Dana Wright, Director of Academic Program Development

Academic Program Development 2614 University Hall (MC 103) 601 South Morgan Street Chicago, Illinois 60607-7126

March 23, 2015

TO: Ilene Harris, Chair

Senate Committee on Educational Policy

FROM: Dana Wright, Director of Academic Program Development

I am submitting for the review and action of the Senate Committee on Educational Policy the

attached Proposal to Establish the Post-Baccalaureate Campus Certificate in Disability

Ethics.

The proposal was approved by the Department of Disability and Human Development on

September 17, 2014 and the College of Applied Health Sciences Academic Affairs Committee

on November 10, 2014. In addition, the proposal was approved by the Graduate College

Executive Committee on March 20, 2015.

ATTACHMENT

REQUEST FOR A NEW UNIT OF INSTRUCTION: Certificate

Definitions and guidelines for creating certificate programs are available at http://www.dria.uic.edu/oaa/content/files/GuidelinesCertificatePrograms.doc

BACKGROUND

1. Name of Institution: ____University of Illinois at Chicago (UIC)_________________ Department and/or College Sponsor: Department of Disability and Human Development (DHD), College of Applied Health Sciences (AHS)

List unit approvals with dates: Department of Disability and Human Development on 09/17/2014 and College of Applied Health Sciences Academic Affairs Committee on 11/10/2014. 2. Title of Proposed Certificate: ___ Disability Ethics Campus Certificate________________

3. Contact Person: _____Carol J. Gill, Ph.D. __________________________________

3.1. Telephone ___312-355-0550 or 630-920-0924________________________________ 3.2. E-mail [email protected]___________________________________________ 3.3. Fax ____630-920-0928 ______________________________________________

3.4 Contact Person and Unit to Receive Student Applications:

___Maitha Abogado; 312-996-1508; [email protected]____

4. Level and Type of Proposed Certificate

__ Undergraduate Certificate (1-2 years) _X_ Post-Baccalaureate Certificate __ Undergraduate Certificate (2-4 years) __ Post-Master’s Certificate __ First Professional Certificate

_X_ Campus Certificate ___ IBHE Certificate 5. Requested CIP Code (6-digits) 05.0210 (Disability Studies)

Definition: A program that focuses on the nature, meaning, and consequences of what it is to be defined as disabled and explores the historical, cultural, economic, physiological, and socio-political dynamics of disability. Includes instruction in disability rights, legal issues, and public policy; literature, philosophy, and the arts; and/or research in the social sciences, education, and health sciences addressing social and experiential aspects of disability. 6. Proposed Date for Implementation: ___Fall 2015________________

7. Location Offered¹: On-Campus _X__

Off-Campus ___: Region Number(s)______ or Statewide___ Online _____

8. MISSION, OBJECTIVES AND PRIORITIES

8.1 Describe specific objectives and measurable contributions the certificate will make to the university’s mission, paying particular attention to the program’s consistency with the university’s priorities. Such objectives and contributions may include:

 serving a distinct student population;

 occupational and student demand for the program;

 collaborating with and/or supporting other programs at the institution;

 meeting the needs of state agencies, industry, business, health care providers, other educational institutions, and/or society; and

 increasing the number of graduates in a high demand or emerging field of study. The Department of Disability and Human Development in the College of Applied Health Sciences proposes a Campus Certificate in Disability Ethics. The Department is requesting that this be approved as a certificate program.

Disability Ethics is a rapidly emerging area of study, research, and clinical practice. It has evolved from the fields of bioethics, rehabilitation, and disability studies. The term, “disability ethics,” has been in use for the last 15-20 years in response to public debates regarding issues such as assisted suicide, genetic screening, and treatment withdrawal. Two centers on disability ethics have been founded in the last 15 years at major universities², further formalizing this area as an academic focus. Because UIC is an acknowledged world leader in advanced disability studies (with the first Ph.D. program in Disability Studies in the U.S.) and health professional training, this campus certificate will serve both graduate degree students and post-baccalaureate non-degree students who wish to develop competency in this emerging field of study. Moreover, the

certificate supports specialization opportunities for UIC students enrolled in degree programs in Disability Studies, Disability and Human Development, Nursing, Occupational Therapy, Physical Therapy, Public Health, and other clinical fields.

