Excluding materials for purchase, syllabus information may be subject to change. The most up-to-date syllabus is located within the course in HuskyCT.
Program Information
Overview of the Program
The Disability Studies in Public Health Online Graduate Certificate is a 12-credit graduate level course of studies offered online. The program is administered through the UConn School of Medicine Department of
Community Medicine and Health Care, in partnership with the UConn A.J. Pappanikou Center for Excellence in
Developmental Disabilities Education, Research, and Service (UCEDD).
Disability is a significant public health concern that has become a national health and social justice priority.
Persons living with disabilities can rightfully be viewed as an underserved minority population. The purpose of
Disability Studies in Public Health is to address these disparities and injustices by building students’ knowledge and competencies in multiple aspects of health, society, and the environment as related to disability, so that students will be better able, in their existing and future professional lives, to make a positive impact on the health and well-being of this at-risk population.
Disability Studies in Public Health reflects UConn’s values and commitment to providing the best education possible to enable students and health and human services professionals to enhance the quality of life for people with disabilities and their families. We value self-determination and advocacy for people with disabilities, and we are committed to community inclusion, independence, and the recognition of each person’s ability to contribute to society.
The goals of Disability Studies in Public Health are: Students will learn to apply fundamental principles of disability practices, public health, and social sciences to define health and social problems, establish associations and causes, recommend evidence-based interventions, and implement effective responses to disability issues and concerns; develop life-long state-of-the-art learning skills that incorporate cultural diversity and competence; be prepared to disseminate research and data that informs and promotes the independence, productivity, accommodation, integration and inclusion of individuals with developmental disabilities and their families; gain knowledge and skills that prepare them to serve in a broad range of professional, social, and community roles, including advocacy, systems change, and research that support persons living with disabilities.
Disability Studies in Public Health is an interdisciplinary set of courses that examines the multiple aspects of public health, health care, society, culture, politics, economics, history, legislation, education and social attitudes that impact people living with disabilities. The four 3-credit courses that comprise the program are:

Foundations of Public Health and Disability

Epidemiology of Disability

Disability Law, Policy, Ethics, and Advocacy

Public Health Interventions in Disability
The Disability Studies in Public Health Online Graduate Certificate program is designed to be a freestanding course of studies whose primary targeted audience is individuals in the professional and paraprofessional workforce in: medicine, nursing, social work, law, education, psychology, political science, and other fields related to public health and disability who are in a position to help ensure health and social equity for all persons with disabilities and their families.
As such, the program includes a mix of students from a broad spectrum of academic disciplines, programs and cultures that reflect the diversity of the community. Successful achievement in the Disability Studies in Public
Health Online Graduate Certificate program signifies the centrality of disability within the individual student’s academic or professional field. Also, a professional portfolio is an important outcome of the program. Students will be able to build a scholarly professional portfolio in disability studies by the conclusion of the program. The final portfolio will be comprised of a collection of scholarly products generated through and dependent on the individual requirements and expectations integrated into each course.
The program’s teaching faculty reflects the cultural diversity of the community and a range of learning experiences, backgrounds and specialties. Courses are open to students matriculated in the program. A limited number of others interested in enrolling in the courses may do so with permission of the instructor.

