CRIJ 6390 - Teaching CJ Seminar
Spring 2026 Syllabus, Section 2H1, CRN 28919
Instructor Information
Times and Location
Course Description
Additional Course Information
Disclosure about doctoral-level expectations
This is a doctoral-level course. You will be held to a higher level of standard. In other words, you are not entitled to an ‘A’ nor are you guaranteed to pass. This course is rigorous, demanding, and time-consuming. With that in mind, I assume the following:
- Factoring in all your other responsibilities (e.g., work, family, other courses), you are able to put in the time and effort required to succeed in this course. This course has a very heavy workload that requires you to spend a considerable amount of time reading and working on assignments on a weekly basis.
- You recognize that it is your responsibility to keep up with the coursework. This course follows a gradual progression requiring you to become sufficiently familiar with different skills each week. These skills will build upon each other to form the foundation for your success in this course. It is up to you to build this foundation.
- You will meet assignment deadlines. Meeting deadlines are important for two reasons: 1) in cases of group work (e.g., discussions), your group members are relying on you to contribute, and 2) your ability to submit on time enables me to grade sooner, which will provide you with important feedback for future assignments and in your progress in the course.
- You will be able to demonstrate advanced critical thinking and writing skills.
- You are able to complete the coursework independently with minimal supervision.
Email & Email Etiquette
Email is the best way to contact me. I check my email often and should respond to you within 3 business days. Please identify yourself and include a subject and greeting in all email correspondence.
In this class, our official mode of communication is through email. All communication between student and instructor and between student and student should be respectful and professional. Class rosters list TAMIU email addresses rather than external email addresses, and all official class communications will be sent only to the TAMIU email addresses. Students are responsible for checking their TAMIU email accounts regularly.
- Professional email exchanges include an opening salutation (e.g., “Hello Dr. Narim”), an introduction (e.g., “My name is April Chase, and I am in your Teaching CJ Seminar course”), content/question, and closing salutation (e.g., “Best, April Chase”). Proper grammar and sentence structure are also expected. In addition, I can tell when your phone autocorrects your words, and you send me a messy email. Please review your email prior to hitting “Send.” Lastly, if your email to me sounds like a text message to your friend, do not expect me to respond. Respect is crucial.
- Check Email & Blackboard Course Messages Regularly (at least once a day) for Course Correspondence. Important information regarding the course schedule and grades will be posted to Blackboard and/or messages through the Blackboard Course Messages.
- I will not respond to emails sent through private accounts (e.g., Gmail, Yahoo). Students must use their TAMIU email for all class communication.
Late Work Policy
Late assignments will not be accepted without prior approval from the instructor. In the event that late work is accepted, based on the instructor's discretion, 5% of the maximum amount of points available will be deducted for each day that the assignment is late.
Extra Credit Policy
No extra credit will be provided in this course.
Make-Up Exams and Assignments
There are no make-ups for discussion assignments or the in-class presentation, and a grade of zero will be given. Except in cases of emergency or serious illness, discussion assignments and in-class presentations will not be accepted after the deadline. You must notify me before the assignment or research proposal due date for your excuse to be considered, and you must provide documentation supporting your excuse. Please refer to the University policy for acceptable excuses.
Syllabus Subject to Change
While information and assurances are provided in this course syllabus, it should be understood that content may change in keeping with new research and literature and that events beyond the control of the instructor could occur. Students will be informed of any substantive occurrences that will produce syllabus changes.
AI Policies
Permitted Uses:
- Using AI to generate ideas or brainstorming prompts
- E.g., conceptual angles for a literature review, possible research questions, and outline sketches
- Using AI to help organize or restructure one’s own writing (e.g., convert a rough draft into an outline; reorder sections; clarify structure), provided the original text and logic stem from the student.
- Using AI for language polishing (i.e., grammar, style, readability, formatting (if the course allows language or stylistic assistance), especially for non-native speakers or those less confident in writing.
- Using AI for translation (if relevant and permitted by course policy), to help understand sources in other languages or convert a draft to a common academic language - but only if afterwards the student ensures accuracy, integrity, and originality of final work.
