Northeastern University Online College of Professional Studies

Course Syllabus

1

GST 6920 - CRN 70682: Case Study in Global Studies

Course: Competing Regionalisms in Eurasia and the Asia-Pacific

Term and Year: Fall 2017, Full-Term (13 weeks) Session Start date – End date: September 18 – December 16, 2017 Course Format: Blended

Class Location: Boston Main Campus, room TBA Class Meeting Times: Tuesday 5:50 p.m. - 7:20 p.m.

Instructor Name: Vitaly Kozyrev E-mail: v.kozyrev@northeastern.eduPhone Number: 978-232-2423 (day)

Emails will be responded to in 24 hours/7-days a week

Required Text(s)/Software/Tools:

1) Book title: East Asian Regionalism

Author/Publisher: Christopher M. Dent/ New York: Routledge

Edition and Year: 2nd edition, 2016

ISBN-13: 978-1138859432

[e-book is available for purchase]

Other texts available on Blackboard as pdf or web links.

Additional (Optional) Readings:

◌ Benjamin J. Cohen and Eric. M.P. Chiu (eds.) Power in a Changing World Economy (London andNew York: Routledge, 2014)◌ Ellen L. Frost. Asia’s New Regionalism (Boulder: Lynne Rienner Publishers, 2008)◌ Robert D. Johnson (ed.) Asia Pacific in the Age of Globalization (New York: Palgrave Macmillan,2015)◌ Lim Tai Wei, Henry Chan Hing Lee, Katherine Tseng Hui-Yi, Lim Wen Xin. China’s One BeltOne Road Initiative (London: Imperial College Press, 2016)◌ Charles E. Morrison and Eduardo Pedrosa (eds.) An APEC Trade Agenda? The Political Economyof the Free Trade Area of the Asia-Pacific, 1st edition (Singapore: ISEAS Publishing, 2007)◌ Masahiro Kawai, Peter J. Morgan, Pradumna B. Rana (eds) New Global Economic Architecture: The Asian Perspective (Cheltenham, UK; Northampton, MA: Edward Elgar Publishing House, 2014)◌ Kishore Mahbubani and Jeffery Sng. The ASEAN Miracle: A Catalyst For Peace (Singapore: RidgeBooks, 2017)◌ Jehoon Park, T.J. Pempel, Heungchong Kim (eds.) Regionalism, Economic Integration andSecurity in Asia: A Political Economy Approach (Cheltenham, UK; Northampton, MA: EdwardElgar Publisher, 2011)◌ Adam S. Posen and Jiming Ha (ads.). US-China Cooperation in a Changing Global Economy. PIIEBriefing #17-1, Peterson Institute for International Economics, June 2017https://piie.com/system/files/documents/piieb17-1.pdf

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◌ Christopher B. Roberts (ed.) ASEAN Regionalism: Cooperation, Values and Institutionalization (New York: Routledge, 2012) Additional material will consist of articles, governmental reports, testimonies, and multimedia that are available within the course.

Course Prerequisites

None

Course Description

The development of regional associations raises issues of global governance, economic competitiveness, and political sovereignty in the economic new world order. In the last two decades, numerous integration concepts and multilateral trade agreements have evolved into ‘new regionalism’ and even mega-regionalism. Being perceived as an upgraded version of liberal globalization, these new mushrooming integration initiatives (the ASEAN Plus, US-backed Trans-Pacific Partnership, China’s “Belt and Road Initiative,” or Russia-sponsored Eurasian Economic Union, to name a few) marked the beginning of a new era of globalization and set the new rules of economic leadership. The new policy course of the Trump administration, while being disruptive of the previous model of economic globalization, raised the issue of the uneven distribution of globalization benefits and forced many countries to recalibrate their globalization policies. President Trump’s reliance on bilateral over multilateral trade arrangements might reverse the previous models of regionalism and highlight the imperative of working out the compromise of re-globalization based on new rules and realities. This course will examine the evolution of these new models of associational multipolarity that will probably determine the patterns of re-globalization and world economic power realignment in the 21 century.

