Course code: IRS270

Semester and year: Spring 2026

Day and time: Tuesday, 15:00- 17:45

Instructor: Pamir Halimzai Sahill, Ph.D.

Instructor contact: pamir.halimzai@aauni.edu

Consultation hours: Tuesdays 13:45-14:45 CET at Faculty Lounge/Teams. Students will need to email the instructor to arrange a consultation meeting.

 

Credits US/ECTS	3/6	Level	Advanced
Length	15 weeks	Pre-requisite	IRS 200 (IR theories)
Contact hours	42 hours	Course type	Bachelor Required

 

1.    Course Description

This course builds on the theoretical knowledge gained in the Introduction to International Relations course by applying learned theory to empirical reality through discussion of particular IR topics, cases and phenomena. This way, the course serves as a testing laboratory for students to see and demonstrate how it’s done, i.e., how does theory connect to reality.

The course is designed to enable students to understand, explain and critically assess paper structures, identify theoretical and methodological frameworks and explain how they are utilized, and apply theoretical and conceptual tools to offer scholarly critique and analyses.

Additionally, another crucial purpose of the course is to discuss and analyze major events and issues related to international politics and prepare students well for their state examinations.

It is an advanced IR course, in seminar format, with the bulk of work focused on IR topics/cases and comparison of their analysis from particular theoretical perspectives, to demonstrate to students the given theory’s logic and argumentation, the employment of a methodological framework with data, operationalization of theoretical concepts etc.

2.    Student Learning Outcomes

Upon completion of this course, students should be able to:

• understand the structure of research papers and case studies i.e., be able to identify article organization such as research question(s), literature review, problem justification, and their function
• identify theoretical perspective, its basic assumptions and concepts used, utilized methodology, follow logic of argumentation, identify their operationalization into real life data if applicable, conclusions and limitations
• choose and operationalize relevant theories and concepts in their analyses of topics/cases and scholarly works
• develop and refine critical thinking skills i.e., be able to identify principles (theoretical assumptions and defined concepts) and comparatively weigh the strengths and drawbacks of given theoretical perspective in their application to topics/cases

3.    Required Reading Materials

• Buzan, Barry. “China in International Society: Is ‘Peaceful Rise’ Possible?” The Chinese Journal of International Politics 3 (2010): 5–36.
• Chandler, David, Erika Cudworth, and Stephen Hobden. “Anthropocene, Capitalocene and Liberal Cosmopolitan IR: A Response to Burke et al.’s ‘Planet Politics.’” Millennium: Journal of International Studies 46, no. 2 (2018): 190–208.
• Cox, Michael. “The End of the Cold War and Why We Failed to Predict It.” In Rethinking the Cold War, edited by Allen Hunter, 157–74. Philadelphia: Temple University Press, 1998.
• Dunne, Timothy, Milja Kurki, and Steve Smith. International Relations Theories: Discipline and Diversity. 3rd ed. Oxford: Oxford University Press, 2013.
• Feyyaz, Muhammad, and Sadaf Husnain Bari. “A Critical Analysis of India and Pakistan’s Terrorism Discourse in the Context of Geopolitics and Imperialism.” Critical Studies on Terrorism 17, no. 3 (2024): 606–30.
• Götz, Elias. “It’s Geopolitics, Stupid: Explaining Russia’s Ukraine Policy.” Global Affairs 1, no. 1 (2015): 3–10.
• Ikenberry, John G. “The Rise of the American System.” In Liberal Leviathan: The Origins, Crisis and Transformation of the American World Order, 159–219. Princeton and Oxford: Princeton University Press, 2011.
• Kaldor, Mary. “New and Old Wars: Organized Violence in a Global Era.” In War, vol. 1, edited by Paul F. Diehl, 365–97. London: Sage, 2005.
• Lanoszka, Alexander. “Russian Hybrid Warfare and Extended Deterrence in Eastern Europe.” International Affairs 92, no. 1 (2016): 175–95.
• Mearsheimer, John J. “The False Promise of International Institutions.” International Security 19, no. 3 (1994–95): 5–49.
• Reid, Julian. “Constructing Human vs. Non-Human Climate Migration in the Anthropocene: The Case of Migrating Polar Bears in Nunavut, Canada.” Anthropocenes: Human, Inhuman, Posthuman 1, no. 1 (2020): 1–12.
• Schmidt, Brian C., and Michael C. Williams. “The Bush Doctrine and the Iraq War: Neoconservatives Versus Realists.” Security Studies 17, no. 2 (2008): 191–220.
• Strange, Susan. “The Westfailure System.” Review of International Studies 25, no. 3 (1999): 345–54.

