Graduate Academic Board · And choose two courses from the following (6 credits): ESM A608 Legal Environment for Engineering Management (3) ESM A613 Management of Technical People

Graduate Academic Board Agenda

ADM 204 October 14, 2011 9:30 – 11:30 am

I. Roll Call () Susan Modlin () Yoshito Kanamori () Peter Olsson () Randy Magen () Tim Hinterberger () Minnie Yen () Zhaohui (Joey) Yang () FS at large vacancy (CAS) () Patricia Sandberg () Mary Dallas Allen () Hsing-Wen Hu () Susan Garton () Veronica Padula () Deb Russ () Arlene Schmuland

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary (pg. 2-3)

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby B. Associate Dean of the Graduate School David Yesner

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden

V. Chair’s Report

A. GAB Chair- Susan Modlin B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request - First Readings Chg Engineering and Science Management /ESM (pg. 4-9) Chg PADM A604 Research Methods in Administration (3 cr)(3+0)(pg. 10-13) Chg PADM A632 Policy Analysis (3 cr)(3+0)(pg. 14-17) Add NS A659 Integrative Health: Complementary/Alternative Methods of Healing

(3 cr)(3+0)(pg. 18-23) Add PM A602 Application of Project Management Processes (3 cr)(3+0)(pg. 24-29) Add PM A686A Capstone Project: Initiating and Planning (3 cr)(3+0)(pg. 30-34)

Add PM A686B Capstone Project: Executing, Controlling and Closing (3 cr)(3+0)(pg. 35-40) Add EDCN A641 Counseling Military Personnel/Families (3 cr)(3+0)(pg. 41-48) Add EDCN A683 Principles of Counseling Supervision (1 cr)(1+0)(pg. 49-53)

VII. Program/Course Action Request – Second Reading VIII. Old Business

A. Chapter 12 Graduate Catalog Copy (pg. 54-72) IX. New Business

A. Workforce Credentials (pg. 73) B. Spring Deadline

X. Informational Items and Adjournment

A. 1

Graduate Academic Board Summary

ADM 204 September 23, 2011

9:30 – 11:30 am I. Roll Call

(x) Susan Modlin (x) Yoshito Kanamori (x) Peter Olsson (x) Randy Magen (x) Tim Hinterberger (x) Minnie Yen (x) Zhaohui (Joey) Yang () FS at large vacancy (CAS) (e) Patricia Sandberg (x) Mary Dallas Allen (e) Hsing-Wen Hu (e) Susan Garton () Veronica Padula (x) Deb Russ (e) Arlene Schmuland

II. Approval of Agenda (pg. 1-2) Remove page numbers from Bart Quimby’s report Approved as amended

III. Approval of Meeting Summary (pg. 3-5) Approved

IV. Administrative Reports A. Interim Vice Provost for Curriculum and Assessment Bart Quimby Academic and Student affairs committee at BOR approved joint PHD and encouraged UAA to move forward B. Associate Dean of the Graduate School David Yesner Not present

C. Interim University Registrar Shirlee Willis-Haslip and Assistant Registrar Lora Volden No report

V. Chair’s Report A. GAB Chair- Susan Modlin B. Faculty Alliance C. Graduate Council

VI. Program/Course Action Request - First Readings Chg Engineering and Science Management /ESM (pg. 6-11) No initiator present Chg CE A699 Thesis (6 cr)(pg. 12-14) Waive first and approve for second Chg Master of Business Administration (pg. 15-23)

Waive first and approve for second VII. Program/Course Action Request – Second Reading

Chg EDSE A610y Assessment: Early Childhood Special Education (3 cr)(3+0)(pg. 24-28) Chg EDSE A622y Strategies: Early Childhood Special Education (3 cr)(3+0)(pg. 29-34) Chg EDSE A674 Family Partnerships in Early Childhood Special Education (3 cr)(3+0)(pg. 35-40) Chg EDSE A681 Issues and Early Childhood Special Education (3 cr)(3+0)(pg. 41-45) Chg EDSE A690 Selected Topics in Special Education or Early Childhood Special Education (3 cr)(3+0)(pg. 46-50) Chg EDSE A695y Advanced Internship: Early Childhood Special Education (3-6 cr)(0+3+6)(pg. 51-55) All EDSE courses approved for second reading VIII. Old Business

2

September 23, 2011 Graduate Academic Board Page 2 Agenda

A.

