Department of History Spring
2026
HISTORY 314/314H CONTEMPORARY INDIA: 1947 TO THE PRESENT
A Liberal Studies/ General Studies Course in the Social and Political Worlds Block. Also fulfills the NAU Global Diversity/ Global Perspectives Requirement.
Instructor: SANJAY JOSHI Meeting Time:
Mon-Wed 2:20-3:35
Office: LA 206 Class Location:
Liberal Arts, Room 310
E-mail: Sanjay.Joshi@nau.edu Office Hours: Mon-Fri 12:25-1:25 pm Phone: 523-6216 and by appointment
Course Web Page: http://jan.ucc.nau.edu/~sj6/contemporaryindia.html
CHECK THE COURSE WEB PAGE FOR THIS SYLLABUS WITH
LINKS TO ELECTRONIC READINGS. NAU’s Policy Statements: https://nau.edu/university-policy-library/syllabus-requirements/
(and at the end of this syllabus)
COURSE DESCRIPTION
This course examines
social, political and economic developments in India since independence in 1947
and places these developments in a historical and comparative context. Exploring
the sources of India’s diversity as well as unity, riches as well as poverty,
the roots of cooperation as well as conflict, progress as well as limitations,
the course aims at achieving a nuanced understanding of the working of the
world’s largest democracy. Studying the work of well-known scholars, fiction, films,
as well as some sources of information available over the Internet, this course
introduces students to multiple facets of contemporary India.
Each semester, this course also
focuses on a particular theme. For this semester, I have chosen to focus on the
history of populist Hindu majoritarianism. Though we will be studying a history
specific to India, this is a phenomenon with many comparisons possible across
the globe in our times.
The class will be run in a
lecture-cum-discussion format. I hope discussions between the students and the
instructor will form a significant part of the learning experience. There will,
of course, be a considerable amount of lecturing too, whose frequency and
content will depend on my agenda as well as the nature of questions asked by
the students! The course demands that students come to class having done the
assigned readings and prepared to discuss them with the instructor and fellow
students.
READINGS
Just one textbook has been
ordered for this course at the NAU Bookstore and is required reading for all
students.
However, there are several
shorter required readings available on the internet. There are direct
clickable links to most of these readings available through the electronic
version of this syllabus on the COURSE WEB PAGE. These are as much a required part
of the class readings as your textbook. As a matter of habit, I urge you
to visit all course-related web sites in advance and save or print the required
readings. As I am sure most of you are aware, connections to web sites often
fail at the very time we need them most! For that reason, having soft or hard
copies of the readings in advance will prevent panic the night before class, or
a few hours before!! Please note that many links require you to be logged in
via the NAU domain, either from campus or via VPN.
STUDENT LEARNING
EXPECTATIONS/OUTCOMES FOR THIS COURSE
Fifteen weeks from now, you
all will have developed some sense of the complex history of the Indian
subcontinent from 1947 to the present day. To help you understand this history,
the course assigns a variety of readings. It is critical that you complete your
assigned readings before coming to class. Lectures will always relate to the
topics assigned but will not summarize assigned readings. Instead, they will
introduce additional material, different interpretations, and theoretical
concepts that are not always in the text. I expect you to be motivated to learn
about the subject and to improve your skills as a historian. I will do my best
to help you understand more about the subject. But my efforts will only help if
you bring an active engagement with the contents of this course. An active
engagement will allow students to:
·
Learn through texts,
lectures, and films, the important events of processes of South Asian history
since 1947.
·
Demonstrate, through the
in-class examinations, their grasp of the details of this complex history.
·
Demonstrate through
in-class discussions and discussion notes, their understanding of assigned
textual materials and participate in critical discussions of sources and their
interpretation.
·
Demonstrate through the
term paper as well the essay sections of the examinations, their ability to independently
identify, and critically read, analyze, and compile information from a variety
of sources: fictional as well as historical, and information from Indian news
and scholarly sources.
WORK HABITS: I strongly urge all students to back up their written work
in multiple locations. In addition to your hard drive, please back up your work
on the cloud (working on or uploading regularly to Google Docs is one
possibility) and an external “thumb” drive. “My computer crashed” or “the file
was accidentally deleted” are treated on par with excuses like “the dog ate my
homework.”
ASSESSMENT OF LEARNING OUTCOMES
The course uses primarily three types of
instruments to assess your achievement of the learning objectives listed above.