Course and Instructor Information
Course Title: Disability, Law, Policy, Ethics, and Advocacy
Credits: 3
Format: Online
Prerequisites: None
Professor: Christine A. Sullivan, JD, PhD
Email: chsullivan@uchc.edu
(please use only this email address not my UConn email address)
Telephone: 860-679-5408
Other:
Office Hours/Availability : By Appointment. Please email me.
Course Materials
Required course materials should be obtained before the first day of class .
There is no required text for this course. Links are provided to many materials that are accessible through the internet. Other journal articles may be accessed through Library Resources.
Additional course readings and media are available within HuskyCT, through either an Internet link or Library
Resources
Course Description
The goal of PUBH 5503 Disability Law, Policy, Ethics, and Advocacy is to provide a legal, conceptual, and practical understanding of people with disabilities, forms of discrimination that occur on the basis of disability, and the protections against such discrimination that currently exist. The course provides an opportunity to evaluate and understand many aspects of public policy and social issues that affect the lives of persons with disabilities and their families, including state, regional, national and international forces and trends, the principles of selfdetermination, and participation of persons with disability in planning and implementing. Among the topics to be discussed include federal laws and policies specific to: the health and well-being of people with disabilities; discrimination against people with disabilities, specifically through an examination of the Americans with
Disabilities Act (ADA) and the ADA Amendments Act of 2008; the rights of children with disabilities in school, specifically through the Individuals with Disabilities in Education Act (IDEA); ethical issues related to disability rights and bioethics; and recent developments in U.S. and international human rights and comparative disability law, including recent efforts by the United Nations to draft a treaty on the rights of people with disabilities.
Students will explore the role of people with disabilities within different legal systems, who are often vulnerable to human rights violations.
Course Objectives
By the end of the semester, students should be able to:
1. Explain how concepts of disability affect health laws, regulations, and policy.
2. Describe policy and legislative processes for improving the health status of people with disabilities.
3. Describe the impact of historical approaches to disability law and policy relative to people with disabilities.
4. Describe the role of history, social organization and structured inequality in the production of health inequities.
5. Identify the ethical, social and legal issues rated to disabilities.
6. Explain how ethics and practices relate to equity and accountability in diverse community settings.
7. Apply concepts of disability from an integral perspective to inform public health laws, policies, and regulations.

Course Outline (and Calendar if Applicable)
Weeks of August 31 – September 4, 2015 and September 7 – 11, 2015
Module 1: Introduction to Law, Disability Law, Policy, and Ethics
Module 1 Topics:
1: Historical Framework of Disability Law and Policy
2: Orientation to Case Law, Policy, Ethics, and Disability Law
3: Law from the public health perspective: The Affordable Care Act and health reform
Required Readings:

Bickenbach, J.E. (2012). Introduction, Background and History; and Current Issues, Controversies, and
Solutions. In: Bickenbach, J.E., Ethics, Law, and Policy . Washington,DC: SAGE Publications, Inc. SAGE
Reference Series on Disabilities, 1-65; 67-136.

Minow, M. (1990).
Making all the difference: Inclusion, exclusion, and American law . Ithaca, NY: Cornell
University Press. 19-40, 74-78, 101-172.

Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.). (2006). Introduction and Historical and
Conceptual Foundations, In: Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.). Disability civil rights law and policy . St. Paul, MN: West. 1-41.

Kanter, A.S. (2013). The Relationship between Disability Studies and Law. In Kanter, A.S. & Ferri, B.
A.(Eds), Righting Educational Wrongs: Disability Studies in Law and Education , Syracuse, NY: Syracuse
University Press. Critical Perspectives on Disability Series,1-37.
Weeks of September 14 – 18, 2015, September 21 -25, 2015, September 28 – October 2, 2015, and
October 5 – 9, 2015
Module 2: Federal Disability Law
Module 2 Topics:
1: Part I – Americans with Disabilities Act (ADA), The Rehabilitation Act (Section 504 Actions), Developmental
Disabilities Assistance and Bill of Rights Act (DD Act)
2: Part II – Individuals with disabilities Education Act (IDEA), Telecommunications Act, Architectural Barriers Act
3: Part III – Review of selected U.S. Supreme Court Decisions interpreting the ADA
Required Readings: o Silverstein, R.(2000) “Emerging Disability Policy Framework: A Guidepost for Analyzing Public
Policy,” Center for the Study and Advancement of Disability Policy, 85 Iowa Law Review 1691-
1806 (Browse all of it but please read p.1695-1708; 1712-1715; and 1718-1733)
At: http://heinonline.org/HOL/Page?handle=hein.journals/ilr85&collection=journals&id=1705 o Turnbull, H.R., Beegle, G., & Stowe, M.J. (2001). The core concepts of disability policy affecting families who have children with disabilities. Journal of Disability Policy Studies , 12(3), 133-143. o Bagenstos, S.R. (2009). Defining Disability; and The Limits of the Antidiscrimination Model. In:
Bagenstos, S.R., Law and the contradictions of the disability rights movement . New Haven, CT:
Yale University Press, 34-54,116-130. o Heaphy, D.G. (2011). Section 504 the Rehabilitation Act and the Americans with Disabilities Act in Public Health Education. In: Lollar, D.J. & Andresen, E.M. (Eds). Public Health Perspectives on Disability; Epidemiology to Ethics and Beyond . New York, NY: Springer. 227-253. o ADA Anniversary Toolkit – ADA National Network. Available at: http://adaanniversary.org/2013/ada_findings_history_2013_adatoolkit.php
o The ADA National Network Disability Law Handbook; available at: https://adata.org/publication/disability-law-handbook o The following link will take you to a disability law index which has links to a series of cases on
ADA issues: http://www.southwestada.org/html/topical o Blanck, P.D. & Olson, W. (1999). The unintended consequences of the Americans with
Disabilities Act. Washington Business Group on Health 13 th Annual National Disability
Management Conference, 85 Iowa Law Review 1811. o Moss, K. & Burris, S. (2007). The employment discrimination provisions of the American with