Course Outcomes

At the completion of this course students will be able to:

Explain the connection between national identities, national interest, and economic liberalization strategies on the regional and global levels.

Develop a better understanding of states’ competitive strategies related to the overlapping uses of globalization perceived from a geo-political perspective

Formulate the major features of competing regionalisms in Eurasia-the Asia-Pacific in the era of the intensified geopolitical rivalry between major powers and the emergence of multipolarity

Formulate a new role of economic statecraft in the major powers’ foreign policy and leadership strategies

Characterize the major regional integration initiatives in Eurasia/East Asia from the Political Economy perspective

Apply key theoretical perspectives to the major integration processes, connecting new roles of the state, cultural, social, identity-related and political values and each actor’s economic behavior

Evaluate the feasibility of the key integration initiatives in the mega-region of Eurasia/the Asia-Pacific by utilizing the SWOT analysis and other quantitative and qualitative resources

Describe economic opportunities and risks for nation-states in a changing global economic and monetary order

Assess America’s evolving trade and regional integration policies and US role in the

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formation of a new economic world order/global economic governance

Course Methodology

Each week, you will be expected to:

Review the week's learning objectives.

Complete all assigned readings.

Complete all lecture materials for the week.

Participate in the Discussion Board.

Complete and submit all assignments and tests by the due dates.

Participation/Discussion Board

Each week (except for Week 7, 11, and 12), students should submit their position notes (500-800 words) with

your grounded opinion responding to the reading-related instructor’s weekly question (primary response) to the

discussion board and respond to 2 other posts (secondary response).

Your primary responses should be formally written, substantive, professional in tone, and o f publishable

quality. The note should demonstrate your knowledge of the material and represent your own perspective on a

given matter. The secondary responses –min. 150 words in length and in the op-ed tone -should engage issues

and draw out threads in the main postings. They may be less formal, but still substantive and respectful in tone.

Collectively, your participation - discussion board position note & two responses will be worth 36% of the final

grade (9@ 4% each).

The initial posts must be submitted by 11:59 pm each Saturday, responses should be submitted by each Sunday

at 11:59 pm for full credit.

Communication/Submission of Work

In the Assignments folder, click on the View/Complete Assignment link to view and each assignment. Attach

your completed assignments here and click Submit to turn them in to me. Once your assignment has been

graded, you will be able to view the grade and feedback I have provided by clicking on My Grades in the Tools

module from the Northeastern University Online Campus tab.

Grading/Evaluation Standards

36% Participation-Discussion Board Position notes posting/responding to two others’ (9@4%)

o Discussion board engagement; peer review

16% Weekly reading comprehension quizzes (8@2%each) Questions before each quiz will be

provided in a special announcement in the beginning of each week. Quizzes will activate on each

Wednesday, before the end of day.

o Multiple choice reading comprehension quizzes due on Saturday night each week

8% Case study presentation (Asia-Pacific/Eurasian countries’ policies toward regional integration)

o On Week 11 the students will present & upload their country-case presentations assigned to

them illustrating the region’s major actors’ attitudes and policies toward Asia -Pacific

economic integration. The ppt. presentations will evaluate your given country’s political,

security, and economic rationale to participate in the process of regional integration, including

the potential impact of integration on their economic and institutional development. The

presentation should reflect both geo-economic and geo-political aspects of each country’s

strategic decision. The presentation may contain written notes or your audio/video track

using the media resources (Camtasia Studio, Camtasia Relay etc.). In addition to slides and in-

class comments, presentation outlines may be uploaded (optional) to get your comprehensive

view on the issue. Each presenter should use at least TWO academic articles/official reports,

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in addition to the textbook/or recommended material and the media/online resources proposed

by the Syllabus (see Week 11).