In addition to regular participation in class activities, you must take one
exam, produce short discussion notes responding to specific questions three
times during the semester, and write one formal paper evaluating
Hindu Nationalism in the context of
culture and politics of India since 1947. All assignments are due on the dates
indicated in the schedule. I do not accept late assignments unless allowed by
University policy. Health-related absences or tardiness in submitting
assignments will require documentation.
I. Mid Term Exam: The mid-term exam (closed book, in class) worth 20 points, will consist of short answer and longer answer questions and may include a map component. No final exam.
II.
Discussion
Notes: This may be a relatively
new kind of assignment for you, so do pay attention to the following:
You will
be given specific questions or topics around which to frame your discussion
notes a few days in advance of the discussion day. You need to submit your
notes (two to three single spaced typed pages) on Canvas and come to class with
another copy of your notes available to participate in the discussion.
To evaluate the notes, I will be looking for both a clearly outlined THESIS in response to each question, AND relevant data/evidence to support your thesis. As the assignments will indicate, the evidence/ data can be in “note” form. Notes that do not indicate a clear thesis or sufficient supporting data will be penalized at my discretion. To allow you to get used to the requirements of this assignment, they have been weighted progressively. The first set of notes will be worth 10 points, the second 15 points, and the last 20 points. Together discussion notes comprise 45 out of the total 100 points for the course.
The class
will be divided into small groups to facilitate formal discussions. Attendance
and participation in all discussions is mandatory. Please make sure that your
other commitments (academic, work-related, or personal) do not conflict with
the discussion dates; there is no possibility of making up this assignment. In
rare cases, where University-policies permit, I will allow you to submit your
notes in advance of your departure.
III.
Evaluating Haider
Your task will be to write a formal paper
between 7 to 10 pages (double spaced, one-inch margins, fonts between ten and
twelve points) evaluating the film, Haider in the context of history you
have learnt in this course. All conventions of academic writing and
citations need to be followed while writing this paper.
Requirements
In addition to course material, this paper requires
you to conduct some independent research.
Your paper should use at least five sources beyond course readings (at
least three journalistic sources and two scholarly sources) on
the Kashmir issue in India since 1947.
Journalistic sources should include at least one source from the Indian
subcontinent. You may also use more
polemical websites to gather research material, but these should be used
to represent perspectives, rather than factual evidence. Scholarly sources can include peer-reviewed
journals (or their websites), books published by reputable academic presses, or
proceedings of conferences. I would
particularly urge you to look at journals such as Economic and Political
Weekly (EPW) http://www.epw.in/ or Seminar from
India http://www.india-seminar.com/semframe.html. EPW is archived on JSTOR and Seminar back
issues are searchable and accessible on their website. This assignment will be worth 25 points.
I strongly recommend that you discuss your
research and outline of the paper with me well before the due date of the
paper.
IV. Class Participation: My subjective assessment of your attendance and participation in class activities (including the discussions) will count toward 10 points of the total course grade.
EVALUATION
Grades will be determined
using the following criteria:
Discussion
Notes 45
points (10 for the first, 15 second, and 20 third)
Mid Term
Exam 20 points
Paper Evaluating
the film, Haider 25 points
Attendance
and Participation 10
points
TOTAL
FOR COURSE 100
points
The
grading scale for the course will be as follows:
90+ = A;
80 - 89= B; 70-79= C; 60-69= D; below 60= F.
COURSE POLICIES
Career Readiness Skills
In every class you take at NAU, you learn professional skills that can support your future career. There are a number of ways that this course can help you meet and excel at your job goals and life desires. Below is a list of in-demand skills from National Association of Colleges and Employers (NACE) you could earn and practice in this class. In parenthesis after each skill are the assignments or requirements of the course that help you demonstrate competencies in these skills:
1. Communication: Clearly and effectively exchange information, ideas, facts, and perspectives with people inside and outside of an organization. (Class and Discussion Participation, Mid Term Exam, Discussion Notes, Final Paper)
2. Critical Thinking: Identify and respond to needs based
upon an understanding of situational context and logical analysis of relevant
information. (All aspects of the course, particularly the discussion notes,
written exam and final paper)
3. Equity & Inclusion: Demonstrate awareness, attitude,
knowledge, and skills required to equitably engage and include people from
different local and global cultures. Engage in anti-racist practices that
actively challenge the systems, structures, and policies of racism. (That
diversity is at the heart of any sustainable idea of Indiais
central to each lecture, assignment, and discussion required for the class)
4. Professionalism: Knowing work environments differ greatly,
understand and demonstrate effective work habits, and
act in the interest of the larger community and workplace. (Regular
attendance, arriving for class in time, submitting assignments on time)
5. Teamwork: Build and maintain collaborative relationships
to work effectively toward common goals, while appreciating diverse viewpoints
and shared responsibilities. (Respectful interaction with course material as
well as classmates on contentious issues around gender, caste, religion, or
politics. Preparing and actively
participating in formal and informal discussions)
6. Technology: Understand and leverage technologies ethically
to enhance efficiencies, complete tasks, and accomplish goals. (Accessing
films, readings and timely submission of assignments over Canvas)
Attendance and Course Policies
⮚ I expect regular class attendance, of course, without which there is no point in your being enrolled in this class. Missing too many classes will undoubtedly have a negative impact on your class performance. Absence from discussion groups will certainly bring your grade down as there is no possibility of make-ups for that part of the class.
