CRIJ 6356 - Terrorism
Spring 2025 Syllabus, Section 261, CRN 26919
Instructor Information
Dr. Huseyin Cinoglu
Associate Professor of Criminal Justice
Email: huseyin.cinoglu@tamiu.edu
Office: AIC 352
Office Hours:
Mondays from 4pm to 6 pm or by appointment
Office Phone: 956-326-3365
Times and Location
Course Description
Additional Course Information
COURSE STRUCTURE, FORMAT, AND EXPECTATIONS
Course Structure
This course is divided into three parts to ensure a comprehensive understanding of terrorism studies.
1.In the first part (Weeks 1–3), we will lay the foundational groundwork by exploring key concepts, theoretical frameworks, and the historical roots of terrorism.
2.The second part (Weeks 4–10) focuses on examining various types of terrorism, including religious extremism, ethno-nationalist movements, state-sponsored terrorism, and emerging forms like cyber terrorism and financial networks.
3.Finally, in the third part (Weeks 11–15), we will address responses, ethical dilemmas, and future directions of terrorism, with topics such as media propaganda, deradicalization processes, counterterrorism strategies, and emerging global trends.
This structured progression will help students build on their knowledge each week, connect theory to real-world examples, and critically analyze evolving challenges in the field.
Lecture Format and Expectations
This course will be conducted online on Microsoft Teams, and all sessions will take place live (synchronously). Each class will be organized into three distinct parts to ensure a structured, engaging, and collaborative learning experience:
- The groundwork for the Weekly Topic – At the start of each session, I will lay the groundwork by providing an overview of the weekly topic, offering general context, key concepts, and essential connections to previous material. This segment will ensure that everyone begins with a strong foundation for the week’s discussions. (45 mins – 1 hour)
- Weekly Discussion Leader Presentation – Each week, the assigned discussion leader will delve deeper into the weekly readings, discussing key arguments, themes, and critical insights. This detailed presentation will help unpack the readings and set the stage for our collaborative analysis. (45 mins – 1 hour)
- In-Class Activity Using Microsoft Loop – The final part of each class will feature an interactive activity using the Microsoft Loop component. These activities enhance engagement, facilitate real-time collaboration, and deepen understanding of the material through practical exercises. 45 mins -1 hour). To learn more about Microsoft Loop, please watch this YouTube video.
Each student will be assigned a specific role outlined in the Discussion Lead Assignment. These roles—Critic, Supporter, Theorist, Policy Analyst, Historian, Practitioner, Synthesizer, and Questioner—will guide how you contribute to all three class parts. Participating actively in these roles will ensure a dynamic and well-rounded learning environment.
Use of Blackboard
Blackboard will serve as the primary platform for this course. I will post all essential course materials, including announcements, PowerPoint slides, weekly readings, assignments, and other resources. You are expected to check Blackboard daily for updates and announcements.
Additionally, discussion forums will be created to encourage further interaction and engagement outside of class. You are encouraged to post reflections, questions, and ideas to deepen peer collaboration.
Learner-Centered Approach
This course follows a learner-centered format that prioritizes critical thinking, collaboration, and active engagement. By coming prepared to class with a thorough understanding of the weekly readings, you will be ready to contribute meaningfully to the three parts of each session.
Your involvement—through assigned roles, participation in Microsoft Loop activities, and thoughtful discussion engagement—is key to making this course a rich and collaborative learning experience.
Generative AI use
Your work must be original and solely your creation. All assignments will be submitted through Turnitin, which now includes tools to detect the use of Generative AI in student work.
While there may be instances where you are encouraged to use AI tools for specific tasks during this course, outside of those designated situations, you may not use AI tools to generate content (text, video, audio, or images) for evaluated assignments, activities, or responses.
If you choose to incorporate AI tools:
- Identify which portions of the work are student-generated and which are AI-generated.
- AI-generated content must not exceed 25% of the total submission.
