Course Policies
1. Any assignments you may have submitted as a requirement for another class may not be
submitted for this class.
2. Your assignments are due on the date indicated in the calendar. If you fail to complete or
submit any assignments on time, you will be given a grade of zero for the assignment.
3. Your papers must be presented in appropriate style and format. Graduate level writing and
correct use of English are mandatory and all of your submitted assignments must be your
original work. Your papers are to be typed in APA format and include appropriate citations.
Points will be deducted for punctuation, APA, spelling and grammatical errors. Papers
containing frequent and gross errors may be rejected by your instructor. If your paper is
rejected, you will receive a grade of zero for that paper. See the course rubrics for each
assignment
4. Your participation in class is required. Participation is defined as relevant and consistent
contribution in a manner appropriate for a graduate student.
5. Academic integrity and honesty are required in all NAU classes. To knowingly represent the
words or ideas of another as your own is plagiarism and is a major violation of the NAU
student code.
Recommended Reading List
Alves, J., Lovelace, K., Manz, C., Matsypura, D., et al. (2006). A cross-cultural perspective of
self- leadership. Journal of Managerial Psychology, 21 (4), 338-359.
Carmeli, A., Meitar, R., and Weisberg, J. (2006). Self-leadership skills and innovative behavior
at work. International Journal of Manpower, 27 (1), 75-90.
DiLiello, T., Houghton, J. (2006). Maximizing organizational leadership capacity for the future;
Toward a model of self-leadership, innovation and creativity. Journal of Managerial
Psychology, 21 (4), 319-337.
Dolbier, C. L., Soderstrom, M., Steinhardt, M. A. (2001, September). The relationships between
self-leadership and enhanced psychological, health, and work outcomes. The Journal of
Psychology, 135 (5), 469-485.
Drucker, P. F. (2005, June). Peter F. Drucker on Self-Leadership. Leadership Excellence, 22 (6),
13-14.
Godwin, J. L., Neck, C. P., Houghton, J. D. (1999). The impact of thought self-leadership on
individual goal performance A cognitive perspective. The Journal of Management
Development, 18 (2), 153-170.
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Houghton, J. D., Yoho, S. K. (2005). Toward a Contingency Model of Leadership and
Psychological Empowerment: When Should Self-Leadership Be Encouraged?. Journal of
Leadership & Organizational Studies, 11 ( 4), 65-83.
Houghton, J. D., Bonham, T. W., Neck, C. P., Singh, K. (2004). The relationship between selfleadership and personality: A comparison of hierarchical factor structures. Journal of
Managerial Psychology, 19 ( 4), 427-441.
Houghton, J. D., Neck, C. P. (2002). The revised self-leadership questionnaire: Testing a
hierarchical factor structure for self-leadership. Journal of Managerial Psychology, 17
(8), 672-691.
Jones, R., Kriflik, G. (2005). Strategies for managerial self-change in a cleaned-up bureaucracy:
a qualitative study. Journal of Managerial Psychology, 20 (5), 397-416.Quality and
Participation, 15 (4), 80-86.Management, 36 (9), 3.Executive, 5 (3), 87-96.
Neck, C. P., Manz, C. C. (1996, September). Thought self-leadership: the impact of mental
strategies training on employee cognition, behavior, and affect; Summary. Journal of
Organizational Behavior, 17 (5), 445-467.
Neck, C. P., Milliman, J. F. (1994). Thought self-leadership: Finding spiritual fulfillment in
organizational life. Journal of Managerial Psychology, 9 (6), 9-16.
Neck, C. P., Manz, C. C. (1992, December). Thought self-leadership: The influence of self-talk
and mental imagery on performance; Summary. Journal of Organizational Behavior, 13
(7), 681-699.
Prussia, G. E., Anderson, J. S., Manz, C. C. (1998, September). Self-leadership and performance
outcomes: The mediating influence of self-efficacy. Journal of Organizational Behavior,
19 (5), 523-538.
Yun, S., Cox, J., Sims Jr., H. P. (2006). The forgotten follower: a contingency model of
leadership and follower self-leadership. Journal of Managerial Psychology, 21 (4), 374388.
Northern Arizona University Policy 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.
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You may obtain a copy of this policy from the college dean’s office or from NAU's affirmative
action website http://www4.nau.edu/diversity/swale.htm. If you have concerns about this policy,
it is important that you contact the department 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 the
office of Disability Support Services (DSS) 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 DSS 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 DSS. Students who have registered with DSS 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 DSS or the Affirmative Action Office. For information, visit the DSS website at
http://www2.nau.edu/dss/.
Institutional Review Board
Any study involving observation of or interaction with human subjects that originates at NAUincluding 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 researchrelated activities.
The IRB meets monthly. Proposals must be submitted for review at least 15 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 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 administrative
office in each college Dean's office or on their website
http://www4.nau.edu/ovp/regulatorycompliance/irb/index/htm. If you have questions, contact
Melanie Birck, Office of Grant and Contract Services at 928-523-8288.
Academic Integrity
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The university takes an extremely serious view of violations of academic integrity. As members
of the academic community, NAU's administration, faculty, staff and students are dedicated to
promoting an atmosphere of honesty and are committed to maintaining the academic integrity
essential to the education process. Inherent in this commitment is the belief that academic
dishonesty in all forms violates the basic principles of integrity and impedes learning. Students
are therefore responsible for conducting themselves in an academically honest manner.
Individual students and faculty members are responsible for identifying instances of academic
dishonesty. Faculty members then recommend penalties to the department chair or college dean
in keeping with the severity of the violation. The complete policy of academic integrity is in
appendix G of NAU's Student Handbook. http://www4.nau.edu/stulife/handbookdishonesty.htm.
Academic Contact Hour Policy
The 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 valuation, 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; for example, preparation,
homework, studying.
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