Because this certificate program was created to develop students’ abilities to think deeply and progressively about society’s ethical responsibilities toward an underrepresented community, i.e., people with disabilities, the program advances UIC’s mission of “intellectual excellence” as well as the commitment “to train professionals in a wide range of public service disciplines.”

Because disability ethics is a new field within the more established field of ethics, the program is consistent with UIC’s mission “to create knowledge that transforms our views of the world,” thereby strengthening UIC’s role as “principal educator of health science professionals and as a

1 Institutions may request approval to offer a program, simultaneously, on- and off-campus, including statewide. However, assessments of program objectives and outcomes should be developed that address all of the locations and modes of delivery for which the institution is seeking approval. Note that “on-campus” approval extends to the entire region in which the main campus is located. New off-campus programs to be offered outside the institution’s region require approval.

2 The Institute on Disability and Rehabilitation Ethics at the University of Iowa, and the Center for the Study of Disability Ethics at Rehabilitation Institute of Chicago / Northwestern University. Also, the Rock Ethics Institute at Pennsylvania State University has a disability specialization.

major healthcare provider to underserved communities.” Because disability ethics addresses current social dilemmas emerging from the growing proportion of citizens who are aging or surviving trauma and illness long enough to acquire long-term disabilities, this certificate program supports UIC’s mission of addressing “the challenges and opportunities facing not only Chicago but all Great Cities of the 21st century.”

8.2 Explain how the certificate will meet regional and state needs and priorities.

We know that Chicago is a center for health professional training and healthcare service. It is also the home of a large disability population and the site of many organizations and resources for consumers with disabilities. It is anticipated, therefore, that the certificate will help prepare individuals to take responsible positions in regional and state health organizations and disability organizations that are looking for leadership in resolving complex ethical questions involving citizens with disabilities.

As medical advances increase the long-term survival of individuals with disabilities and as state and federal laws support the rights of people with disabilities to participate in society to their fullest potential, society and its key institutions are facing new and increasingly complex ethical questions about disability. Educators, health service providers, legal advocates, counselors, funders, and policy-makers often find that guidelines developed either for persons with acute illnesses or for the “healthy” general population are not readily applicable to persons with long- term conditions. Disability is a complex experience engendering issues that require deep consideration and expanded perspective—the kind of perspective offered by the Disability Studies program in the Department of Disability and Human Development at UIC.

Increasing awareness of disability as a critical dimension in healthcare is reflected in such developments as the focus on disability and secondary conditions in Healthy People 2010 and 2020 (nationwide health promotion and disease prevention goals set by the US Department of Health and Human Services), the establishment of a formal section on disability in the American Public Health Association, and the convening of a disability consultation group by the Hastings Center for its End of Life Guidelines project. Our city, state, and university have been sites of leadership in these developments. For example, the leadership core of the Disability Section of the American Public Health Association has three representatives from the Disability Studies program in the Department of Disability and Human Development at UIC.

In his 2006 book, Disability Rights and Wrongs, internationally acclaimed scholar Tom Shakespeare observed, “more engagement between disability studies and bioethics would be beneficial for both parties” (p. 3). UIC’s prominence in disability studies scholarship and health professional training presents a unique opportunity to exercise leadership in advancing the field of disability ethics.