Assignments with more than 25% AI-generated content may not be accepted or graded. It is your responsibility to verify the authenticity of your work before submission.
If you have any questions or concerns about this policy, please get in touch with me before submitting your work.
Class Rules
- This will be a synchronous online class. Students must read and prepare before each class to participate in class discussions.
- Some of the topics we will cover in this class will bring about different points of view. Some of those views might contradict yours. Students are expected to respect the opinions of their classmates and professor. Sexist, racist, discriminatory, etc. views will never be tolerated, and TAMIU’s corresponding policies will be enforced.
- Students are expected to be in the virtual classroom on time and stay there until the end of each class. Coming late to virtual classes and leaving early should be avoided as they may distract others.
- Engaging in personal conversations during lectures will distract the instructor and classmates; therefore, it should be done after or before the lecture.
- Students are expected to follow the netiquette and etiquette during the lectures and online activities.
- For more information, please read the Student Handbook at https://www.tamiu.edu/scce/studenthandbook.shtml
Communication with the instructor
- If you have any questions about the class and/or the topics we cover throughout the semester or have an issue you think the professor needs to know, please get in touch with me at my email address huseyin.cinoglu@tamiu.edu. I will do my best to answer your emails within 48 business hours of receipt. I may not answer emails on weekends and holidays.
- Emails are expected to be concise, clear, and respectful. Please include the course title (preferably in the subject line) and your full name in your email, as it appears on our class roster.
- Please be advised that I use Blackboard to make general announcements. Thus, you must check our Blackboard page regularly (preferably every day).
- If you would like to meet about the course, please see me during office hours or click here to set up an appointment (face-to-face or virtual Microsoft Teams meeting).
Program Learning Outcomes
PLO 1: Graduates of the PhD in Criminal Justice will be able to synthesize arguments, results, and findings through writing, lectures, and presentations.
PLO 2: Graduates of the PhD in Criminal Justice will be able to conduct scholarly research using quantitative and qualitative methodologies.
PLO 3: Graduates of the PhD in Criminal Justice will be able to critique criminological theories, criminal behavior, law, and justice in the U.S. and internationally.
PLO 4: Graduates of the PhD in Criminal Justice will be able to criticize and evaluate key criminal justice policies and their impact on individuals and society.
PLO 5: Graduates of the Ph.D. in Criminal Justice will be able to explain and evaluate the nature, causation, and prevention of crime and all its subtypes.
PLO 6: Graduates of the PhD in Criminal Justice will be able to describe, illustrate, and analyze the threats to homeland security and the criminal justice responses to these threats.
PLO 7: Graduates of the Ph.D. in Criminal Justice will be able to deduct and determine the threats to homeland security and the criminal justice responses to these threats.
Student Learning Outcomes
After completing this course, you will be able to:
CO1: Analyze the key definitions and conceptual challenges within terrorism studies.
CO2: Critically assess psychological, sociological, and political-economic theories.
CO3: Examine the historical origins and evolution of terrorism.
CO4: Evaluate the role of religious extremism in motivating terrorism.
CO5: Compare and contrast ethno-nationalist and separatist terrorist movements.
CO6: Identify and differentiate between left-wing and right-wing terrorism.
CO7: Analyze state terrorism and state-sponsored terrorism.
CO8: Investigate the financial underpinnings of terrorist organizations.
CO9: Explore the role of cyberterrorism and emerging technologies in modern terrorism.
CO10: Develop a critical understanding of counterterrorism strategies.
These objectives contribute to the overall course goal of developing critical thinking skills. The discussions, readings, and assignments are designed to encourage you to create and use higher-order thinking skills, including analytical, synthetic, and applied thinking.
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
NO ASSIGNED TEXTBOOK FOR THIS PHD CLASS |
Other Course Materials
WEEKLY READING MATERIAL WILL BE POSTED ON BLACKBOARD.
Week 1: Introduction to Terrorism Studies
- Schmid, A. P. (2023). Defining terrorism. International Centre for Counter-Terrorism.