IX. New Business A. Goals and Outcomes for 2011-2012 (pg. 56) Posthumous committee (Peter and Susan) Approved

B. Chapter 12 Graduate Catalog Copy (pg. 57-72) Most changes were made to the Master’s language and putting Graduate in when needed to encompass both Master and Doctoral Do not remove ‘and’ on first page Research TOEFL scores Page 3 – long sentence on transfer credits should be broken into two or more sentences Re-write of transfer credit section Add language of residential credit Reference progress report requirements Clarify outside examiner/external reviewer Page 7 Number 4 under University Requirements for Graduate Degrees – Master’s should be changed to Doctorate Clarify academic probation standards for GPA and non GPA based programs Will be discussed at next meeting

C. CAR Corrections Process Discussion was held with GAB chair, Governance, and Scheduling and Publication A memo process was developed as a test pilot for GAB The committee will still review the CARs and CCGs together Implementing this process may force curriculum to be postponed an extra week before it comes to the board

X. Informational Items and Adjournment

A.

3

MEMORANDUM

To: Graduate Academic Board

From: Hsueh-Ming Steve Wang, Initiator

Date: March 4, 2011

Re: Minor revisions to ESM program for the core courses

Encl: PAR, Four-Year Course Offering Plan for the program, Catalog Copy in Word using the track changes function

Dear Members of Graduate Academic Board: ESM Department would like to revise its curriculum which can be applied in fall semester, 2011. The minor changes for the new curriculum include:

1. Minor adjustment of the elective core courses

Sincerely, Hsueh-Ming Steve Wang

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5

ENGINEERING MANAGEMENT AND SCIENCE MANAGEMENT University Lake Annex (ULA), (907) 786-1924 www.uaa.alaska.edu/esm The Engineering Management and Science Management curriculum is designed for graduate engineers and scientists who will hold

executive or managerial positions in engineering, construction, industrial or governmental organizations as well as develop

technology based enterprises. It includes human relations, financial, economic, quantitative, technical, and legal subjects useful in

solving problems of management.

Master of Science, Engineering Management

Master of Science, Science Management Admission Requirements See the Admissions Requirements for Master’s Degrees at the beginning of this chapter.

Students who are working toward the Master of Science in Engineering Management must hold a Bachelor of Science or Master of

Science in an engineering discipline. Students enrolling in the Master of Science in Science Management must hold a Bachelor of

Science or Master of Science in a scientific field. Students are expected to be proficient in the use of computers for word processing,

spreadsheet analysis, and scientific calculations. A candidate should have had on‐the‐job experience in engineering or science.

Graduation Requirements Students must earn a 3.00 GPA in graduate courses that are part of the program. No course included in the credits of a student’s

program may be counted toward another degree. A student may not repeat a course that is part of their program if they have

received a C or better in that course.

Program Requirements Substitutions for one or more of the courses listed below may be permitted if similar courses are included in the student’s previous

academic background. No more than 9 semester credits of appropriate graduate‐level coursework completed at other institutions

with a grade of A or B may be transferred and applied toward the total 30 credits of required and elective courses. Both

substitutions and transfer of credit must be approved by the department.