8.3 Discuss estimated future employment opportunities for completers of this certificate program. Where appropriate, provide documentation by citing data from such sources as employer surveys, current labor market analyses, and future workforce projections. According to the American Society for Bioethics and Humanities (ASBH) Clinical Ethics Task Force (2006), “over 81% of all hospitals now have an ethics consultation service of some kind (in contrast to less than 1% of hospitals identified in 1981), while 100% of hospitals with 400 beds or more, federal hospitals, or hospitals that are members of the Council of Teaching Hospitals have ethics consultation services. Individuals doing clinical ethics consultation come from a wide variety of personal and professional backgrounds. Despite this dramatically increased level of activity and expanding circle of participants, 95% of people involved in doing clinical ethics consultation in the USA have not completed a fellowship or graduate program in bioethics, and the vast majority of ethics committee chairs report feeling ‘inadequately prepared’ for their responsibilities” (ASBH, 2006).*

* Improving Competence in Clinical Ethics Consultation: A Learner's Guide, American Society for Bioethics and Humanities (ASBH) Clinical Ethics Task Force, Draft version, 2006.

Clearly, there is a market for intensive training opportunities in ethics. An Internet search reveals that a number of university certificate programs in bioethics (not disability ethics) have been established since 2000 at institutions such as Albany Medical College, Duke University, Texas Tech, Fordham University, Oregon Health & Science University, University of West Florida, Rush University, and St. Louis University. In addition, however, there is evidence of a growing interest in bioethics training that focuses on disability and long-term conditions, as reflected in:

 special journal issues (Journal Theoretical Medicine and Bioethics, 2003, 24, 6; The Journal of Medicine and Philosophy, 2006, 31, 3; The American Journal of Bioethics, 2001, 1, 3);

 books (such as, Scully, J. L. [2008] Disability Bioethics: Moral Bodies, Moral Difference. Lanham, MD: Rowman & Littlefield);

 several thriving disability and bioethics listservs and blogs (e.g.,

http://www.bioethicsanddisability.org/; http://disabilitymatters.blogspot.com);

 international initiatives (e.g., Disabled People International (DPI) Task Force on Bioethics formed in 2004; British Council on Disabled People’s “Disability and Bioethics Training Pack”); and

 conferences (e.g., the 2014 Disability Rights Leadership Institute on Bioethics, the 2006 Columbia University forum “Disability and Bioethics: Moving Beyond Current

Controversies,” and the 2005 University of Iowa symposium “Developing the Moral Distinctiveness of a Disability Perspective in Bioethics”).

Knowledge of disability and ethics is an advantage in many careers including positions in clinical settings (such as those involving hospital ethics committees), social service agencies, human resources, education, counseling, policy and legal advocacy. We have four specific sources of evidence that there is a market for disability ethics training:

1. Growth of a related program. The Rehabilitation Institute of Chicago (RIC) offered a one-year seminar-format Disability Ethics Scholars Program between 1999 and 2009 for RIC staff and health practitioners from the Chicago area. Despite a lack of public marketing, the program witnessed a steady growth in the number of scholars, from 2 or 3 per year initially to 14-16 per year ten years later. (Because of a change in program direction, the scholars program is no longer offered.)

2. Positive evaluations of pilot students from diverse fields. From 2002 to 2004, prior to the formalization of campus certificates, the Department of Disability and Human Development at UIC offered a certificate in Disability Ethics in collaboration with faculty from the Rehabilitation Institute of Chicago. Students who completed the program have reported that their knowledge of disability ethics is very useful in their work, which includes positions in hospital administration, hospital chaplaincy, disability studies research, and disability service community organizations.

3. High rate of serious inquiries. Although the Disability Ethics certificate has not been offered or actively advertised since 2004, faculty from the program have continued to receive frequent inquiries about it in the succeeding years. Many individuals from health and social service agencies asked us to place their names on a list to be contacted when the program resumes.

4. Enrollment in DHD disability ethics courses. Disability Ethics courses offered in the Department of Disability and Human Development (DHD) have been drawing students from degree programs in DHD as well as nursing, occupational therapy, education, and nutrition.

A few post-secondary institutions have engaged in efforts to synthesize disability studies and bioethics (most notably the Rock Ethics Institute at Pennsylvania State University) but there is no university certificate program that offers intensive training to the public on disability ethics.