Week 2: Theoretical Frameworks
- Borum, R. (2004). Psychology of terrorism. University of South Florida.
- Boyns, D., & Ballard, J. D. (2004). Developing a sociological theory for the empirical understanding of terrorism. The American Sociologist, 35(2), 5-25.
- Ellis, B. H., Erez, E., Horgan, J., LaFree, G., & Spaaij, R. (n.d.). Comparing violent extremism and terrorism to other forms of targeted violence. National Institute of Justice.
Week 3: Historical Roots of Terrorism
- Fine, J. (2010). Political and philological origins of the term ‘terrorism’ from the Ancient Near East to our times. Middle Eastern Studies, 46(2), 271-288.
- Garrison, A. (2003). Terrorism: The nature of its history. Criminal Justice Studies: A Critical Journal of Crime, Law and Society, 16(1), 39-52.
- Kis-Katos, K., Liebert, H., & Schulze, G. G. (2011). On the origin of domestic and international terrorism. European Journal of Political Economy, 27(S1), S17-S36.
- Laqueur, W. (2017). A history of terrorism (New ed.). Routledge.
Week 4: Religious Extremism and Terrorism
- Esposito, J. L. (2015). Islam and political violence. Religions, 6(3), 1067-1081.
- Pratt, D. (2010). Religion and terrorism: Christian fundamentalism and extremism. Terrorism and Political Violence, 22(3), 438-456.
- Saiya, N. (2015). Religion, democracy and terrorism. Perspectives on Terrorism, 9(6), 51-59.
- Shboul, H. A. (2017). The cultural roots of contemporary Islamic terrorism and ways of confronting it. Asian Culture and History, 9(2), 29-40.
Week 5: Ethno-Nationalist and Separatist Terrorism
- Choi, S.-W. (2022). Leader nationalism, ethnic identity, and terrorist violence. British Journal of Political Science, 52(4), 1151-1167.
- Currin, B. (2012). Why did ETA call it off? Socialist Lawyer, 60, 30-33.
- Gleditsch, K. S., & Polo, S. M. T. (2016). Ethnic inclusion, democracy, and terrorism. Public Choice, 169(3-4), 207-229.
- Güvenç, M. (2011). Constructing narratives of Kurdish nationalism in the urban space of Diyarbakir, Turkey. Traditional Dwellings and Settlements Review, 23(1), 25-40.
Week 6: Left-Wing and Right-Wing Terrorism
- Auger, V. A. (2020). Right-wing terror: A fifth global wave? Perspectives on Terrorism, 14(3), 87-97.
- Bjørgo, T., & Ravndal, J. A. (2019). Extreme-right violence and terrorism: Concepts, patterns, and responses. International Centre for Counter-Terrorism.
- Jasko, K., LaFree, G., Piazza, J., & Becker, M. H. (2022). A comparison of political violence by left-wing, right-wing, and Islamist extremists in the United States and the world. Proceedings of the National Academy of Sciences, 119(30), e2122593119.
- Program on Extremism. (2021). Anarchist/Left-wing violent extremism in America: Trends in radicalization, recruitment, and mobilization. George Washington University.
Week 7: No readings are assigned. Spring Break
Week 8: State Terrorism and State-Sponsored Terrorism
- Byman, D. L. (2008). The changing nature of state sponsorship of terrorism. The Brookings Institution.
- Westra, L. (2012). An antidote to state terrorism? The United Nations and their responsibility, policies, and practices. In Faces of state terrorism (pp. 168-210). Brill.
- Wright, J. (2019). State terrorism: Are academics deliberately ignoring it? Journal of Global Faultlines, 6(2), 204-214.
Week 9: Terrorism Financing and Economic Aspects
- El Khoury, C. (Ed.). (2023). Countering the financing of terrorism: Good practices to enhance effectiveness. International Monetary Fund.
- Sneck, A. (2024). Cryptocurrencies and their use in money laundering and terrorism financing. Laurea University of Applied Sciences.