When AI output is used (e.g., outlines, suggestions), the student remains responsible for verifying facts, citations, logic, and overall accuracy.
When AI is used minimally and transparently, students should disclose their use (tool name, approximate extent of use, purpose) in a note or acknowledgement.
Prohibited Uses:
- Submitting AI-generated text (or code, analyses, written argument, literature review, etc.) as one’s own work without attribution or disclosure. This is considered plagiarism.
- Using AI to write substantial portions of a paper, thesis chapter, or assignment (e.g., entire sections, arguments, results interpretation) without instructor permission.
- Using AI during closed-book exams, quizzes, or any supervised assessment is not explicitly allowed.
- Relying on AI-generated content (text, code, images) without independent verification. Accepting AI outputs uncritically as factual or final. Given risks of AI "hallucination" or inaccuracy, this undermines scholarly rigor.
- Including invented citations, nonexistent journal articles, or fabricated sources in any coursework, literature review, or research writing will be treated as academic misconduct.
Submission of work that breaks these rules will be treated under standard academic-integrity procedures (e.g., plagiarism/misconduct).
Student Learning Outcomes
- Identify and distinguish between different teaching styles and approaches applicable for both undergraduate- and graduate-level courses.
- Demonstrate the appropriate use and distinguish among various instructional modes available for criminal justice instructors.
- Construct and develop syllabi for an undergraduate- and graduate-level university course.
- Learn to apply course-specific evaluation and assessment techniques.
- Identify potential issues or concerns that are specific to the university-level teaching, including students with special needs, plagiarism, and ethics in teaching.
In addition, this course will meet the following Core Competencies of the doctoral program:
- Describe, analyze, and critique the components of the criminal justice system, both individually and collectively.
- Integrate theory, research, policy, and practice.
- Interpret findings and implications of research, through multiple modalities, for research, professional, student, and lay audiences.
- Demonstrate proficient understanding of and skills in teaching.
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
| Group | Title | Author | ISBN |
|---|---|---|---|
| Required | Teaching at its Best: A Research-Based Resource for College Instructors | Nilson, L.B. | |
| Required | The Ethics of Teaching (5th edition) | Strike, K.A., & Soltis, J.F. |
Other Course Materials
Additional required scholarly journal articles will be listed in the Course Schedule and can be found online.
Supplementary (Optional) Texts and Materials
- Bain, K. (2004). What the Best College Teachers Do. Harvard University Press. ISBN-13: 9780674013254
- Buskist, W.F., & Benassi, V.A. (2011). Effective College and University Teaching: Strategies and Tactics for the New Professoriate. SAGE Publications. ISBN-13: 9781412996075
- Cahn, S.M. (2008). From Student to Scholar: A Candid Guide to Becoming a Professor. Columbia University Press. ISBN-13: 9780231145336
- McKeachie, W.J., & Svinicki, M. (2011). Teaching Tips: Strategies, Research, and Theory for College and University Teachers (College Teaching) (13th edition). Wadsworth Cengage. ISBN-13: 9780495809296
Grading Criteria
| GRADE | PERCENTAGE |
| A | 91-100 |
| B | 80-90.9 |
| C | 70-79.9 |
| D | 60-69.9 |
| F | Below 60 |
Course Assignments
Blackboard Discussions
In addition to participating in class, you will be required to discuss relevant class topics with group members on Blackboard. While I understand that not all of you will be comfortable with expressing your opinions, the ability to discuss your ideas in a public forum is important at a doctoral-level, and is especially important for the teaching profession. There are two group discussions throughout the semester. You will find the applicable grading rubric and instructions on Blackboard. Each discussion topic will be released on a Monday. You are required to provide a response no later than that Friday. You are then required to respond to your group members by that Sunday. Please see Blackboard for more information and the Course Schedule for Discussion deadlines. Each discussion post is worth up to 100 points. In total, Blackboard discussions are worth up to 200 points or 20% of your final grade.