⮚ If you miss a class, whatever your reasons for doing so, it is YOUR RESPONSIBILITY to find out what happened in that class by contacting a classmate. I also expect you to come to class having done all the required reading and prepared to engage in discussion. Finally, I expect you to be motivated to learn about the subject, and to improve your skills as a historian.
⮚ PLEASE NOTE: I do not give extensions, incompletes, or make-up exams, except in cases required by University policy. Full documentation of reasons for absence will be required in such cases.
⮚ Plagiarism or other forms of academic dishonesty will not be tolerated and will result in failing the course. Please consult the NAU Policy Statements at /https://nau.edu/university-policy-library/syllabus-requirements/ and particularly the sections on academic integrity. IT IS THE STUDENTS' RESPONSIBILITY TO FAMILIARIZE HERSELF/HIMSELF WITH THESE MATTERS AS DEFINED BY THE UNIVERSITY.
⮚ I do not permit the use of ANY electronic devices in the classroom, for any purpose not directly related to this course. If this policy is abused, I reserve the right to ban all electronic devices in the classroom at any point in the semester.
Policy on Using Generative Artificial Intelligence (Chat GPT etc.)
This course allows for limited and specific use of generative artificial intelligence (AI) technologies as part of the preparation phase of the work, using these technologies to assist with research, generating discussion questions. On your own, you may use AI to create summaries of topics and developing drafts of text that are then used as an input to the work you do to generate a final assignment – whether those are your notes for discussions or the final paper. In any use of AI, students should 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, and should critically evaluate the sources, methods, and outputs of generative AI systems. Any final work (other than the discussion question where you are allowed to use AI) submitted by students that contributes toward the course grade is expected to be generated by the students themselves, working individually or in groups as directed by class assignment instructions. Submitting final work created by generative AI where you are not permitted to use it constitutes an academic integrity violation. If you have any questions about this policy or if you are unsure whether a particular use of generative AI is acceptable, please ask for clarification before using such technologies.
PROVISIONAL SCHEDULE (dates,
readings and assignments subject to change)
Students are expected to
complete readings/films assigned BEFORE the start of class they are assigned
SECTION I. INTRODUCTIONS
January 12 Introduction to the Course and Area
January 14 Introduction to Contemporary India
Required Reading
1.
Guha, "Prologue:
Unnatural Nation." And, Chapter One.
2.
Sanjay Kak, “A
Book Review Ramchandra Guha May Want to Forget” raiot.in (April 5, 2018).
Required
Viewing “Dynasty: The
Nehru-Gandhi Story”. Complete watching Part One in over the next two weeks.
Part One of the film available on https://www.youtube.com/watch?v=tshyh8DnJzI.
Alternatively watch up to 1:29:00 on this link, https://www.youtube.com/watch?v=J44lxwORYOk The second link is also on the Canvas Page for the course.
Recommended
You may also want to refer to three other links:
1. A
List of Commonly Used Abbreviations and Acronyns in
Contemporary India.
2. A
GLOSSARY OF INDIAN POLITICS
3. Library of Congress, Country Studies: India, an updated profile
January 19 No
Class. Dr. Martin Luther King Day. NAU
Holiday
SECTION II. HISTORICAL
BACKGROUND: Nehru’s India and Kashmir
January 21 Legacy of Nationalisms and Partition
Required Readings
Guha, Chapters One and Two.
January 26 A New India: Desires and Discontents
Required Readings
Guha Chapters Three and
Four (Kashmir).
January 28 Problems
of the Early Indian State
Required Readings
Guha, Chapters Five and Six.