9. PROGRAM DESCRIPTION

9.1 Provide a brief narrative description of the certificate program, including a list of its central academic objectives. Explain how the curriculum is structured to meet the certificate’s stated objectives. Provide a complete catalog description for the proposed certificate, including:

 program admission such as minimum grade point average, prior degrees or coursework, etc.

 academic policies for completion of the certificate, such as minimum grade point average, grade requirements required in individual courses, etc.

 policy on the acceptance of transfer credit to apply toward the certificate program

 policy on application of certificate program credit toward a degree program at UIC

 complete listing of course and other requirements; note that new courses should be forwarded concurrently through the Course Request System (CRS)

 course descriptions from the UIC web catalog (may be attached as an appendix) Description:

Disability Ethics is a rapidly emerging area of study, research, and clinical practice. It has evolved from the fields of bioethics, rehabilitation, and disability studies and promotes critical analysis of ethical dilemmas involving persons with long-term conditions categorized as disabilities. The Certificate in Disability Ethics is a campus certificate serving individuals with bachelor’s degrees who are graduate and professional degree and non-degree students, and post-professional non-degree students who wish to develop competency in this emerging field of study. The program prepares students to examine, analyze, and respond to public debates regarding issues such as assisted suicide, genetic screening, and treatment withdrawal. The Disability Ethics Campus Certificate signifies that graduates can address disability as a multi- dimensional phenomenon, critically analyze major approaches of bioethics from a disability studies framework, recognize different perspectives in ethical debates involving people with disabilities, and apply ethical theories to life situations facing people with disabilities. Course work emphasizes the development of a knowledge base and skills of critical analysis grounded in disability ethics.

All courses are established offerings of DHD and may be applied for credit toward a degree in that department, up to the maximum permitted by the Graduate College, if students are accepted into the degree program. The courses will be co-taught by instructors from DHD and other campus units (e.g., CON) who have adjunct appointments in DHD. The paper certificate and official UIC transcript presented to students at the completion of the program will list DHD as granting the certificate.

Program Admission:

Applicants for the certificate are considered on an individual basis by the DHD Academic Affairs Sub-Committee. An earned degree at the bachelor's level from an accredited undergraduate program is required. In addition to the Graduate College requirements for non-degree students and requirements for External Education enrollment, applicants must meet the following program requirements:

Baccalaureate Field: No restrictions.

Prerequisites: There are no prerequisites.

Grade point average minimum: GPA minimum of 2.75 (on a scale of 4.0) for the last 60 semester (90 quarter) hours of undergraduate study.

Minimum TOEFL Score for international applicants: 550 (paper-based); 213 (computer-based); iBT: Sub-scores: Writing 21, Speaking 20, Listening 17, Reading 19, Total Score: 80.

IELTS: minimum total score of 6.5 and minimum subscores of 6.0 for each of the four subsections.

Pearson’s PTE Academic: minimum total score of 54 and minimum subscores of Reading 51, Speaking 53, Listening 47, Writing 56.

Official transcripts: from bachelor’s degree granting institution in a signed, sealed envelope Resume: highlighting the applicant's education and experience

Personal statement: A brief personal statement from the applicant, addressing the outcomes and benefits the applicant hopes to receive from completing the certificate program.

Other Requirements: Applicants must complete all forms included in the Program’s application packet.

Deadlines: To receive full consideration for Fall admission, applications should be received by March 31st of the year in which admission is being sought.

Academic Policies:

The Program Director and an additional instructor will function as the Academic Affairs Sub- Committee for the Disability Ethics certificate.

A traditional A to F grading system is used for all courses.

To receive a certificate, students must have completed all coursework and have earned a final cumulative GPA of 3.00 and at least a B grade in the fourth course (elective project). Courses may not be repeated for credit. All four courses must be taken at UIC and should be taken in sequence unless an exception to the order of courses is granted by the certificate Program Director.

Policy on the acceptance of transfer credit: All four courses must be taken at UIC.