40% (15+25) Special analytic reports (8-12 page-in-length)

o Formal writing assignment addressing a specific practical, theoretical, or strategic issue in the

study of regionalism. The style of your reports should be similar to a testimony before the

Congress (see an example – the statement before the U.S. Senate Committee

http://csis.org/files/attachments/ts131218_goodman.pdf ). The reports should contain

bibliography/reference. The first report accounts for 15% of the final grade and will elaborate

on the role of APEC and the future of the regional integration project . The second/final report

weighs 25% of the final grade and will provide a SWOT analysis of the US integration

strategy in the Asia Pacific: Recommendations for the Trump Administration. It should be

uploaded by the end of the term. Guidelines and more details TBA.

Grading Rubric:

95-100 A

Outstanding, insightful work. Goes beyond requirements of the task to develop a response, which is thoughtful, reflective, considers alternative views and makes connections among ideas and information from different sources or from different aspects of the course. Well researched and documented (if research is part of assignment). Displays creativity and originality.

90-94 A-

Very good work. Purposefully and logically developed. Thoroughly addresses all aspects of the task. Synthesis of details and concepts from various sources or topics shows evidence of sound understanding and thoughtful examination. Research information appropriately cited (if research is part of assignment).

87-89 B+

Good work. Generally clear, accurate and relevant. Adequately addresses all requirements of the task. Demonstrates understanding of course concepts, with evidence of some thoughtful examination and reflection. Development is generally logical, facts generally correct. Tends to focus on one interpretation.

84-86 B

Satisfactory work. Shows basic understanding of concepts with minimal evidence of reflection or thoughtful analysis. Complies with the basic requirements, relies on limited sources of information, little integration of concepts.

80-83 B- Minimally satisfactory work. Shows some understanding of concepts with little reflection or analysis. Barely meets basic requirements of assignment.

77-79 C+ Unsatisfactory work. Fails to address the topic in a meaningful way. May be extremely brief, inaccurate, illogical or undeveloped.

74-76 C

70-73 C-

69% or below

F

*Please note that CPS does not award grades below a C- for graduate level courses.

Course Expectations

For each credit hour, students are expected to spend a minimum of two hours on work outside of class each

week. For this two credit course, that is a minimum of four hours each week.

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Learning is a collaborative venture that requires the active participation of all students in the class. Your

absence impoverishes not only your learning experience, but that of your classmates as well. Students are

permitted 1 absence/term. Each additional absence will reduce the final grade by five percentage points. Unless

prior arrangements have been made with the instructor, or in the case of a documented emergency, absences for

tests and presentations will result in a zero grade for the assignment.

Out of respect for your instructor and your fellow classmates, please be on time and turn off cell phones, pagers

and other electronic devices. Class will start and finish promptly: on Tuesdays from 5:50-7:20 PM. If you are

late, please enter quietly. If you must leave early, please let the instructor know beforehand.

All written work must be turned in on time. Readings and assignments are due in class on the date listed in the

course schedule. Early submissions are of course welcome. Late submissions may be accepted upon prior

consultation with the instructor, but at a reduced rate of one letter grade or 3% per day (not per class).

Formal writing assignments must be submitted electronically via Blackboard, double-spaced and in a standard

12 point font. It is expected that students’ written work be clear, comprehensible, and competently produced.

10% of the grade will be based on mechanics; grammar, spelling, punctuation, citations, etc. Be sure to leave

enough time for a thorough consideration (and reconsideration: editing, proofreading) of the formal aspects of

your work and make use of the following writing resources:

Smarthinking (available free in Tool section of Blackboard) – this allows students to submit written material in any subject and have it reviewed by an e-instructor within a 24-hour window (in most cases).

Writing Center on Northeastern Campus – contact the center to schedule an appointment.

The Purdue Online Writing Lab (http://owl.english.purdue.edu/owl/) is a valuable source of information

about grammar, sentence structure, and general writing skills

CPS Student Handbook, available at http://cps.neu.edu/student-resources/

The tests must be written on the scheduled day or by prior arrangement with the instructor. Test and exam

make-ups will only be given with a legitimate, documented excuse.