February 2 Making
of Indian Democracy
Required Reading
Guha, Chapters Seven
February 4-9 Kashmir: From Accession to Azadi
Questions for Discussion One assigned February 4th
(for discussion February 11th)
February 4 Roots of Kashmiri Discontent: What
is “Freedom”?
Required Reading
1.
Balraj Puri, Kashmir:
Towards Insurgency, (Tracts for Our Times Series).
Delhi: Orient Longman, 1993, pp. 4-13 and 23-41.
2.
Shahla Hussain, “Kashmiri
Visions of Freedom: The Past and the Present,” in
Chitralekha Zutshi ed. Kashmir: History, Politics, Representation.
Cambridge: Cambridge University Press, 2018, pp. 89-110.
February 9 The Kashmiri Experience
Required Reading
1.
Hafsa Kanjwal, “Reflections
on the Post-Partition Period: Life Narratives of Kashmiri Muslims in
Contemporary Kashmir.” HIMALAYA, the Journal
of the Association for Nepal and Himalayan Studies, Vo; 38. No. 2,
(December 2018) pp. 40-60.
2.
Arundhati Roy, “The Silence Is the Loudest Sound.” New York Times (August 15, 2019).
February 11 DISCUSSION # 1: The
Indian State and Kashmir
SECTION III. MAKING
INDIA MODERN
February 16 A Modern State
Required Readings
Guha,
Chapters Eight and Nine. Read
Eight, Skim chapter Nine.
February 18 Economic Modernity and Law
Required Readings
Guha, Chapters Ten and
Eleven
Mid-Term Exam Study Guide opens February 18th
February 23 Ruling the Republic
Required Readings
Guha, Read Chapter Twelve
(Kashmir) and skim Thirteen.
February 25 MID TERM REVIEW
March 2 MID TERM EXAM
Questions for Discussion Two assigned March 4th
(Discussion March 18th)
March 4 NO CLASS if we
are on schedule
March 9 -13 SPRING BREAK. No classes but
you must watch the documentary “Dynasty: The Nehru-Gandhi Story” PART
TWO, over the break. Film Available Streaming online. Part II starts AFTER 1:30:00
on this link, https://www.youtube.com/watch?v=J44lxwORYOk or via Canvas.
March 16 Challenges to the Nehruvian Model
Required Readings
SKIM Guha, Chapters Fourteen, Fifteen, Sixteen. READ Chapter Seventeen
2. “Indian Politics Since
Independence: An Overview
March 18 DISCUSSION # 2: Evaluating Nehru
SECTION IV. INDIA AFTER
NEHRU: POPULISM AND ITS DANGERS
March 23 Recourse to Populism: Indira is India
Required Readings
Guha, Chapters Eighteen and
Nineteen.
March 25-30 Consequence of Populism
Required Readings
Guha, Chapter Twenty, SKIM
Chapter Twenty-One, and READ Twenty-Two
April 1 Dynasty and
Democracy
Required Readings
Guha, SKIM Chapter
Twenty-One, and READ Twenty-Two
April 6 Indian
Democracy
Required Readings
Guha, Chapters
Twenty-Three, Twenty-Four and Twenty-Five.
April 8-15 Two Themes in Recent Politics
Required Readings
Guha, Chapters Twenty-Six,
Twenty-Seven, and Twenty-Eight.
Powerpoint on Caste: A historical approach
Questions for Discussion Three assigned April 8th
Paper Assignment handed out April 15th
April 20th DISCUSSION # 3: Evaluating Indian Democracy
SECTION V. CONTEMPORARY
INDIA and KASHMIR
Please note: All news articles below are
“placeholders” that may well be replaced with other, more current news
pieces. The aim of this set of readings
is to get you as current as possible with the themes relating to the subject in
contemporary Indian media discussions.
April 22 Updates on Kashmir
Required Readings
These first two are very short journalistic articles responding to the rescinding of Jammu and Kashmir’s special status within the Indian Union in 2019. This Timeline (1947-2019) might be helpful https://www.bbc.com/news/world-south-asia-16069078 when reading the essays below.
April 27 Azaadi
Required
Viewing and Readings
Recommended
Readings
April 29 Victims
of Insurgency and State Action
Required Readings
Required
Readings
1.
Sanjay Kak, “What
about the Kashmiri Pandits” raiot.in (June 20, 2018).
2.
Nitasha
Kaul, “India’s Obsession with Kashmir: Democracy,
Gender, (Anti-)Nationalism.” Feminist
Review 119 (2018): 126-143.
3.
Haley
Duschinski and Bruce Hoffman, “Everyday
violence, Institutional denial and struggles for justice in Kashmir.” Race & Class Vol. 52, 4(2011): 44–70.