Teaching Statement Assignment
A personal teaching statement requires you to explicitly consider what you intend to accomplish as an educator, what you consider to be of importance and value within a classroom setting (whether it be face-to-face, online, or mixed-mode), and what you hope your students will achieve by the end of each course. For this assignment, you are required to develop and create a one-page teaching statement that highlights your own unique method and style of teaching. This assignment is worth up to 150 points or 15% of your final grade.
Assignment Development and Rationale
You are required to develop two assignments that you would use for your own course: a) an assignment that encourages class discussion, and b) a written assignment that can be used to gauge student knowledge, comprehension, and critical thinking. The former can be based on either an in-person or remote/virtual environment, and the latter can be an essay, report, or another type of written assignment (be as creative as you want!). For this assignment, you will need to do the following: a) clearly outline the instructions for the assignment, and b) present a written rationale that clearly explains the rationale for specific sections of the assignment. In other words, based on the material and concepts covered this semester, you will describe and justify the assignment and how it will achieve your goals as the instructor of the course. This assignment is worth up to 200 points or 20% of your final grade.
Syllabi Assignment
The syllabi assignment is divided into two sections: first, you will be required to develop and prepare a syllabus and protocol (including rationale, selection of format, type of delivery, etc) for an undergraduate-level criminal justice foundations (e.g., “Introduction to Research Methods”, etc) course. The course you decide to create a syllabus for should reflect your familiarity and expertise in the subject matter. The second section of the syllabi assignment requires you to develop and prepare a syllabus and protocol for a criminal justice graduate-level course. You will choose a course and discuss your choice with me first in order to get some feedback on the applicability and feasibility of such a course. It is expected that the combination of developing both an undergraduate-level and graduate-level syllabus and protocol will help you consider the shared commonalities and unique differences between the two levels of education and teaching. This assignment is worth up to 150 points or 15% of your final grade.
Lecture
Near the end of the semester, you will be required to give the class a short lecture. This lecture can be presented in-person or remotely (via Class Collaborate). The topic of the lecture will be based on a textbook chapter from an introductory undergraduate-level course (e.g., “Introduction to Criminology”, “Research Methods”). You will be allotted 40 minutes to deliver your lecture. You will then debrief with the class for 15 minutes to receive feedback on your teaching presentation. For your lecture, you will need to consider the following: developing a presentation, creating an in-class exercise, developing questions to facilitate discussion, and so on. This assignment will be worth up to 300 points or 30% of your final grade. You must upload your PowerPoint slides and any class materials you plan to use to the Blackboard Lecture page by 11:59 pm on the Friday of the week in which you are scheduled to present.
| ASSIGNMENT | VALUE |
| Online Discussion 1 | 10% (100 points) |
| Online Discussion 2 | 10% (100 points) |
| Teaching Statement | 15% (150 points) |
| Assignments Development and Rationale | 20% (200 points) |
| Syllabi Assignment | 15% (150 points) |
| Lecture | 30% (300 points) |
Schedule of Topics and Assignments
| Day | Date | Agenda/Topic | Reading(s) | Due |
|---|---|---|---|---|
| Sat | 1/24 | Module 1. Introduction In-Person Class |
Syllabus | |
| Sat | 1/31 | Module 2. Introduction to university-level teaching Virtual Class |
Sanzen, P. L. (1994). Egalitarianism and pedagogy. Journal of Criminal Justice Education, 5(1), 107-116. Schaefer Morabito, M., & Bennett, R. R. (2006). Socrates in the modern classroom: How are large classes in criminal justice being taught?. Journal of Criminal Justice Education, 17(1), 103-120. |
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| Sat | 2/7 | Module 3. Introduction to teaching criminal justice 1 In-Person Class |