Recommended Material:

The course convener will upload a number of works to MyLearning’s Resources folder to help students choose readings for their B Session Presentations and Essays.

4.    Teaching methodology

The course will be a seminar alternating between the lecturer and students leading the discussion of the readings on a given topic through presentations and essays. Each standard lecture session will involve dissecting, comparing, and contrasting the two different texts for the day; as well as students actively taking part in discussing the topic/event at the center of the analyses and engaging in a theory-driven analysis of that topic/event. 

5.    Course Schedule

Date	Class Agenda
February 03, 2026	Topic: Introduction and Course Preparation Description: We will discuss the course contents, assignments, and settle on the schedule for B session presentations. The second part of the session will explore the importance of theory, methodology, and look into why diversity in IR theory is instrumental for a holistic and multidimensional understanding and explanation of international politics. Reading: Dunne, Timothy, Kurki, Milja, and Smith, Steve, (2013). International Relations Theories: Discipline and Diversity. (3. ed.) Oxford University Press. Introduction and Chapter 1 (pp. 1-35). Assignments/deadlines: None
February 10, 2026	Topic: The Connection of Events Description: The lecture discusses the significance and importance of Cold War within the discipline of IR and its unexpected or sudden end. The session then moves on to analyze the Westphalian system and its “failures”. Additionally, a critique of the western-centric nature of IR as a discipline is offered within the context of the topics it focuses on and (un)intentionally omits. After the lecture, students will choose and/or will be assigned relevant scholarly material for their B session Presentations and Essays. Reading: Cox, Michael, “The End of the Cold War and Why We Failed to Predict It”; Strange, Susan, “The Westfailure System”; and Dunne, Timothy, et. al. Introduction and Chapter 1 (1-35). Assignments/deadlines: Each student must come to the class prepared with the potential topic in their mind for their individual B session presentation. We will discuss and finalize the topics and relevant article(s) after the lecture in class.
February 17, 2026	Topic: Post-Cold War Global Order – Part A Description: Lecture. The session discusses, explains, and analyses two academic works. It explores the post-Cold War international system, unipolarity, and the dawn of the so-called “end of history” moment alongside American hegemony from a neo-liberal institutionalist perspective, before offering a precise (neo)realist critique. Reading: Ikenberry, John G., “The Rise of the American System”; and Mearsheimer, John J., “The False Promise of International Institutions.” Assignments/deadlines: All students submit their material for B session presentations to MyLearning by Sunday February 15, 2026, by 11:59 pm (23:59) CET. Students prepare for the first quiz which will be given in the fifth week of the semester.
February 24, 2026	Topic: Post-Cold War Global Order – Part B Description: The first part of the session will offer a brief recap of the topic discussed in the previous week and/or cover the remaining content in the form of a minilecture. Then students, using PowerPoint/Canva slides, will present their articles on post-Cold War Global Order with an emphasis on the role of international institutions. Each presentation is followed by Q&A and discussion. Reading: Provided by students, uploaded to MyLearning’s Students’ Readings folder. Assignments/deadlines: Student presentations on approved topics and articles. Students read the B session material. Student continue preparing for their first quiz which will be given during the last 30 minutes of the session on March 03, 2026.
March 03, 2026	Topic: The War on Terror – Part A Description: Lecture. The session focuses on the global war on terror (GWoT) in Afghanistan, Iraq, and the wider Middle Eastern and North African region. The topic is explored from two theoretical perspectives and presents a holistic, critical analysis. The first part of the session discusses and analyses the strengths and weaknesses of the narratives of neocons and neo-realists vis-à-vis the Iraq War. The second part of the session introduces Critical Discourse Analysis (CDA) and Grounded Theory as methodological frameworks (used in one of the readings), discusses their use and application, and maps the evolution of terrorism discourse in India and Pakistan. Reading: Feyyaz, Muhammad and Bari, Sadaf Husnain, “A Critical Analysis of India and Pakistan’s Terrorism Discourse” and Schmidt, Brian C. and Williams, Michael C., “The Bush Doctrine and the Iraq War: Neoconservatives Versus Realists” Assignments/deadlines: Students will take the first quiz of the semester during the last 30 minutes of the session. Students should bring their laptops/tablets to the class to take the quiz via MyLearning.
March 10, 2026	Topic: The War on Terror - Part B Description: The first part of the session will offer a brief recap of the topic discussed in the previous week and/or cover the remaining content in the form of a minilecture. Then students, using PowerPoint/Canva slides, will present their articles on the GWoT. Each presentation is followed by Q&A and discussion. Reading: Provided by students, uploaded to MyLearning’s Students’ Readings folder. Assignments/deadlines: Student presentations on approved topics and articles.