Discrimination: Discrimination against any student –by the instructor or fellow students - on the basis of their

race, religion, sexual orientation, national or ethnic origin, economic class, age, sex, disability, physical

appearance, marital status, political affiliation, or beliefs will not be tolerated. Criticism is essential to the

learning process, and is encouraged, but it must be constructive and based solely on the material under

consideration. This course deals with some troubling and controversial material and mutual respect is essential

to a proper and thorough consideration.

Class Schedule / Topical Outline

Week Dates Topic Assignments

1

Sep 18-24

Class 09/19

Introduction:

De-globalization and the End of Neoliberalism?

READINGS (Sep 18-24) 1-- Short articles:

*Fred Hu and Michael Spence, “Why Globalization Stalled, And How to Restart It,” Foreign Affairs, July/August 2017 https://www.foreignaffairs.com/articles/world/2017-06-13/why-

globalization-stalled?cid=int-rec&pgtype=art *Marcos Troyjo, “The Clash Between Deglobalization And Reglobalization,” The Huffington Post, January 5, 2017,

http://www.huffingtonpost.com/entry/the-clash-between-deglobalization-reglobalization_us_586e8e2de4b0a5e600a78907

Please read by our class on 09/19 (Tue)

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*Laurence Chandy and Brina Seidel, “Donald Trump and the Future of Globalization,” The Brookings Institution, November

18, 2016 https://www.brookings.edu/blog/up-front/2016/11/18/donald-t rump-and-the-future-of-globalization *Kenneth Rapoza, “Trump, China, And The 'Deglobalization'

Trade,” Forbes, November 23, 2016 https://www.forbes.com/sites/kenrapoza/2016/11/23/trump-china-and-the-deglobalization-t rade/#78bb56e34cd0

ASSIGNMENTS --Post your position note #1 (on discussion board by 11:59 pm

on 09/23 --Post peer responses by 11:59 pm on 09/24

2

Sep 25-

Oct 1

Class 09/26

Whither the ‘Cosmopolitan State’? Crisis of Capitalism and Ec. Governance in a Changing

World

READINGS (Sep 25-Oct 1) 1-- Bartlomiej E. Nowak, “Economic Governance for a Diffusing

Global Order,” Liberal Order in a Post-Western World, Transatlantic Academy Report, Washington, D.C., May 2014, pp. 13-24 (BB)

Please read by our class on 09/26 (Tue) 2-- Prabhat Patnaik, “Capitalism and Its Current Crisis,”

Monthly Review, Vol. 67, No. 8 (Jan 2016), pp. 1-13 (BB) 3-- Ulrich Beck, “The Cosmopolitan State: Redefining Power in the Global Age,” Published Online 24 October 2006 (BB)

ASSIGNMENTS -Reading Comprehension quiz 1 on Blackboard

Due 9/30 at 11:59 pm --Post your position note #2 on discussion board by 11:59 pm 09/30

--Post peer responses by 11:59 pm on 10/01

3

Oct

2-8 Class 10/03

Regionalization

and De-Centralization in Interdependent

World

READINGS (October 2-8) 1-- Dmitry Suslov, “Regionalization and Chaos in

Interdependent World: Global Context by the Beginning of 2016,” Valdai Paper #3 (43), January 25, 2016 http://valdaiclub.com/publications/valdai -

papers/regionalisation-and-chaos-in-interdependent-world-global-context-by-the-beginning-/ Please read by our class on 10/03 (Tue)

2-- Pradumna B. Rana, “From a Centralized to a Decentralized Global Economic Architecture: An Overview,” in: Masahiro

Kawai, Peter J. Morgan, Pradumna B. Rana (eds). New Global Economic Architecture: The Asian Perspective (Cheltenham, UK; Northampton, MA: Edward Elgar Publishing House, 2014),

pp. 11-26 (BB)