1. Complete the following area requirements:

Management Area (6 credits)

ESM A601 Engineers in Organizations (3)

PM A601 Project Management Fundamentals (PM fee) (3)

And choose two courses from the following (6 credits):

ESM A608 Legal Environment for

Engineering Management (3)

ESM A613 Management of Technical People (3)

ESM/BA A617 Technology Management (3)

ESM A623 Total Quality Management (3)

Fiscal Area (6 credits minimum):

ESM A605 Engineering Economy (3)

ESM A610 Cost Estimating (3)

ACCT 601 Accounting Foundations for Executives (3)

6

Quantitative Area (6 credits minimum):

ESM A620 Statistics for ESM or equivalent (3)

ESM A621 Operations Research (3)

ESM A619 Computer Simulation of Systems (3)

Elective Curriculum

Any ESM/ PM/ Engineering / Science/ Business Administration or other graduate courses approved by the student’s ESM

advisor.

ESM A698 Individual Research (3)

2. To register for ESM A684 or ESM A699 students must have a 3.00 GPA or better in courses listed on their official Graduate

Studies Plans:

Nonthesis Option (3 credits)

Complete ESM A684 ESM Project.

Thesis Option (6‐9 credits)

Complete 6‐9 credits of ESM A699 ESM Thesis.

Both nonthesis option (project) and thesis option require a defense.

2. A minimum of 30 credits is required for the degree without a previous master’s degree

3.

4. .

Questions:

School of Engineering

Engineering and Science Management (ESM) Department

(907) 786‐1924

[email protected]

Mailing Address:

University of AlaskaAnchorage

3211 Providence Drive

Anchorage, AK99508‐4614

(907) 786‐1924

(907) 786‐1935 fax

FACULTY LuAnn Piccard, Assistant Professor, [email protected]

Hsueh‐Ming Steve Wang, Associate Professor, [email protected]

7

ENGINEERING MANAGEMENT AND SCIENCE MANAGEMENT University Lake Annex (ULA), (907) 786-19991924 www.uaa.alaska.edu/esm The Engineering Management and Science Management curriculum is designed for graduate engineers and scientists who will hold

executive or managerial positions in engineering, construction, industrial or governmental organizations as well as develop

technology based enterprises. It includes human relations, financial, economic, quantitative, technical, and legal subjects useful in

solving problems of management.

Master of Science, Engineering Management

Master of Science, Science Management Admission Requirements See the Admissions Requirements for Master’s Degrees at the beginning of this chapter.

Students who are working toward the Master of Science in Engineering Management must hold a Bachelor of Science or Master of

Science in an engineering discipline. Students enrolling in the Master of Science in Science Management must hold a Bachelor of

Science or Master of Science in a scientific field. Students are expected to be proficient in the use of computers for word processing,

spreadsheet analysis, and scientific calculations. A candidate should have had on‐the‐job experience in engineering or science.

Graduation Requirements Students must earn a 3.00 GPA in graduate courses that are part of the program. No course included in the credits of a student’s

program may be counted toward another degree. A student may not repeat a course that is part of their program if they have

received a C or better in that course.

Program Requirements Substitutions for one or more of the courses listed below may be permitted if similar courses are included in the student’s previous

academic background. No more than 9 semester credits of appropriate graduate‐level coursework completed at other institutions

with a grade of A or B may be transferred and applied toward the total 30 credits of required and elective courses. Both

substitutions and transfer of credit must be approved by the department.

1. 1. Complete the following area requirements:

Management Area (6 credits)




And choose two courses from the following (6 credits):





ESM A623 Total Quality Management (3)

Fiscal Area (6 credits minimum):

Core Curriculum (21 credits minimum)


ESM A605 Engineering Economy (3)

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8



ESM A610 Cost Estimating (3)

ACCT 601 Accounting Foundations for Executives (3)

Quantitative Area (6 credits minimum):

ESM A620 Statistics for ESM or equivalent (3)

ESM A621 Operations Research (3)



Elective Curriculum (6 credits minimum)

Any ESM/ PM/ Engineering / Science/ Business Administration or other graduate courses approved by the student’s ESM

advisor.