March 17, 2026	Topic: Changes in Power and Capabilities - Russia and China – Part A Description: Lecture. The session explores the notion of “multipolarity” particularly focusing on the rise of China and Russia and their geostrategic, geopolitical, and economic ambitions and strategies. The session introduces and discusses salient features of the English School theory in IR and its application to the case of China’s rise. It also Reading: Buzan, Barry, “China in International Society: Is ‘Peaceful Rise’ Possible?”; and Gotz, Elias, “It’s Geopolitics, Stupid: Explaining Russia’s Ukraine Policy” Assignments/deadlines: Students prepare for the mid-term exam.
March 24, 2026	Topic: Mid-term exam Description: Students take the mid-term exam. They must bring their laptops to the class. The mid-term will consist of two parts; the first of which will have MCQs, and the second will have two essay questions. Each essay answer should be between 450 and 500 words long. Not following the word-limit will result in receiving a lower grade. For more information, please refer to the detailed description of the assignment in section 7 of the syllabus. Assignments/deadlines: Students continue working on their essays. Students read the B session material for April 07, 2026 class.
March 30-April 03, 2026	Mid-term break
April 07, 2026	Topic: Changes in Power and Capabilities- Russia and China – Part B Description: The first part of the session will offer a brief recap of the topic discussed in the previous week and/or cover the remaining content in the form of a minilecture. Then students, using PowerPoint/Canva slides, will present their articles on global power changes and the role of Russia and China in world politics and/or affairs. Each presentation is followed by Q&A and discussion. Reading: Provided by students, uploaded to MyLearning’s Students’ Readings folder. Assignments/deadlines: Student presentations on approved topics and articles.
April 14, 2026	Topic: Old/New Wars, Gray Zone - Part A Description: Lecture. The session will map a short history outlining approaches which draw a distinction between the “old” and “new” wars. It will discuss the politics of war in the current global age and will offer a critical analysis with the help of an array of cases including the wars in Ukraine, the Middle East, and in Africa. The second part of the lecture will explore the notions of hybrid warfare and gray-zone and with the help of real-world examples demonstrate how they are utilized within the subfields of security and defense studies. Reading: Kaldor, Mary, “New and Old Wars: Organized Violence in a Global Era”; and Lanoskza, Alexander, “Russian Hybrid Warfare and Extended Deterrence in Eastern Europe”. Assignments/deadlines: B readings, students prepare their presentations. Students continue working on their essays.
April 21, 2026	Topic: Gray Zone Warfare – Part B Description: The first part of the session will offer a brief recap of the topic discussed in the previous week and/or cover the remaining content in the form of a minilecture. Then students, using PowerPoint/Canva slides, will present their articles on gray zone and/or hybrid warfare. Each presentation is followed by Q&A and discussion. Reading: Provided by students, uploaded to MyLearning’s Students’ Readings folder. Assignments/deadlines: Student presentations on approved topics and articles. Students submit their essays by Friday April 24, 2026, by 11:59 pm (23:59) CET.
April 28, 2026	Topic: Climate Change – Part A Description: Lecture. In this multi/interdisciplinary session, first the terms “Anthropocene” and “Capitalocene” are defined and discussed, before bringing them back within the IR/ir context(s). The lecture, with the help of cases, will also explore how indigenous knowledge clashes with the policies of contemporary state(s), and the politics of climate change. Reading: Reid, Julian, “Constructing Human vs. Non-Human Climate Migration in the Anthropocene: The Case of Migrating Polar Bears in Nunavut, Canada”; and Chandler, David, Cudworth, Erika and Stephen Hobden, “Anthropocene, Capitalocene and Liberal Cosmopolitan IR: A Response to Burke et al.’s ‘Planet Politics’” Assignments/deadlines: Students prepare for the final quiz which will be given on May 12.
May 05, 2026	Topic: Climate Change – Part B Description: The first part of the session will offer a brief recap of the topic discussed in the previous week and/or cover the remaining content in the form of a minilecture. Then students, using PowerPoint/Canva slides, will present their articles on issues related to Climate Change and international/world politics. Each presentation is followed by Q&A and discussion. Reading: Provided by students, uploaded to MyLearning’s Students’ Readings folder. Assignments/deadlines: Student presentations on approved topics and articles.
May 12, 2026	Topic: Emerging World (Dis)Order and Transforming Security Practices Description: Minilecture and Discussion. This session discusses emerging world (dis)order from a critical and alternative theoretical standpoint. It also offers an analysis future of practicing security and the (near) future changes of governmentality with their impact on international system/relations. In the second part of the session, remaining students (if any), using PowerPoint/Canva slides, will present their articles. The third part of the session will be reserved for the final quiz. Reading: None. Assignments/deadlines: Students will take the final quiz of the semester during the last 30 minutes of the session.