ASSIGNMENTS -Reading Comprehension quiz 2 on Blackboard

Due 10/07 at 11:59 pm --Post your position note #3 on discussion board by 11:59 pm 10/07

--Post peer responses by 11:59 pm on 10/08

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4

Oct

9-15 Class 10/10

Asia’s New Regionalism

READINGS (October 09-15) 1-- East Asian Regionalism, Ch. 1: An introduction (1-41)

Please read by our class on 10/10 (Tue) 2-- East Asian Regionalism, Ch. 2: East Asia’s Regionalism

and New Economic Geography (42-85)

ASSIGNMENTS -Reading Comprehension quiz 3 on Blackboard

Due 10/14 at 11:59 pm --Post your position note #4 on discussion board by 11:59 pm on 10/14

--Post peer responses by 11:59 pm on 10/15

5

Oct 16-22

Class 10/17

The Political

Economy of Regionalism in

East Asia

READINGS (October 16-22) 1-- East Asian Regionalism, Ch. 3: Regionalism in Southeast

Asia and Northeast Asia (86-116) Please read by our class on 10/17 (Tue)

2-- East Asian Regionalism, Ch. 4: East Asia and Asia-Pacific: Trans-regionalism (117-138)

ASSIGNMENTS

-Reading Comprehension quiz 4 on Blackboard Due 10/21 at 11:59 pm --Post your position note #5 on discussion board by 11:59 pm

on 10/21 --Post peer responses by 11:59 pm on 10/22

6

Oct

23-29 Class 10/24

Multi-

lateralization of

Trade and Finance in East

Asia

READINGS (October 23-29) 1-- Michael G. Plummer, “The Emerging “Post-Doha” Agenda

and the New Regionalism in the Asia-Pacific,” in: Masahiro Kawai, Peter J. Morgan, Pradumna B. Rana (eds). New Global Economic Architecture: The Asian Perspective (Cheltenham,

UK; Northampton, MA: Edward Elgar Publishing House, 2014), pp. 172-193 (BB) Please read by our class on 10/24 (Tue)

3-- East Asian Regionalism, Ch. 5: Finance, Money and East Asian Regionalism (139-173)

ASSIGNMENTS -Reading Comprehension quiz 5 on Blackboard

Due 10/28 at 11:59 pm --Post your position note #6 on discussion board by 11:59 pm on 10/28

--Post peer responses by 11:59 pm on 10/29

7

Oct 30-

Nov 5

Class 10/31

Trade Diplomacy and the Prospect

of a Regional

FTA: Toward Convergence or

Divergence?

READINGS (October 30-November 5) 1-- East Asian Regionalism, Ch. 6: Trade Diplomacy and East

Asian Regionalism (174-218) – [please read till the TPP vs. RCEP Case Study] Please read by our class on 10/31 (Tue)

2-- Jayanat Menon, “Why are Bilateral Trade Agreements so Popular, and Does it Matter?” in Fan Zhai (ed.) From Growth to

Convergence: Asia’s Next Two Decades (New York, Palgrave, 2009), pp. 43-59 (BB)

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Recommended Literature for Writing a Report (BB):

*C. Fred Bergsten, “A Free Trade Area of the Asia-Pacific in the Wake of the Faltering Doha Round: trade Policy Alternatives for APEC,” in An APEC Trade Agenda? pp. 15-36

[BB] *Robert Scollay, “Prospects for Linking Preferential Trade Agreements in the Asia-Pacific region,” in An APEC Trade

Agenda, pp. 164-189 [BB] *Vinod K. Aggarwal, “The Political Economy of a Free Trade Area of the Asia-Pacific: A U.S. Perspective,” in An APEC

Trade Agenda, pp. 37-72 [BB] *“APEC Outcomes and Outlook 2015/2016,” APEC Secretariat, Singapore, February 2016, available at

http://publications.apec.org/index.php?m=a&key=10

ASSIGNMENTS

--Special Report #1: “Multilateralism and the Prospect of an Asia-Pacific FTA” Due 11/12 at 11:59 pm