Disabilities Act: Implementation and impact. In: Field, M.J. & Jette, A.M. (Eds). The Future of
Disability in America, Institute of Medicine (US) Committee on Disabilities in America,
Washington, DC: National Academies Press (US), 453-477. o Supreme Court Argument: Tennessee v. Lane (2004), 541 US 509 http://www.supremecourt.gov/oral_arguments/argument_transcripts/02-1667.pdf
o Albertson's Inc. v. Kirkingburg , 527 U.S. 555, 119 S. Ct. 2162 (1999) Murphy v. United Parcel
Service, Inc., 527 U.S. 516, 119 S. Ct. 2133 (1999). o Sutton v. United Airlines , 527 U.S. 471, 119 S. Ct. 2139 (1999) o Toyota Motor Mfg. v. Williams , 534 U.S. 184, 122 S. Ct. 681 (2002) o The Job Accommodation Network – ADA Amendments Act of 2008. Interprets the purpose and specific changes made by the ADAAA and evaluates how the regulations promulgated under the
ADAAA will be implemented. Available at: http://askjan.org/bulletins/adaaa1.htm
Weeks of October 12 – 16, 2015, October 19 – 23, 2015, and October 26 – 30, 2015
Module 3: Policy and Social Justice
Module 3 Topics:
1: Law from the public health perspective: The Affordable Care Act and health reform
2: Disability Policy – Healthcare and Social Services
3. Social Justice and People with Disabilities – Libertarianism, Egalitarianism, Utilitarianism
Required Readings:

Focus on Health Reform (Kaiser Family Foundation) http://kaiserfamilyfoundation.files.wordpress.com/2011/04/8061-021.pdf

Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.). (2006). Social Security Disability Insurance;
Disability and Health Care Policy, In: Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.). Disability civil rights law and policy . St. Paul, MN: West. 1134, 1144-1160.

Gettens, J., Henry, A.D., & Himmelstein, J. (2012) . Assessing Health care Reform: Potential Effects on
Insurance Coverage Among Persons with Disabilities. Journal of Disability Policy Studies , 23(1) 3-13.

Nosek, M.A. (2010). Healthcare apartheid and quality of life for people with disabilities. Quality of Life
Research , 19, 609-610

Braddock, D., Hemp, R., Rizzolo, M.C., Tanis, E.S., Haffer, L., Lulinski, A., & Wu, J. (2013). The State of the State in Developmental Disabilities 2013: The great recession and its aftermath. Washington, CD:
American Association on Intellectual and Developmental Disabilities
(pdf) http://www.stateofthestates.org/

Samaha, A. M. (2007). What good is the social model of disability?
The University of Chicago Law
Review, 74 (4), 1251-1308. Retrieved from http://ezproxy.lib.uconn.edu/login?url=http://search.proquest.com/docview/214819135?accountid=14518
 Silvers, A. & Stein, M.A. “Disability and the Social Contract” (2007). Faculty Publications . Paper 664. http://scholarship.law.wm.edu/facpubs/664
Weeks of November 2 - 6, 2015, November 9 – 13, 2015, and November 16 – 20, 2015
Module 4: Ethics and Human Rights
Module 4 Topics:
1: Part I – Ethics – Disability Rights and Bioethics
2: Part II – Ethics – Disability Rights and Bioethics
3: Specific Ethical Issues Related to Disability:

Autonomy/self-determination/competency o Quality of life o Euthanasia – passive and active

Reproductive Rights o Selective Abortion o Infanticide

Public Health and Healthcare

o Care and Services o Research and Testing
Required Readings:

Amundson, R. & Tresky, S. (2008). Bioethics and Disability Rights: Conflicting Values and Perspectives.
Journal of Bioethical Inquiry , 5, 111-123. http://link.springer.com/article/10.1007%2Fs11673-008-9096-
3/fulltext.html