ESM elective courses are:




ESM A698 Individual Research (3)

2. To register for ESM A684 or ESM A699 students must have a 3.00 GPA or better in courses listed on their official Graduate

Studies Plans:

Nonthesis Option (3 credits)

Complete ESM A684 ESM Project.

Thesis Option (6‐9 credits)

Complete 6‐9 credits of ESM A699 ESM Thesis.

Both nonthesis option (project) and thesis option require a defense.

2. 3. A minimum of 30 credits is required for the degree without a previous master’s degree

3.

4. .

Questions:

School of Engineering

Engineering and Science Management (ESM) Department

(907) 786‐19991924

[email protected]

Mailing Address:

University of Alaska Anchorage

3211 Providence Drive

Anchorage, AK 99508‐4614

(907) 786‐19991924

(907) 786‐1768 1935 fax

FACULTY LuAnn Piccard, Assistant Professor, [email protected]

Hsueh‐Ming Steve Wang, Assistant Associate Professor, [email protected]

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9

1a. School or College CB CBPP

1b. Division ADEP Division of Econ Public Pol

1c. Department PADM

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PADM

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A604

4. Previous Course Prefix & Number

N/A

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3

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course Title Research Methods in Administration Research Methods in Admin Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Preparatory/Development Non-credit CEU Professional Development

8. Type of Action: Add or Change or Delete If a change, mark appropriate boxes:

Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other Update CCG (please specify)

9. Repeat Status No # of Repeats Max Credits

10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Spring/2012 To: /9999

12. Cross Listed with Stacked with Cross-Listed Coordination Signature

13a. Impacted Courses or Programs: List any programs or college requirements that require this course.

Please type into fields provided in table. If more than three entries, submit a separate table. A template is available at www.uaa.alaska.edu/governance. Impacted Program/Course Catalog Page(s) Impacted Date of Coordination Chair/Coordinator Contacted

1. Master of Public Administration, core requirement 280 09/16/2011 Greg Protasel 2. PADM A632 454 09/23/2011 Greg Protasel 3. PADM A688 454 09/23/2011 Greg Protasel

Initiator Name (typed): Greg Protasel Initiator Signed Initials: _________ Date:________________

13b. Coordination Email Date: 09/16/2011 submitted to Faculty Listserv: ([email protected])

13c. Coordination with Library Liaison Date: 09/16/2011

14. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities

Mark appropriate box: Fine Arts Social Sciences Natural Sciences Integrative Capstone

15. Course Description (suggested length 20 to 50 words) Methods of empirical research including research design, survey sampling, data collection, and statistical analysis. Emphasis on communicating results of analysis.

16a. Course Prerequisite(s) (list prefix and number) N/A

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A

16d. Other Restriction(s)

College Major Class Level

16e. Registration Restriction(s) (non-codable) Introductory course in statistics with a minimum grade of C.

17. Mark if course has fees Standard CBPP computer lab fee

18. Mark if course is a selected topic course

19. Justification for Action Updated CCG, changed course description, and deleted special note.

__________________________________________________ ___________ Initiator (faculty only) Date Greg Protasel Initiator (TYPE NAME)

Approved

Disapproved

__________________________________________________________ Dean/Director of School/College Date

Approved

Disapproved

______________________________________ __________ Department Chairperson Date

Approved

Disapproved

__________________________________________________________ Undergraduate/Graduate Academic Date Board Chairperson

Approved

Disapproved

_____________________________________ ___________ Curriculum Committee Chairperson Date

Approved

Disapproved

__________________________________________________________ Provost or Designee Date

Course Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course

10

CCG PADM A604 Page 1 of 3

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated September 16, 2011

II. Course Information College/School: College of Business and Public Policy Department: Public Administration Program: Master of Public Administration Course Title: Research Methods Course Number: PADM A604 Credits: 3 Contact Hours: 3 per week x 15 weeks = 45 hours 0 lab hours 6 hours outside of class per week x 15 weeks = 90 hours Grading Basis: A-F

Course Description: Methods of empirical research including research design, survey sampling, data collection, and statistical analysis. Emphasis on communicating results of analysis.