8

Nov 6-12

Class

11/07

US Mega-Regionalism VS. China’s Belt and

Road Initiative

READINGS (November 6-12) 1—Ashley J. Tellis, “The Geopolitics of the TTIP and the TPP,” in Sanjaya Baru and Suvi Dogra (eds.) Power Shifts and New Blocs in the Global Trading System, ch. 5, pp. 93-120 (BB)

**[Optional] Matthew P. Goodman, “U.S. Economic Opportunities and Challenges in the Asia Pacific,” Statement before the House Committee on Foreign Affairs,

Subcommittee on Asia and the Pacific, February 26, 2015, Center for Strategic and International Studies, http://csis.org/files/attachments/ts150226_Goodman.pdf

Please read by our class on 11/07 (Tue)

2— Nadège Rolland, “China's “Belt and Road Initiative”: Underwhelming or Game-Changer?” The Washington Quarterly, Vol. 40 (1), 2017, pp. 127-142 [BB]

3— Zhang Xiaotong & James Keith, “From Wealth to Power:

China's New Economic Statecraft,” The Washington Quarterly,

40 (1), 2017, pp. 185-203 [BB]

ASSIGNMENTS -Reading Comprehension quiz 6 on Blackboard Due 11/11 at 11:59 pm

--Post your position note #7 on discussion board by 11:59 pm 11/11 --Post peer responses by 11:59 pm on 11/12

9

Nov 13-19

Class 11/14

Regional Alternatives:

ASEAN

READINGS (November 13-19) 1-- Ganeshan Wagnarja, “The Regional Comprehensive Economic Partnership: An Initial Assessment,” in New

Directions in Asia-Pacific Economic Integration, pp. 93-105 [BB] Please read by our class on 11/14 (Tue)

2-- Jeffrey D. Wilson, “The Regional Comprehensive Economic Partnership: An Indo-Pacific approach to the regional trade

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architecture?” Indo-Pacific Insight Series, Perth USAsia Centre, Volume 2, January 2017

http://researchrepository.murdoch.edu.au/id/eprint/37444/1/PUAC-Indo-Pacific-Insight-Series-Volume2-JeffWilson.pdf

ASSIGNMENTS -Reading Comprehension quiz 7 on Blackboard Due 11/18 at 11:59 pm

--Post your position note #8 on discussion board by 11:59 pm on 11/18 --Post peer responses by 11:59 pm on 11/19

Nov

19-26 Thanksgiving

Break No classes

10

Nov

27- Dec 3 Class

11/28

Regional

Alternatives: Eurasian

Economic Union

READINGS (November 27-December 3) 1-- Azimzhan Khitakhunov, Bulat Mukhamediyev, Richard

Pomfret, “Eurasian Economic Union: present and future perspectives,” Economic Change and Restructuring, February 2017, Volume 50, Issue 1, pp 59–77

Please read by our class on 11/28 (Tue) 2-- Ksenia Kirkham, “The Formation of the Eurasian Economic

Union: How Successful is the Russian Regional Hegemony?”

Journal of Eurasian Studies 7 (2016), pp. 111–128 (BB)

3-- Bilahari Kausikan, Frederick S. Starr, Yang Cheng, “Central

Asia: All Together Now,” The American Interest, June 16,

2017, https://www.the-american-

interest.com/2017/06/16/central-asia-all-together-now/ (BB)

ASSIGNMENTS -Reading Comprehension quiz 8 on Blackboard Due 12/02 at 11:59 pm

--Post your position note #9 on discussion board by 11:59 pm on 12/02 --Post peer responses by 11:59 pm on 12/03

11

Dec

4-10 Class 12/05

Assessing the Asia-Pacific

Countries’ Perspectives on

Integration

(in-class presentations)