Farnworth, M., Longmire, D. R., & West, V. M. (1998). College students' views on criminal justice. Journal of Criminal Justice Education, 9(1), 39-57. Hoffman, D. E., Chenault, S. P., Conn, M. A., Dong, J., Koski, C. M., Liu, Y., ... & Schwen Westfall, E. A. (2007). Sink or swim: A model for immersing criminal justice doctoral students in the craft of teaching. Journal of Criminal Justice Education, 18(3), 476-491. Nilson (2016) – Chapter 1 and 2 Remington, F. J. (1990). Development of criminal justice as an academic field. Journal of Criminal Justice Education, 1(1), 9-20. |
Online Discussion 1 due by Feb 8, 2026 at 11:59 pm |
| Sat | 2/14 | Module 4. Introduction to teaching criminal justice 2 Virtual Class |
Brown, D. C. (2001). Cognitive and affective minds: A necessary marriage in criminal justice education. Journal of Criminal Justice Education, 12(1), 101-115. Robinson, M. B. (2000). Using active learning in criminal justice: Twenty-five examples. Journal of Criminal Justice Education, 11(1), 65-78. Sever, B. (2001). Research methods for criminal justice graduate students: Comparing textbook coverage and classroom instruction. Journal of Criminal Justice Education, 12(2), 337-353. Fabianic, D. (2010). RAMIFICATIONS OF INSTRUCTIONAL TECHNOLOGY FOR CRIMINAL JUSTICE EDUCATION. Southwest Journal of Criminal Justice, 7(2). Finckenauer, J. O. (2005). The quest for quality in criminal justice education. Justice Quarterly, 22(4), 413-426. Nilson (2016) – Chapter 3, 7, 8 |
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| Sat | 2/21 | Module 5. Modes of instruction and instructional formats In-Person Class |
Birzer, M. L. (2004). Andragogy: Student centered classrooms in criminal justice programs. Journal of Criminal Justice Education, 15(2), 393-411. Hummer, D., Sims, B., Wooditch, A., & Salley, K. S. (2010). Considerations for faculty preparing to develop and teach online criminal justice courses at traditional institutions of higher learning. Journal of Criminal Justice Education, 21(3), 285-310. Wilkins, D. F. (1996). Are we using the wrong teaching method in our criminal justice classes?. Journal of criminal justice education, 7(1), 23-34. Gordon, J. A., Barnes, C. M., & Martin, K. J. (2009). Undergraduate research methods: Does size matter? A look at the attitudes and outcomes of students in a hybrid class format versus a traditional class format. Journal of Criminal Justice Education, 20(3), 227-248. Nilson (2016) – Chapter 4, 11, 12, 22 |
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| Sat | 2/28 | Module 6. Developing an effective course Virtual Class |
Nilson (2016) – Chapter 5, 6, 15, 16, 18, 25, 26, 27, and 28 Mayzer, R., & Dejong, C. (2003). Student satisfaction with distance education in a criminal justice graduate course. Journal of Criminal Justice Education, 14(1), 37-52. Sims, B. (2006). Creating a teaching and learning environment in criminal justice courses that promotes higher order thinking. Journal of Criminal Justice Education, 17(2), 336-357. |
Online Discussion 2 due by Mar 1, 2026 at 11:59 pm |
| Sat | 3/7 | No Class - Conference | ||
| Sat | 3/14 | No Class - Spring Break | ||
| Sat | 3/21 | Module 7. Unique student populations and settings In-Person Class |
Calathes, W. (1994). The case for a multicultural approach to teaching criminal justice. Journal of Criminal Justice Education, 5(1), 1-14. Garrison, C. G., Mcclelland, A., Dambrot, F., & Casey, K. A. (1992). Gender balancing the criminal justice curriculum and classroom. Journal of Criminal Justice Education, 3(2), 203-222. Markowitz, M. W. (1997). Introducing “race consciousness” into criminal justice education: A pedagogical model. Journal of Criminal Justice Education, 8(2), 215-223. Rockell, B. A. (2009). Challenging what they all know: Integrating the real/reel world into criminal justice pedagogy. Journal of Criminal Justice Education, 20(1), 75-92. Toutain, C. (2019). Barriers to accommodations for students with disabilities in higher education: A literature review. Journal of Postsecondary Education and Disability, 32(3), 297-310. Carlan, P. E., Lewis, J. A., & Dial, K. C. (2009). Faculty diversity and program standing in criminology and criminal justice: findings for 31 doctoral programs in 2008. Journal of Criminal Justice Education, 20(3), 249-271. |
Teaching Statement due by Mar 21, 2026 at 1:00 pm |
| Sat | 3/28 | Module 8. Ethical education 1 Virtual Class |
Strike, K., & Soltis, J. F. (2015). The ethics of teaching. Teachers College Press. | Assignment development and rationale assignment due by Mar 28, 2026 at 1:00 pm |