- Teichmann, F., & Falker, M.-C. (2024). Terrorist financing via the banking sector. Crime, Law and Social Change, 82(1), 143–163.
- U.S. Department of the Treasury. (2024). National terrorist financing risk assessment.
Week 10: Cyber Terrorism and Emerging Technologies
- Lakomy, M. (2023). Artificial intelligence as a terrorism enabler? Understanding the potential impact of chatbots and image generators on online terrorist activities. Studies in Conflict & Terrorism.
- Sáfrán, J. (2022). Digital terrorism: Communication through online video games. Hadtudományi Szemle, 15(3), 183–195.
- Unlu, A., & Yilmaz, K. (2022). Online terrorism studies: Analysis of the literature. Studies in Conflict & Terrorism.
- Weimann, G., & Vellante, A. (2021). The dead drops of online terrorism: How jihadists use anonymous online platforms. Perspectives on Terrorism, 15(4), 39–50.
Week 11: Radicalization and Recruitment Processes
- Borum, R. (2011). Radicalization into violent extremism I: A review of social science theories. Journal of Strategic Security, 4(4), 7-36.
- Moghaddam, F. M. (2005). The staircase to terrorism: A psychological exploration. American Psychologist, 60(2), 161–169.
- Neumann, P. R. (2013). Options and strategies for countering online radicalization in the United States. Studies in Conflict & Terrorism, 36(6), 431–459.
- Starr, D., & Pazos, P. (2018). Countering violent extremism and deradicalization: Comparative study of Spain, Belgium, and the USA. Baltimore University.
Week 12: Counterterrorism Strategies and Policies
- Coaffee, J. (2006). From counterterrorism to resilience. European Legacy, 11(4), 389–403.
- Lum, C., Kennedy, L. W., & Sherley, A. (2008). Is counter-terrorism policy evidence-based? What works, what harms, and what is unknown. Psicothema, 20(1), 35–42.
- Rébé, N. (2019). Counter-terrorism financing: International best practices and the law. Brill.
- U.S. Department of Homeland Security. (2019). Strategic framework for countering terrorism and targeted violence.
Week 13: Legal and Ethical Issues in Counterterrorism
- Reding, A., Van Gorp, A., Robertson, K., Walczak, A., Giacomantonio, C., & Hoorens, S. (2014). Handling ethical problems in counterterrorism: An inventory of methods to support ethical decisionmaking. RAND Europe.
Week 14: The Future of Terrorism
- Picarelli, J. T. (2024). The future of terrorism. National Institute of Justice Journal.
- Sim, S., Hartunian, E., & Milas, P. J. (Eds.). (2024). Emerging technologies and terrorism: An American perspective. US Army War College.
Grading Criteria
1)Attendance and class participation (100 points for perfect attendance and participation)
This is a doctoral-level course, and attendance at every class session is crucial. The instructor will take attendance each week. If you cannot attend due to a documented TAMIU-accepted excuse, you must notify the instructor in advance.
Many topics in this course will build on previous sessions, making regular attendance essential for keeping up with the material. Active participation in class discussions is encouraged, enhancing everyone's learning experience. To engage productively, students should complete all assigned readings beforehand.
At the end of the semester, your attendance percentage will be calculated and converted into a score out of 100 points. This score will reflect your commitment to attending and engaging with the course material. Consistent attendance and active participation are key to earning full credit for this component.
2)Student-Led In-Class Discussion (100 points)
Each student will serve as a discussion leader once during the semester. As the discussion leader, you will summarize the assigned readings, identify key themes, and pose 3-5 critical questions to guide the conversation. You stimulate thoughtful dialogue by connecting the week’s material to previous discussions and raising relevant theoretical, methodological, or policy-related insights. You may also be asked to share a brief written summary or recorded presentation (2-3 minutes) before class to prepare your peers. Detailed instructions and expectations will be provided in advance.