Oullette, A., The struggle: Disability rights versus bioethics, In: Oullette, A.(2011) Bioethics and Disability:
Toward a Disability-Conscious Bioethics, Cambridge, MA: Cambridge University Press, 12-46, and 78-
126.
 Annas, G. (2005).”Culture of Life” politics at the bedside: The case of Terri Schiavo. New England Journal of Medicine, 352(16), 1710-1715. http://www.nejm.org/doi/full/10.1056/NEJMlim050643

Bagenstos, S.R., Disability, life, death, and choice, In: Bagenstos, S.R. (2009). The Limits of the
Antidiscrimination Model. In: Bagenstos, S.R. Law and the contradictions of the disability rights movement . New Haven, CT: Yale University Press, 95-115.

Buchanan, A.E., Brock, D. W., Daniels, N., & Wikler, D., Eugenics and its shadow, In: Buchanan, A.E.,
Brock, D. W., Daniels, N., & Wikler, D. (2000). From chance to choice: Genetics and justice . New York,
NY: Cambridge University Press, 27-60.

Albrecht, G. L., & Devlieger, P. J. (1999). The disability paradox: High quality of life against all odds.
Social Science and Medicine , 48 , 977 –988.

Liang, B. & Lin,L. (2005). Bouvia v. Superior Court: Quality of life matters. Virtual Mentor , 7 (2), Available at: http://virtualmentor.ama-assn.org/2005/02/hlaw1-0502.html

Shakespeare, T. The social context of individual choice, In:Wasserman, D., Bickenbach, J.E., &
Wachbroit, R. (Eds.). (2005). Quality of life and human difference: Genetic Testing, Health Care, and
Disability . New York,NY: Cambridge University Press, 217-236.
Week of November 23 – 27, 2015 – No Class Thanksgiving Holiday
Weeks of November 30 – December 4, 2015 and December 7 - 11, 2015
Module 5: Advocacy/ International and Future Perspectives
Module 5 Topics:
1: Disability Advocacy

Self-Advocacy

Self-Determination
2. International and Comparative Disability Law

Convention for the Rights of People with Disabilities

Comparative Disability law
3: The Future of Disability Law, Policy, Ethics and Advocacy
Required Readings:

Caldwell,J., Arnold, K., & Rizzolo, M.C. (2012). Envisioning the future: Allies in Self-Advocacy report.
Chicago,IL: The University of Illinois at Chicago. (34pgs) pdf is available at: http://alliesinselfadvocacy.org/

Heller,T., Schindler, A., Palmer, S., Wehmeyer, M., Parent, W., Jenson, R., Abery, B., Geringer, W.,
Ba con, A., & O’Hara, D. (2011). Self-determination across the life span: Issues and gaps.
Exceptionality ,
Special Issue: Promoting Self-Determination, 19(1), 31-45.

The Future (and the Past) of Autism Advocacy, Or Why the ASA's Magazine, The Advocate , Wouldn't
Publish This Piece 1 Ari Ne'eman available at: http://dsq-sds.org/article/view/1059/1244

Association of University Centers on Disabilities - http://www.aucd.org/template/page.cfm?id=853

Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.), Introduction to Comparative and International
Disability Rights Law; Overview; United Nations, Convention on the Rights of Persons with Disabilities,
In: Blanck, P., Hill, E., Siegal, C. D., & Waterstone, M. (Eds.).(2006), Disability civil rights law and policy .
St. Paul, MN: West. 775-780, 832-852.


Institute of Medicine, Committee on Disability in America, Field, M.J., & Jette, A.M. (Eds.). (2007). The
Future of Disability in America . Washington, DC: National Academies Press, 1-34. This is available as a pdf at: http://www.ncbi.nlm.nih.gov/books/NBK11434/pdf/TOC.pdf

Council of State Governments: A Survey of State Disability Policy, 2010 http://knowledgecenter.csg.org/kc/content/survey-state-disability-policy-2010