Recommended
Readings
1.
Duschinski, Haley, “‘Survival
Is Now Our Politics’: Kashmiri Hindu Community Identity and the Politics of
Homeland.” International
Journal of Hindu Studies 12, 1 (2008): 41-64.
2.
Samreen Mushtaq, “Home
as the Frontier.” Economic &
Political Weekly 53, 47 (2018): 54-59.
PAPER EVALUATING Haider due by May 4th, on Canvas
by 5 pm. Late submissions cannot be accepted unless there is a documented
excuse covered by NAU policies. THERE IS NO FINAL EXAM FOR THIS COURSE.
LIBERAL STUDIES
REQUIREMENTS
Liberal Studies Mission
The mission of the Liberal
Studies Program at Northern Arizona University is to prepare students to live
responsible, productive, and creative lives as citizens of a dramatically
changing world. HIS 314 supports the mission of the Liberal Studies
program in the following ways:
*It
helps students gain a deeper understanding of the history of the world’s
largest democracy and about a fifth of humanity.
*It
helps them understand the historical factors that have created a rich cultural,
political, social, and religiously diverse environment in India since
independence from the British in 1947.
*Understanding
how such diversity emerged and how traditional identities have been
transformed, mobilized and managed in an modern
electoral system students better appreciate the
changing and complex world around them.
*In
seeking to understand and evaluate competing interpretations of this rich and
complex history, through a variety of sources, the course helps students gain
the skills to do the same for the world they inhabit.
Distribution
Block: Social and Political Worlds.
This
course provides students with:
*The opportunity to study
economic, social, and political developments in India since independence and
understanding India’s place in the global comity of nations, promotes a better
understanding of the social and political world we inhabit.
*An analytic framework that
foregrounds the very different ways in which democracy works in the Indian
context, which allows students to understand the diversity that can inhabit
what has become the central organizing and rhetorical concept of the modern
world order.
Essential
Skill: Critical Thinking. The
following assignments will help foster this skill among students of HIS 314.
*students
will be able to identify the broad contours of the political, social, and
cultural history of India from independence to the present day in written
examinations.
*
through writing a term papers, preparing notes for
discussion, and most of all through the final project, students will be able to
demonstrate the ability to critically read and interpret primary (particularly
news sources)and secondary sources, and reach their
own conclusions about the merits of different arguments.
* in
all their writings, students will be able to combine evidence from secondary
and primary sources to describe the complexities of political, social, and
cultural life of India since independence.
Syllabus Policy
Statements
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 the online course
entitled Academic Integrity @NAU for Students found in their Canvas
Dashboard and review the full NAU Academic Integrity Policy.
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 more 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. For more information,
see the Student Code of Conduct policy.
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. To
report a concern related to possible unlawful discrimination or harassment or
to request a time to meet, please use the Report an Issue Form. To file a complaint, please submit the online
Complaint Form. EAO also
assists with religious accommodations. To request a religious
accommodation, please use the Religious Accommodation Request Intake Form. EAO additionally provides access to lactation
spaces, and please use to the Lactation
Space Request Form to request use of a location. For additional information about
nondiscrimination or anti-harassment, contact EAO at EquityandAccess@nau.edu, or visit the EAO website
at https://nau.edu/equity-and-access. The EAO is located in
Old Main on the first floor.
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 employees, and covered guests.
One
may direct inquiries concerning the application of Title IX to either or both
the university Title IX Coordinator or the U.S. Department of Education,
Assistant Secretary, Office of Civil Rights.
You may contact NAU's Title IX Coordinator at titleix@nau.edu
or by phone at 928-523-5434. In furtherance of its Title IX obligations,
NAU promptly will investigate or equitably resolve all reports of
sex/gender-based discrimination, harassment, or sexual misconduct and will
eliminate any hostile environment as defined by law. To submit a report, please use the File a Report Form. 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. ORSM also facilitates reasonable
modifications for pregnant or parenting individuals. Additional important information and related
resources, including how to request help or confidential support following
conduct covered by the Sexual Misconduct Policy, is available on the ORSM web site,
and you also may contact the office at titleix@nau.edu. The ORSM is located in
Gammage on the third floor.
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 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.
For more information and details, students are encouraged to navigate to the complete policy on Responsible Conduct of Research Training.
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, Scott Pryor, who can be reached at scott.pryor@nau.edu or 928-523-5927.
Students are encouraged to view the complete policy on 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 August 14, 2025