Listing of courses:

The program offers a Campus Certificate in Disability Ethics awarded by the Department of Disability and Human Development (DHD). The curriculum is a cluster of four 3-credit hour DHD courses (minimum total of 12 hours), taken sequentially over two to four semesters, beginning in Fall. The required coursework* is:

1. DHD 401 - Foundations of Disability and Human Development (3 credit hours) (With sub- committee approval, this requirement may be satisfied by an equivalent overview course, such as DHD 570).

2. Disability Ethics I (DHD 514 - Ethical Issues in Disability, 3 credit hours)

3. Disability Ethics II (DHD 517 - Ethics and Disability: Contemporary Problems, 3 credit hours) 4. Elective for a minimum of 3 hours, in which students develop a paper, research project, or other activity that allows them to apply what they have learned in previous courses to critically address a current issue in disability ethics, e.g., a qualitative research course (DHD 546 - Qualitative Methods in Disability Research), or an independent study (DHD 596), or students may choose a DHD elective in concert with the student’s certificate advisor.

*See course descriptions in the Appendix.

Computer Literacy:

All students enrolled in the Disability Ethics Campus Certificate Program are expected to have working knowledge of the following:

 word processing

 electronic mail

 internet browsers

 use of online database search options

The student must secure an active UIC NetID and valid password upon initial registration.

9.2 Describe the strategies to be incorporated into the proposed certificate to promote student learning.

The first three required courses are presented as graduate level seminars that encourage

students to be active contributors to a learning community. Although information will be presented through some segmented “lectures” by class instructors and invited speakers, facilitated

interactive discussion, and student written assignments will be the primary strategies for student learning. The fourth course in the sequence is an independent study. The learning strategy of this course is to support and guide the student in developing a paper or project that allows her/him to apply knowledge gained in previous coursework to a selected problem in disability ethics. The fulfillment of program objectives (see below) is linked to particular courses as follows:

Course 1 – DHD 401 (Foundations of Disability and Human Development) is an introduction to competing theories of disability and major knowledge bases informing disability research, services, policy, and advocacy. This course addresses Learning Objective 1 (see section 9.3 below).

Course 2 – DHD 514 (Ethical Issues in Disability) allows students to examine different ethical theories and various approaches in ethical decision-making as they relate to disability and disability professionals. This course addresses Learning Objectives 2 and 3 (see section 9.3 below).

Course 3 – DHD 517 (Ethics and Disability: Contemporary Problems) allows students to apply different ethical theories and their critiques to contemporary issues such as assisted suicide, de- institutionalization, genetic discrimination, inclusion, etc. This course addresses Learning Objectives 4 and 5 (see section 9.3 below).

Course 4 – Elective – Allows students to develop a paper, research project, or activity to apply what they have learned in previous courses to critically address a current issue in disability ethics. This course addresses Learning Objective 6 (see section 9.3 below).

Additional strategies, used across all the courses, include:

 The expansion of the students’ knowledge of both disability and ethics through assigned readings of contemporary and historically significant literature in bioethics, rehabilitation, and disability studies.

 The development of understanding of multiple perspectives through readings and presentations followed by class discussion.

 The development of students’ skills of critical analysis in written assignments and discussions in the forum option of Blackboard.

 The refinement of students’ ability to apply what they have learned to their independent scholarship through their original class projects focusing on topics chosen by the student.

9.3 Learning Objectives and Outcomes: Explain what students are expected to know and/or be able to do upon completion of the certificate program.

By their completion of the Program, students will be able to:

1. Develop a framework for understanding disability as a multi-dimensional entity, including a critical analysis of disability at personal, social, cultural, and policy levels.

2. Identify and critique the basic theories and approaches of bioethics

3. Recognize the different perspectives and roles of various stakeholders in contemporary ethical debates involving people with disabilities

4. Understand and articulate how the experience and values of living with disability can inform major bioethical controversies

5. Apply various ethical theories to everyday situations facing people with disabilities

6. Develop independent scholarship that critically addresses a current issue in disability ethics

9.4 Assessment: Describe how the above objectives will be assessed, such as:

 End- or near-end-of-program assessment of student learning, in addition to course-by-course assessment such as: (1) evaluation of capstone experiences (projects, recitals, exhibits, portfolios, etc.); (2) pre- and post-testing (value-added assessment);

 Multiple performance measures, if necessary, that reflect the uniqueness of the certification program and discipline such as: (1) standardized or other

comprehensive examinations; (2) certification examinations. End-of-program assessment

Students who have a cumulative GPA of 3.00 or higher across the four courses, including a grade of at least B in the final course in the sequence, will qualify for the certificate.