Review the website: U.S. International Council on Disabilities – information on the Convention on the
Rights of Persons with Disabilities http://www.disabilitytreaty.org/ - review Top CRPD news stories and community webinar
Course Requirements and Grading
Summary of Course Grading:
Course Components
Discussions
Weight
40%
Reflections
Assignments
10%
20%
Final Project 30%
Discussions:
Students will post responses in an open online format to questions generated by instructor and will comment on at least one classmate’s posting. Participation via discussion boards is an integral part of an online course. Each module contains discussion exercises where you are asked to provide an original substantive and well-structured response by the due date indicated in HuskyCT's Course Schedule , which is midnight on Saturday each week.
Your original discussion post will be graded using the rubric available on HuskyCT. Please review this and contact me should you have any questions. You are to also provide at least one substantive response to a student peer's post by the due date indicated in HuskyCT's Course Schedule, which is midnight of the Tuesday after discussion is due. Specific dates for each Module are included in Husky CT’s Course Schedule . Substantive posts build on another's post by adding supportive research evidence or offer a counterpoint using peer reviewed research. All postings should be carefully edited.
Reflections:
Students will post reactions/reflections in an open online format by the due date indicated in HuskyCT’s Course
Schedule and then comment on at least one classmate’s posting by the due date indicated in HuskyCT's Course
Schedule . S tudents will be asked to write reflections based on the assigned readings for that specific Module .
No more than 1-2 pages are necessary to adequately respond.
Your class participation through reflections about readings and material presented in this class will help intensify your learning experience. The final reflection in
Module 5 will be due on Wednesday, 12/09/2015.
Assignments:
Assignments are posted in H uskyCT’s Course Schedule . Assignments are due by midnight on Saturday of the week of the assignment.
Final Project:
You are required to write a 10-15 page paper on a topic that involves an issue of law, ethics or advocacy and disability. This assignment will be due the last week of the term. Your paper will be written as a Word Document and submitted on or before the due date. Upon submitting your paper you are also required to submit a one to two page brief summary of your paper as the Final Paper Discussion assignment. You are required to read at least 2 other summaries submitted by other students and to post a comment to those summaries. Additional details regarding the final paper and required contents will be provided through HuskyCT. The final project paper will be due on 12/16/2015. The summary of your final paper will be due on 12/11/2015.

Grading Scale:
Graduate
Grade
97-100
93-96
90-92
87-89
83-86
80-82
77-79
Letter Grade
A+
A
A-
B+
B
B-
C+
GPA
4.3
4.0
3.7
3.3
3.0
2.7
2.3
73-76
70-72
67-69
63-66
60-62
C
C-
D+
D
D-
2.0
1.7
1.3
1.0
0.7
<60 F 0.0
Due Dates and Late Policy
All course due dates are identified in HuskyCT’s Course Schedule . Deadlines are based on Eastern Standard
Time; if you are in a different time zone, please adjust your submittal times accordingly. The instructor reserves the right to change dates accordingly as the semester progresses. All changes will be communicated in an appropriate manner.
Late Policy - In this course, the primary mechanisms of participation are the discussion and reflection posts which each student is responsible for on a weekly basis. Together, they constitute 50% of your grade in this course.
Should you be late posting your original response, this may impact others’ ability to comment on your post within the required timeframe. Therefore, late submissions are strongly discouraged. Please note, you will be penalized
10 points per 24 hours late, on a scale of 100 for any original discussion, reflection, or assignment which is posted after the designated due date. If for any reason you are unable to post your response on HuskyCT (due to lateness, or a technical glitch), please email it directly to me at chsullivan@uchc.edu
. I encourage anyone who is encountering a problem with meeting the course requirements and due dates to please email me to discuss how I can assist. I would be very happy to arrange a time talk with you.
Feedback and Grades
I will make every effort to provide feedback and grades with respect to Discussion and Reflection posts within 72 hours of posting. Additional time may be required for feedback and grades on written assignments and final paper. To keep track of your performance in the course, refer to My Grades in HuskyCT. Also, should you have any questions regarding any of the course materials or requirements, please feel free to email me at any time and
I will make every effort to get back to you that same day and arrange to call you if necessary.
Student Responsibilities and Resources
As a member of the University of Connecticut student community, you are held to certain standards and academic policies. In addition, there are numerous resources available to help you succeed in your academic work. This section provides a brief overview to important standards, policies and resources.