6.    Course Requirements and Assessment (with estimated workload)

Assignment	Workload (average)	Weight in Final Grade	Evaluated Course Specific Learning Outcomes	Evaluated ILOs*
Participation	25	20%	Identify, understand, and explain theoretical and methodological (if any) frameworks, identify key assumptions, define concepts, refine critical thinking, and articulately and clearly communicate ideas.	1, 2
B Session Presentations	35	20%	Understand and explain paper structure, identify theoretical perspective, methodological framework (if any), key assumptions and arguments, define concepts, offer analysis, clearly communicate ideas, and polish public speaking and presenting skills.	1, 2, 3
B Session Essay	30	15%	Ability to use and apply a theory, to engage critically with the texts and theories, offer theory driven analysis along with clearly communicating ideas, defend own arguments while staying on topic, polishing critical thinking.	1,2
Quizzes	20	15%	Identify theoretical perspective, assumptions, arguments, define concepts, and offer critical insights.	1, 2
Mid-term Exam	40	30%	Identify theoretical perspective, methodological framework, and methods, understand and explain key assumptions, define concepts, provide theory-driven work and critical analyses to questions, and clearly communicate opinions.	1, 2, 3
TOTAL	150	100%

*1 = Critical Thinking; 2 = Effective Communication; 3 = Effective and Responsible Action

 

7.    Detailed description of the assignments

B Session Presentations:

The course will focus on 5 topics/events beginning in session 3. For each topic, there is a Session/Part A and Session/Part B.

All A sessions are interactive, seminar style lectures (and sometimes minilectures) exploring an issue from at least two theoretical/conceptual and/or methodological positions.

For each B session (or Part B), the student must prepare a PowerPoint/Canva presentation on one academic work from a theoretical perspective that is relevant to the stated topic. A number of scholarly works related to each topic are uploaded to the MyLearning’s Resources folder for students to choose from, if they wish to. Otherwise, they must select and discuss a peer-reviewed article or policy paper published in a credible and reputable publication with the course convenor for his approval at the end of the second session of the semester i.e., February 10, 2026. 

Students are required to submit the pdfs of their approved readings via MyLearning by Sunday February 15, 2026, by 11:59 pm (23:59) CET. 

The student should be able to understand and explain the paper structure, identify the theoretical, and if applicable, the methodological framework(s) of the chosen article, understand and explain key assumptions of the theory and methodology, and summarize the main arguments of the text and discuss their application to the topic. 

Each student will have between 15 to 20 minutes for the presentation. Not following the time-limit will lead to a lower grade for the assignment.   