We will also incorporate several additional types of self-evaluation to assess our success in fulfilling our objectives for the program. These mechanisms are:

 student evaluation of courses;

 peer review of effectiveness of curriculum in meetings of the instructor team each semester;

 evaluation form for students exiting the program to gather their feedback on the overall program and its components; and

 follow-up evaluation and information form, assessed two years post-graduation, for program alumni to document their long-term satisfaction with the program and its impact on their professional life

No other types of comprehensive or standardized certification exams are applicable. 10. RESOURCES

There are no additional resources required for the Disability Ethics Certificate program.

10.1 Complete Table II. Indicate on the appropriate lines in the table all sources of funds, both state and non-state, and reallocations that will support the certificate program.

10.2 Provide a narrative budget statement that explains the source(s) of funds and how the

funds are to be used to support the certificate program (e.g., additional faculty and staff, equipment, space, library resources). It would be useful to state the projected number of students anticipated in the program.

All of the courses offered in the Disability Ethics Certificate program are already taught in our existing academic programs and use the support of the academic programs office staff.

Therefore, there are no additional state resources needed for certificate instruction. However, if certificate promotion results in the enrollment of more than 10 extramural students, we would need a 25% time teaching assistant, but this cost should be covered by tuition revenue. The certificate program would generate tuition funds in two ways. The first way is via range tuition for currently enrolled students seeking a graduate degree at UIC. The proposal specifies that the courses will be set up in the "co-list" model. In this model, the courses in the certificate program are part of the regularly scheduled curriculum of DHD. No additional campus or other funds are required to make the courses possible. UIC students already admitted to the University as degree-seeking students enroll in the courses and pay range tuition and fees through regular campus processes. In the second way, extramural students (students seeking only to enroll in the certificate courses) apply for non-degree admission and enroll in the courses through the UIC Office of External Education (OEE). The OEE sets up parallel course sections for these

extramural students..

10.3 What tuition rate will be charged for this program (range tuition or online hourly)? (Note that a program must be offered at least 75% online if it is to assess the online hourly tuition rate.)

UIC students already admitted to the University as degree-seeking enroll in the courses and pay the tuition, fees, and any differential associated with their primary program; the certificate

program would be their secondary program. Extramural students (students seeking only to enroll in the certificate courses) who apply for non-degree admission and enroll in the courses through the UIC Office of External Education (OEE) are charged the range tuition rate; the certificate program would be their primary program.

10.4 Is this a contract program? If so, please identify the contracting agency or organization. No, this is not a contract program.

11. EFFECT ON UIC UNITS

11.1 Explain the involvement of other units at UIC in the certificate program. Have these units approved of their participation? Provide evidence of support.

There is no required involvement of other units.

11.2 Explain the effect of the program on other UIC units’ programs. Have these units been notified of this effect? (Provide evidence of this notification.)

There is no effect on other UIC programs. There is no other UIC program providing any curriculum (certificate or otherwise) in “disability ethics.”

12. MODE OF DELIVERY AND PROGRAM SUPPORT

12.1 Describe the certificate’s mode(s) of delivery. If some courses will be delivered online (fully online or hybrid) list those courses.

This certificate program and its component courses were designed for in-class delivery with multiple activities assigned through Blackboard. We are in the process of developing and refining online versions of the introductory course and the core disability ethics courses and would like to offer these online options to students for certificate credit in the future.