Student Code
You are responsible for acting in accordance with the University of Connecticut's Student Code Review and become familiar with these expectations. In particular, make sure you have read the section that applies to you on
Academic Integrity:
● Academic Integrity in Undergraduate Education and Research
● Academic Integrity in Graduate Education and Research
Cheating and plagiarism are taken very seriously at the University of Connecticut. As a student, it is your responsibility to avoid plagiarism. If you need more information about the subject of plagiarism, use the following resources:
● Plagiarism: How to Recognize it and How to Avoid It
● University of Connecticut Libraries’ Student Instruction (includes research, citing and writing resources)
Copyright
Copyrighted materials within the course are only for the use of students enrolled in the course for purposes associated with this course and may not be retained or further disseminated.
Netiquette and Communication
At all times, course communication with fellow students and the instructor are to be professional and courteous. It is expected that you proofread all your written communication, including discussion posts, assignment submissions, and mail messages. If you are new to online learning or need a netiquette refresher, please look at this guide titled, The Core Rules of Netiquette .
Adding or Dropping a Course
If you should decide to add or drop a course, there are official procedures to follow:
● Matriculated students should add or drop a course through the Student Administration System .
● Non-degree students should refer to Non-Degree Add/Drop Information located on the registrar’s website.
You must officially drop a course to avoid receiving an "F" on your permanent transcript. Simply discontinuing class or informing the instructor you want to drop does not constitute an official drop of the course. For more information, refer to the:
● Undergraduate Catalog
● Graduate Catalog
Academic Calendar
The University's Academic Calendar contains important semester dates.
Academic Support Resources
Technology and Academic Help provides a guide to technical and academic assistance.
Students with Disabilities
Students needing special accommodations should work with the University's Center for Students with Disabilities
(CSD) . You may contact CSD by calling (860) 486-2020 or by emailing csd@uconn.edu. If your request for accommodation is approved, CSD will send an accommodation letter directly to your instructor(s) so that special arrangements can be made. (Note: Student requests for accommodation must be filed each semester.)
Blackboard measures and evaluates accessibility using two sets of standards: the WCAG 2.0 standards issued by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act issued in the United States federal government.” (Retrieved March 24, 2013 from http://www.blackboard.com/platforms/learn/resources/accessibility.aspx
)

Policy against Discrimination, Harassment and Inappropriate Romantic Relationships
The University is committed to maintaining an environment free of discrimination or discriminatory harassment directed toward any person or group within its community – students, employees, or visitors. Academic and professional excellence can flourish only when each member of our community is assured an atmosphere of mutual respect. All members of the University community are responsible for the maintenance of an academic and work environment in which people are free to learn and work without fear of discrimination or discriminatory harassment. In addition, inappropriate Romantic relationships can un dermine the University’s mission when those in positions of authority abuse or appear to abuse their authority. To that end, and in accordance with federal and state law, the University prohibits discrimination and discriminatory harassment, as well as inappropriate Romantic relationships, and such behavior will be met with appropriate disciplinary action, up to and including dismissal from the University. Refer to the Policy against Discrimination, Harassment and Inappropriate
Romantic Relationships for more information.
Sexual Assault Reporting Policy
To protect the campus community, all non-confidential University employees (including faculty) are required to report assaults they witness or are told about to the Office of Diversity & Equity under the Sexual Assault
Response Policy . The University takes all reports with the utmost seriousness. Please be aware that while the information you provide will remain private, it will not be confidential and will be shared with University officials who can help. Refer to the Sexual Assault Reporting Policy for more information.
Software Requirements and Technical Help
● Word processing software
● Adobe Acrobat Reader
● Internet access
(add additional items as needed)
This course is completely facilitated online using the learning management platform, HuskyCT . If you have difficulty accessing HuskyCT, students have access to the in person/live person support options available during regular business hours through HuskyTech . Students also have 24x7 Course Support including access to live chat, phone, and support documents.
Minimum Technical Skills
To be successful in this course, you will need the following technical skills:
● Use electronic mail with attachments.
● Save files in commonly used word processing program formats.
● Copy and paste text, graphics or hyperlinks.
● Work within two or more browser windows simultaneously.
● Open and access PDF files.
(add additional skills as needed)
University students are expected to demonstrate competency in Computer Technology. Explore the Computer
Technology Competencies page for more information.
Evaluation of the Course
Students will be provided an opportunity to evaluate instruction in this course using the University's standard procedures, which are administered by the Office of Institutional Research and Effectiveness (OIRE).
Additional informal formative surveys may also be administered within the course as an optional evaluation tool.