In addition to the discussion leader, each class session will include students in distinct roles to ensure a dynamic and multifaceted conversation. Roles will rotate weekly, and the eight distinct roles are The Critic, Supporter, Theorist, Policy Analyst, Historian, Practitioner, Synthesizer, and Questioner.
You will be notified of your assigned roles to ensure adequate preparation.
Discussion leaders will send their PowerPoint presentations (and any other handouts) to the class through BB Messages at the latest two days before the lecture (Saturday by 11.59 pm CST).
The rubric and detailed instructions document is posted on Blackboard.
3)Critical Evaluation of Peer-Reviewed Articles (4 @ 50 points, 200 points in total)
This assignment is designed to develop your ability to critically analyze and reflect on the knowledge, arguments, and perspectives presented in academic research.
You will select four peer-reviewed articles published in esteemed journals such as Terrorism and Political Violence, Studies in Conflict & Terrorism, Journal of Strategic Studies, Perspectives on Terrorism, or other high-impact academic journals. Articles should focus on topics relevant to terrorism studies and represent a range of perspectives or themes within the field.
For each article, your critique must include the following: Core arguments, Key findings, Knowledge exploration, Perspectives and biases, strengths and weaknesses, and implications, relevance, and a conclusion.
A document containing a sample critique, a rubric, and detailed instructions is posted on Blackboard.
4)Thematic Essays on Terrorism 3 @ 100 each, 300 points in total)
In this assignment, you will write three thematic essays exploring different aspects of terrorism studies, aligned with the three parts of the course. Each essay provides an opportunity to delve deeply into a specific theme, showcasing your analytical skills and understanding of the subject matter.
Essay 1: Part 1: Foundational Groundwork for Terrorism Studies (100/300 points)
Choose from the following themes:
a)Definition of Terrorism
b)Theoretical Frameworks of Terrorism
c)Historical Roots of Terrorism
This essay will focus on building a strong foundation by analyzing definitional, theoretical, and historical perspectives on terrorism.
Essay 2: Part 2: Types of Terrorism (100/300 points)
Select from themes such as:
a) Religious Extremism and Terrorism
b) Ethno-Nationalist and Separatist Terrorism
c) Left-Wing and Right-Wing Terrorism
d) State Terrorism and State-Sponsored Terrorism
e) Terrorism Financing and Economic Aspects
f) Cyber Terrorism and Emerging Technologies
This essay emphasizes examining different types of terrorism, their causes, and their implications.
Essay 3: Part 3: Responses, Ethical Dilemmas, and Future Directions (100/300 points)
Explore topics including:
a) Radicalization and Recruitment Processes
b) Counterterrorism Strategies and Policies
c) Legal and Ethical Issues in Counterterrorism
d) The Future of Terrorism
This essay will address the responses to terrorism and the ethical and strategic challenges posed by evolving threats.
In all essays, you are expected to engage with scholarly sources, integrate real-world examples, and critically reflect on the challenges and debates within your chosen theme.
A document containing a sample Thematic Essay, a rubric, and detailed instructions is posted on Blackboard.
5)"Listen and Answer" Discussion Posts: (5 @ 20 points each, 100 points in total)
Throughout the semester, you will complete five "Listen and Answer" discussion assignments designed to deepen your understanding of key course topics and foster critical thinking.
For each assignment, I will upload an AI-generated podcast related to the week's topic on our Blackboard course page. After listening, you will respond to a specific question or discussion prompt provided (10/20 points). Your response should be at least half a page, single-spaced, in Word Document format, and must include:
- A clear and informed opinion on the topic.
- Evidence from the podcast, course readings, or relevant real-world examples to support your viewpoint.
- Critical reflections demonstrating your engagement with the material.
In addition to posting your response on the Blackboard discussion forum, you are required to engage with at least one peer's post (10/20 points). Thoughtful replies that ask questions to provide additional insights or respectfully challenge ideas will enhance the overall discussion.
A document containing two sample posts, detailed instructions, and a rubric is posted on Blackboard.