While the students are allowed to have notes and occasionally use them when presenting, they will receive an automatic failure if they consistently read from their notes and use them to answer post-presentation questions.  

If a student is absent for an unexcused reason on the day of their presentation, they will receive an automatic failure of the assignment. 

The student’s grade is based on the degree of understanding of the texts, arguments, theories, and methodologies, and their ability to engage in informed discussion utilizing the texts.

Assessment Breakdown

Assessed area	Percentage
Technical: being present being prepared being within time/structure limits	40%
Substantive: demonstrate knowledge of theories, methodologies, and ability to utilize this knowledge in a clear, concise, well-structured manner ability to identify the theoretical and methodological frameworks of chosen/assigned scholarly works, and key assumptions explain the structure of the chosen paper, define key concepts, summarize main arguments and discuss the text’s application to the topic. ability to clearly communicate ideas, arguments, and opinions	60%
Total	100%

 

B Session Essay:

Each student will write a research essay and with the help of a theory/concept critically assess the paper they chose for the B session presentation. It is important that the students use and apply a different theory than the one employed in the article they evaluated in their presentation. For example, if an article utilizes neo-realism to discuss capabilities of a rising power in the prevailing international system, then the student’s essay should use and apply a contrasting/different theory/conceptual toolkit for their analysis.

 

The essay must clearly demonstrate the application of the theory, present a robust critique and scholarly analysis, and discuss strengths and weaknesses of the arguments of the chosen paper.  

The essay should have a proper structure comprising of a short Introduction, the main body/Analysis section, a precise and to the point Conclusion part, and an alphabetical list of References. The body of the essay will offer a theory-driven academic analysis that should lead to a reasonable conclusion. 

The essay must use Chicago referencing style (i.e., in-text author-date system) plus a list of references at the end. Bear in mind that Wikipedia is not a proper academic SOURCE. Students need to rely on scholarly literature and credible media information sources for their essays. 

The essay should be between 1,050 and 1,200 words long (excluding references). Not adhering to the word limit will result in a lower grade.

 

All essays must be submitted to MyLearning by Friday April 24, 2026, by 11:59 pm (23:59) CET.

 

Assessment breakdown

Assessed area	Percentage
Use and apply a theory, and engage critically with the texts and theories	40%
Theory driven analysis along with clearly communicating ideas, and ability to defend own argument while staying on topic	35%
Polishing critical thinking	25%
Total	100%

 

Mid-term Exam:

The mid-term exam will include questions drawn from lectures (plus minilectures) and Session A readings as well as questions based on topics, theories, and concepts discussed during lectures. 

 

The exam will have two parts. The first, worth 40%, will have multiple choice questions (MCQs), and the second part will be comprised of two essay questions, having 60% weightage of the total marks.

 

For the essay questions, students will be provided with a passage from two academic papers. The students will identify theoretical perspective(s), assumptions, define concepts and will offer a comprehensive, critical analysis along with their personal opinions. Each essay answer should be between 400 and 450 words long. Not following the word-limit will result in receiving a lower grade. 

 

The exam will be given online to all students via MyLearning on March 24, 2026, at 15:05 (3:05 pm) which will end at 17:05 (5:05 pm) CET. The exam session lasts for 120 minutes. After the allotted time, the exam will not be available.

 

All students must be present during the exam in the classroom.

 

Students with approved remote status will be taking the exam via Teams with their cameras on throughout the session. The course instructor may also ask them to share their screen for the duration of the exam. Non-compliance with both conditions will automatically result in receiving failure for the assignment. 

 

All students must bring their laptops to the class so that they can access MyLearning.

 

If an on-site student cannot attend the exam due to a justified (and excused) reason, they will take it on campus on a different date, otherwise, they will receive an automatic failure for the assignment and will not be allowed to retake it.

 

Assessment breakdown

Assessed area	Percentage
Identify theoretical perspective, assumptions, define concepts	40%
Theory driven analysis along with clearly communicating ideas and opinions	35%
Polishing critical thinking	25%
Total	100%

 

Quizzes:

Apart from discussing reading assignments each week, quizzes will be given to students from Session A readings and lectures. These will be short answers (ranging between 100 and 200 words in length), in written form. All quizzes will be given to students via MyLearning. All quizzes must be answered during the allotted 30 minutes time in class, at campus (and via Teams if the student’s remote status is approved).