| Sat | 4/4 | No Class - Easter Holidays | ||
| Sat | 4/11 | Module 9. Ethical education 2 Virtual Class |
Clement, M. J. (2001). Academic dishonesty: To be or not to be?. Journal of Criminal Justice Education, 12(2), 253-270. Hippensteele, S. K., Adams, A. K., & Chesney-Lind, M. (1992). Sexual harassment in academia: Students' reactions to unprofessional behavior. Journal of Criminal Justice Education, 3(2), 315-330. Lam, D. K., Burke, T. W., & Tewksbury, R. (2001). Professor-student communications: Why they should be privileged communications. Journal of Criminal Justice Education, 12(1), 53-75. Lanier, M. M. (2006). Academic integrity and distance learning. Journal of criminal justice education, 17(2), 244-261. Lord, V. B., & Bjerregaard, B. E. (2003). Ethics courses: Their impact on the values and ethical decisions of criminal justice students. Journal of Criminal Justice Education, 14(2), 191-211. Nilson (2016) – Chapter 9 and 10 |
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| Sat | 4/18 | Module 10. Life in academia Student Lectures 1 In-Person Class |
Gersick, C. J., Dutton, J. E., & Bartunek, J. M. (2000). Learning from academia: The importance of relationships in professional life. Academy of management journal, 43(6), 1026-1044. Lersch, K. M., & Greek, C. (2001). Exploring the beliefs surrounding student evaluations of instruction in criminology and criminal justice undergraduate courses. Journal of Criminal Justice Education, 12(2), 283-299. |
Syllabi assignment due by Apr 18, 2026 at 1:00 pm |
| Sat | 4/25 | Student Lectures 2 Virtual Class |
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| Sat | 5/2 | Student Lectures 3 In-Person Class |
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| Sat | 5/9 | No Class |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
In the classroom, students are expected to listen attentively, participate respectfully, and adhere to established rules. Behavior that interferes with the class lecture may result in disciplinary action, ensuring a productive and respectful learning environment for everyone. Any disputes over academic matters should be addressed calmly and constructively, ideally during designated times such as office hours or after class. If a student does not agree with a decision, they can request a meeting with the instructor to discuss their concerns in more detail. Should further resolution be needed, the student may escalate the matter to the department head or use formal grievance procedures as outlined in the sections below. (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at Student Handbook.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to SafeZone for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Disability Services for Students located in Student Center 124. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Office of Disability Services for Students.
For accommodations or assistance with disabilities, contact the Disability Coordinator, Karla Pedraza, at karla.pedraza@tamiu.edu, call 956.326.2763, or visit Student Center 124.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: Student Handbook).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student's physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student's status beyond what would be required for other medical conditions. Students who experience or observe alleged or suspected discrimination due to their pregnant/parenting status, should report to the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU's anonymous electronic reporting site, Report It, at https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student's completion of missed coursework or assignments. The Office of Compliance (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodation. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students, contact the Title IX Coordinator. In the event that a student needs a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOAs for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook.
For parenting-related rights, accommodations, and resources, contact the Parenting Liaison, Mayra Hernandez, at mghernandez@tamiu.edu, call 956.326.2265, or visit Student Center 226.
For pregnancy-related rights, accommodations, and resources, contact the TIX Coordinator, Lorissa Cortez, at lorissaM.cortez@tamiu.edu, call 956.326.2857, or visit Killam Library 159.
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041, TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.