Country-Cases Presentations (In Class 12/05)

For ALL: 1-- David Martin Jones, “ASEAN and the Limits of Regionalism in Pacific Asia,” EUI Working Paper RSCAS 2015/16,

European University Institute, Robert Schuman Centre for Advanced Studies, Global Governance Program, available at: http://ssrn.com/abstract=2569176 (BB)

2-- “Chapter 4: Pen Sketches,” in: Kishore Mahbubani and Jeffery Sng. The ASEAN Miracle: A Catalyst For Peace (Singapore: Ridge Books, 2017), pp. 137-176 [BB]

1—Brunei - presenter TBA 2—Cambodia - presenter TBA

3—Indonesia - presenter TBA 4—Laos - presenter TBA 5—Malaysia - presenter TBA

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6—Myanmar - presenter TBA 7—The Philippines - presenter TBA

8—Singapore - presenter TBA 9—Thailand - presenter TBA 10—Vietnam - presenter TBA

11—Japan - presenter TBA 12—South Korea - presenter TBA

ASSIGNMENTS - - Country-cases PPT to present in class (10 min) on 12/05 + upload your final version on the discussion

board + outline due 12/09 at 6:00 pm; peer reviews due by 11:59 pm on 12/10)

----Special Report #2 assigned:

“US integration strategy in the Asia Pacific: Recommendations for

the Trump Administration” (SWOT analysis) (Guidelines TBA) Special Report #2 Due 12/16 at 12:00 pm

12

Dec

11-16 Class 12/12

Managing Global

[Polycentric] Economic Order:

US Options

READINGS (December 5-11) 1-- “Managing a Polycentric World,” in: Liberal Order in a Post-Western World, Transatlantic Academy Report,

Washington, D.C., May 2014, pp. 153-166 (BB) Please read by our class on 12/06 (Tue)

2-- East Asian Regionalism, Ch. 8: Regionalism: A conceptual framework of analysis (261-281)

3— Mark Beeson and T. Lee-Brown, “The Future of Asian

Regionalism: Not What It Used to Be?” Asia & the Pacific

Policy Studies, Issue 4 (2017), pp. 195–206 [BB]

ASSIGNMENTS Special Report #2 Due 12/16 at 12:00 pm

Academic Integrity Policy

The University views academic dishonesty as one of the most serious offenses that a student can commit while in college and imposes appropriate punitive sanctions on violators. Here are some

examples of academic dishonesty. While this is not an all-inclusive list, we hope this will help you to understand some of the things instructors look for. The following is excerpted from the University’s policy on academic integrity; the complete policy is available in the Student Handbook. The Student

Handbook is available on the CPS Student Resources page > Policies and Forms. Cheating – intentionally using or attempting to use unauthorized materials, information or study aids

in an academic exercise Fabrication – intentional and unauthorized falsification, misrepresentation, or invention of any data, or

citation in an academic exercise Plagiarism – intentionally representing the words, ideas, or data of another as one’s own in any

academic exercise without providing proper citation

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Unauthorized collaboration – instances when students submit individual academic works that are

substantially similar to one another; while several students may have the same source material, the analysis, interpretation, and reporting of the data must be each individual’s independent work.

Participation in academically dishonest activities – any action taken by a student with the intent of gaining an unfair advantage

Facilitating academic dishonesty – intentionally or knowingly helping or attempting to violate any provision of this policy

For more information on Academic Integrity, including examples, please refer to the Student Handbook, pages 9-11.

Northeastern University Online Policies and Procedures

For comprehensive information please go to http://www.cps.neu.edu/online/

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Northeastern University Online is a registered trademark of Northeastern University. All other brand and product names are trademarks or registered trademarks of their respective

companies. This course material is copyrighted and Northeastern University Online reserves all rights. No part of this publication may be reproduced, transmitted, transcribed, stored in a retrieval system, or

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Syllabus is subject to change. Copyright 2017© by Northeastern University

All Rights Reserved

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