Students with approved remote status will be taking the quiz via Teams with their cameras on throughout the session. The course instructor may also ask them to share their screen for the duration of the exam. Non-compliance with both conditions will automatically result in receiving failure for the assignment. 

 

If an on-site student cannot attend the quiz due to a justified (and excused) reason, they will take it on campus on a different date, otherwise, they will receive an automatic failure for the assignment and will not be allowed to retake it.

Assessment breakdown

Assessed area	Percentage
Identify theoretical perspective, assumptions, define concepts	50%
Practice and refining critical thinking	25%
Form one’s opinion on a topic	25%
Total	100%

 

Participation:

Attending and participating in class is one of the best ways to gain an understanding of the course topic and material. Participation is premised on having read the assignments for that particular day and actively engaging in the class discussion. 

Participation does not mean speaking for the sake of speaking, asking questions that are off topic, criticizing another person for not understanding something, carrying on a private conversation with another student. Participation does mean contributing thoughtfully to the conversation or debate, asking questions if something is not understood, honestly attempting to answer a question even if you are not sure you are correct.

The student’s grade will be based on the quantity and quality of participation.

Assessment breakdown

Assessed area	Percentage
Being present and attentive Refraining from using phones, smartwatches and laptops/tablets for non-class purposes Refraining from talking with individual students outside the bounds of the class discussion	10%
Actively engaging in the class discussion and offering critical insights. Demonstrating understanding concepts relevant to the subject-matter discussed in each session Asking questions when something is not understood	55%
Clearly communicating ideas Attempting to answer questions Refraining from talking off topic	35%
Total	100%

 

8.    General Requirements and School Policies

General requirements

All coursework is governed by AAU’s academic rules. Students are expected to be familiar with the academic rules in the Academic Codex and Student Handbook and to maintain the highest standards of honesty and academic integrity in their work.

Electronic communication and submission

The university and instructors shall only use students’ university email address for communication, with additional communication via MyLearning or Microsoft Teams. Students sending e-mail to an instructor shall clearly state the course code and the topic in the subject heading, for example, “COM101-1 Mid-term Exam. Question”.

 

All electronic submissions are through MyLearning. No substantial pieces of writing (especially take-home exams and essays) can be submitted outside of MyLearning.

Attendance

Attendance, i.e., presence in class in real-time, at AAU courses is default mandatory; however, it is not graded as such. (Grades may be impacted by missed assignments or lack of participation.) Still, students must attend at least two thirds of classes to complete the course. If they do not meet this condition and most of their absences are excused, they will be administratively withdrawn from the course. If they do not meet this condition and most of their absences are not excused, they will receive a grade of “FW” (Failure to Withdraw). Students may also be marked absent if they miss a significant part of a class (for example by arriving late or leaving early).

Absence excuse and make-up options

Should a student be absent from classes for relevant reasons (illness, serious family matters), and the student wishes to request that the absence be excused, the student should submit an Absence Excuse Request Form supplemented with documents providing reasons for the absence to the Dean of Students within one week of the absence. Each student may excuse up to two sick days per term without any supporting documentation; however, an Absence Excuse Request Form must still be submitted for these instances. If possible, it is recommended the instructor be informed of the absence in advance. Should a student be absent during the add/drop period due to a change in registration this will be an excused absence if s/he submits an Absence Excuse Request Form along with the finalized add/drop form.

Students whose absence has been excused by the Dean of Students are entitled to make up assignments and exams provided their nature allows. Assignments missed due to unexcused absences which cannot be made up, may result in a decreased or failing grade as specified in the syllabus.

 

Students are responsible for contacting their instructor within one week of the date the absence was excused to arrange for make-up options.

Late work: No late submissions will be accepted – please follow the deadlines.

Electronic devices

Laptops, tablets, and mobile phones are forbidden from being used in class. Use of any of these devices in class will result in the student losing all participation points for the day. Repeated use will result in failure of the participation component for the semester. No electronic devices may be used during tests or exams.

Eating is not allowed during classes.

Cheating and disruptive behavior

If a student engages in disruptive conduct unsuitable for a classroom environment, the instructor may require the student to withdraw from the room for the duration of the class and shall report the behavior to the student’s Dean.