Make-up policy
Make-up assignments or time extensions will be offered only if a documented excuse is provided. Please read Texas A&M International University Course Policies carefully for more information.
GRADE:
- A (90-100%): 720 and more points
- B (80-89.9%): 640 - 719 points
- C (70-79%): 560 - 639 points
- D (60-69.9%): 480 - 559 points
- F (59.9% or less): 479 points and below
GRADE | PERCENTAGE |
A | 91-100 |
B | 80-89.9 |
C | 70-79.9 |
D | 60-69.9 |
F | Below 60 |
Open Boilerplate
ASSIGNMENT | VALUE |
Attendance and Participation | 100 |
Discussion Leads | 100 |
Critical Evaluation of Peer-Reviewed Articles (4 @ 50 points each) | 200 |
Thematic Essays (3 @ 100 points each) | 300 |
"Listen and Answer" Discussions (5 @ 20 points each) | 100 |
TOTAL | 800 |
Schedule of Topics and Assignments
Day | Date | Agenda/Topic | Reading(s) | Due |
---|---|---|---|---|
Mon | 1/27 | Welcome and introduction to class Introduction to Terrorism Studies |
Readings will be posted on BB | "Listen and Answer" Discussions 1 due on Feb 2 by 11:59 PM. |
Mon | 2/3 | Theoretical Frameworks | Readings will be posted on BB | Critical Evaluation of Peer-Reviewed Article 1 due on Feb. 9 by 11:59 PM. |
Mon | 2/10 | Historical Roots of Terrorism | Readings will be posted on BB | Thematic Essay 1 due on Feb 16 by 11:59 PM. |
Mon | 2/17 | Religious Extremism and Terrorism | Readings will be posted on BB | "Listen and Answer" Discussions 2 due on Feb 23 by 11:59 PM. |
Mon | 2/24 | Ethno-Nationalist and Separatist Terrorism | Readings will be posted on BB | Critical Evaluation of PRA 2 due on March 2 by 11:59 PM. |
Mon | 3/3 | Left-Wing and Right-Wing Terrorism | Readings will be posted on BB | No Assignment |
Mon | 3/10 | No Class | ||
Mon | 3/17 | State Terrorism and State-Sponsored Terrorism | Readings will be posted on BB | “Listen and Answer" Discussions 3 due on Mar. 23 by 11:59 PM. |
Mon | 3/24 | Terrorism Financing and Economic Aspects | Readings will be posted on BB | Critical Evaluation of PRA 3 due on March 30 by 11:59 PM. |
Mon | 3/31 | Cyber Terrorism and Emerging Technologies | Readings will be posted on BB | Thematic Essay 2 due on April 6 by 11:59 PM. |
Mon | 4/7 | Radicalization and Recruitment Processes | Readings will be posted on BB | "Listen and Answer" Discussions 4 due on Apr 13 by 11:59 PM. |
Mon | 4/14 | Counterterrorism Strategies and Policies | Readings will be posted on BB | Critical Evaluation of PRA 4 due on Apr 20 by 11:59 PM. |
Mon | 4/21 | Legal and Ethical Issues in Counterterrorism | Readings will be posted on BB | "Listen and Answer" Discussions 5 due on Apr 27 by 11:59 PM. |
Mon | 4/28 | The Future of Terrorism | Readings will be posted on BB | Thematic Essay 3 due on Saturday, May 3 by 11:59 PM (Last day of School). |
Mon | 5/5 | No Class | ||
Mon | 5/12 | 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)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (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 https://www.tamiu.edu/scce/studenthandbook.shtml.
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 https://www.tamiu.edu/adminis/police/safezone/index.shtml 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 Student Counseling and Disability Services located in Student Center 126. 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 Student Counseling and Disability Services office.
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: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
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. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact 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: 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 Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need 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 LOA’s 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 (https://www.tamiu.edu/scce/studenthandbook.shtml).
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, sexual orientation or gender identity in admissions, 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, at https://www.tamiu.edu/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.