12.2 Describe the process for assuring the quality of the program in the following areas:

(a) faculty qualifications and evaluation;

(b) student access to necessary library resources;

(c) where appropriate, student and faculty access to technical support, including computing. The key instructors in the Disability Ethics campus certificate program are UIC faculty members who have experience in teaching these courses. Technical experts from the Americans with Disabilities Act (ADA) Center in DHD will review course accessibility for students with disabilities. The Department has a Computer Support Center to offer additional technical assistance. All students will be instructed in the use of UIC Library electronic resources. Library of the Health Sciences resources are adequate to support the program, and faculty will work with library staff to enhance students’ access to relevant materials, e.g., through e-reserve.

TABLE I

TOTAL RESOURCE REQUIREMENTS FOR THE NEW UNIT

Current Budget 2^nd 3^rd 4^th

Year Year Year Year Year 1 Total Resource Requirements $55,712 $55712 $57,783 $59,105 $60,878 2 Resources Available from Federal

Sources¹

$0 $0 $0 $0 $0

3 Resources Available from Other Non-State Sources¹

$0 $0 $0 $0 $0

4 Existing State Resources² $44,912^a $44,912^a $46,259^a $47,647^a $49,077^a 5 Resources Available through Internal

Reallocation³

$0 $0 $0 $0 $0

6 New State Resources Required⁴ $10,800^b $10,800^b $11,124^b $11,458^b $11,801^b Breakdown: New State Resources

Required

7 FTE Staff⁵ 25%^b 25%^b 25%^b 25%^b 25%^b

8 Personal Services $0 $0 $0 $0 $0

9 Equipment and Instructional Needs $0 $0 $0 $0 $0

10 Library $0 $0 $0 $0 $0

11 Other Support Services⁶ $0 $0 $0 $0 $0

aInstructor and academic coordinator (These are existing positions and duties)

bTeaching assistant – Needed if continuing education enrollment exceeds 10/semester; however, anticipated extramural tuition revenue would support this resource.

1These lines reflect funds available (not incremental funds) from non-state sources in any given year

2Existing state resources in each successive year are equal to the sum of the previous year’s existing state resources (line 4); plus resources made available through internal reallocation (line 5); plus new state resources (line 6). If state resources allocated to a program in any given year (line 4) exceed state resource requirements needed to support the program in the following year, state resource requirements should be reduced with a negative dollar adjustment on line 5. The sum of lines 2 through 6 will always equal line 1.

3Numbers can be either positive (allocated to the program) or negative (allocated away from the program).

4Reflects the level of state funding requested in the referenced year. Dollars reported are incremental.

5Reflects the number of FTE staff to be supported with requested funds. Not a dollar entry.

6Other dollars directly assigned to the program. Do not include allocated support services.

Format updated on 8/15/06

APPENDIX

Certificate Course Descriptions

Required:

1. DHD 401 - Foundations of Disability and Human Development

3 hours. A critical review of key concepts and issues in disability. Students will develop a

framework for understanding disability as a multi-level entity, including the impact of

disability at personal, social, and societal levels. Prerequisite(s): Enrollment in the M.S.

in Disability and Human Development program or consent of the instructor.

2. DHD 514 - Ethical Issues in Disability

2-3 hours. Examines contemporary ethical issues affecting the lives of persons with

disabilities and disability professionals. Critiques the application of ethical principles to

problems of genetics, treatment decisions and competency.

3. DHD 517 - Ethics and Disability: Contemporary Problems

3 hours. Ethical theories and ethical decision-making are examined from an

interdisciplinary disability studies perspective in relation to people with disabilities.

Topics include assisted suicide, de-institutionalization, and genetic discrimination.

Prerequisite(s): DHD 514 or consent of the instructor.

4. Elective:

DHD 596 - Independent Study

1 to 4 hours. Advanced study and analysis of a topic under guidance of a faculty member.

May be repeated. Students may register in more than one section per term.

Prerequisite(s): Consent of the instructor.

or

DHD 546 - Qualitative Methods in Disability Research

4 hours. Examines qualitative research methods, design, data collection, analysis, and

report-writing. Issues of ethical conduct, power relationships, and collaborative

approaches.