Students engaging in behavior which is suggestive of cheating will, at a minimum, be warned. In the case of continued misconduct, the student will fail the exam or assignment and be expelled from the exam or class.

Plagiarism

Plagiarism obscures the authorship of a work or the degree of its originality. Students are expected to create and submit works of which they are the author. Plagiarism can apply to all works of authorship – verbal, audiovisual, visual, computer programs, etc. Examples are:

• Verbatim plagiarism: verbatim use of another’s work or part of it without proper acknowledgement of the source and designation as a verbatim quotation,
• Paraphrasing plagiarism: paraphrasing someone else’s work or part of it without proper acknowledgement of the source,
• Data plagiarism: use of other people’s data without proper acknowledgement of the source,
• False quotation: publishing a text that is not a verbatim quotation as a verbatim quotation,
• Fictitious citation: quoting, paraphrasing, or referring to an incorrect or a non-existent work,
• Inaccurate citation: citing sources in such a way that they cannot be found and verified,
• Ghostwriting: commissioning work from others and passing it off as one’s own,
• Patchwriting: using someone else’s work or works (albeit with proper acknowledgement of sources and proper attribution) to such an extent that the output contains almost no original contribution,
• Self-plagiarism: unacknowledged reuse of one’s own work (or part of it) that has been produced or submitted as part of another course of study or that has been published in the past,
• Collaborative plagiarism: delivering the result of collective collaboration as one’s own individual output.

At minimum, plagiarism will result in a failing grade for the assignment and shall be reported to the student’s Dean. A mitigating circumstance may be the case of novice students, and the benefit of the doubt may be given if it is reasonable to assume that the small-scale plagiarism was the result of ignorance rather than intent. An aggravating circumstance in plagiarism is an act intended to make the plagiarism more difficult to detect. Such conduct includes, for example, the additional modification of individual words or phrases, the creation of typos, the use of machine translation tools or the creation of synonymous text, etc. The Dean may initiate a disciplinary procedure pursuant to the Academic Codex. Intentional or repeated plagiarism always entail disciplinary hearing and may result in expulsion from AAU.

Use of Artificial Intelligence and Academic Tutoring Center

USE OF AI IS STRICTLY PROHIBITED IN THIS COURSE AND WILL LEAD TO FAILURE OF THE SUBMITTED/PRESENTED WORK.

 

If unsure about technical aspects of writing, and to improve their academic writing, students are encouraged to consult with the tutors of the AAU Academic Tutoring Center. For more information and/or to book a tutor, please contact the ATC at: http://atc.simplybook.me/sheduler/manage/event/1/. 

Course accessibility and inclusion

Students with different abilities should contact the Dean of Students to discuss reasonable accommodations. Academic accommodations are not retroactive.

Students who will be absent from course activities due to religious holidays may seek reasonable accommodations by contacting the Dean of Students in writing within the first two weeks of the term. All requests must include specific dates for which the student requests accommodations.

9.    Grading Scale

 

Letter Grade	Percentage*	Description
A	95 – 100	Excellent performance. The student has shown originality and displayed an exceptional grasp of the material and a deep analytical understanding of the subject.
A–	90 – 94
B+	87 – 89	Good performance. The student has mastered the material, understands the subject well and has shown some originality of thought and/or considerable effort.
B	83 – 86
B–	80 – 82
C+	77 – 79	Fair performance. The student has acquired an acceptable understanding of the material and essential subject matter of the course but has not succeeded in translating this understanding into consistently creative or original work.
C	73 – 76
C–	70 – 72
D+	65 – 69	Poor. The student has shown some understanding of the material and subject matter covered during the course. The student’s work, however, has not shown enough effort or understanding to allow for a passing grade in School Required Courses. It does qualify as a passing mark for the General College Courses and Electives.
D	60 – 64
F	0 – 59	Fail. The student has not succeeded in mastering the subject matter covered in the course.

* Decimals should be rounded to the nearest whole number.

 

Prepared by and when: Dr. Pamir H. Sahill                   January 18, 2026.

Approved by and when:  Dr. William Eddleston              January 28 , 2026.