Course Prerequisites: N/A Registration Restrictions: Introductory course in statistics with a minimum grade of C

Fees: Standard CBPP computer lab fee

III. Course Activities

A. Lectures B. Discussions C. Guest speakers D. Computer lab sessions

IV. Guidelines for Evaluation

A. Written assignments B. Peer reviews C. Class exercises D. Presentations E. Final Project

V. Course Level Justification

This graduate course addresses core skills in research and analysis for public administrators. The course requires some background in administration and policy and an ability to contribute to written and oral discourse regarding advanced topics in the field.

11


VI. Outline

A. Applying Research and Policy Analysis B. Defining the Problem C. Creating Schematic Models D. Researching Design E. Sampling F. Measuring Variables G. Survey Designing H. Survey Planning, Budgeting, and Organizing I. Interviewing J. Discussing Ethics K. Analyzing Univariate Statistics, Pivot Tables, Charts, and Graphics L. Testing Hypothesis M. Analyzing Bivariate Statistics and Regression N. Analyzing Qualitatively O. Communicating the Analysis: Writing, PowerPoint, and Oral Presentation

VII. Suggested Texts

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, D C: Author.

Bardach, E. (2005). A practical guide for policy analysis: The eightfold path to more effective problem solving (2nd ed.). Berkeley, CA: Berkeley Academic Press.

Hedrick, T. Bickman, L. & Rog, D. (1993). Applied research design: A practical guide. Thousand Oaks, CA: Sage Publications.

O’Sullivan, E., Rassel, G. R., & Berner, M. (2008). Research methods for public administrators (5th ed.). New York, NY: Pearson.

VIII. Bibliography

Berman, E. (2007). Essential statistics for public managers and policy analysts (2nd ed.). Washington, DC: CQ Press.

Diamond, I. & Jeffries, J. (2004). Beginning statistics: An introduction for social scientists. Thousand Oaks, CA: Sage Publications.

Gopen, G. D., & Swan, J. A. (1990). The science of scientific writing. American Scientist, 78 (Nov-Dec), 550-558.

Katzer, J., Cook, K. H., & Crouch, W. (1998). Evaluating information: A guide for users of social science research (4th ed.). Boston, MA: McGraw Hill.

Patton, C. V., & Sawicki, D. S. (1993). Basic methods of policy analysis and planning (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Strunk, W.A., & White, E.B. (2000). The elements of style. (4th ed.). New York, NY: Longman.

12


IX. Instructional Goals and Student Outcomes

A. Instructional Goals The instructor will do the following:

1. provide a coherent overview of the course content, the learning objectives, and how the pieces fit together;

2. explain key concepts and illustrate them with examples of applied research conducted in Alaska;

3. lead in-class exercises that illustrate and apply research concepts that model analytical thinking;

4. prepare assignments that exercise applied research skills and analytical thinking: highlight how concepts discussed in class relate to the assignments;

5. lead constructive peer critiques of draft final assignments;

6. provide detailed feedback on written assignments; and

7. show examples of good student works that are diverse in their style or approach.

B. Student Outcomes Students will do the following:

Assessment Method

1. demonstrate technical writing skills; written assignments

2. demonstrate critical thinking to frame a problem and strategically focus research efforts;

class exercises and final project

3. prepare three types of research products: policy analysis memo, research proposal, and oral presentation;

written assignments and presentations

4. apply basic research concepts, vocabulary, and reference sources;

class exercises and final project

5. conduct quick policy research; class exercises and written assignments

6. prepare a Request for Proposal (RFP); and class exercises and final project

7. evaluate research from a consumer perspective. class exercises, peer reviews, and final project

13

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14


COURSE CONTENT GUIDE UNIVERSITY OF ALAKSA ANCHORAGE

COLLEGE OF BUSINESS AND PUBLIC POLICY

I. Date Initiated September 16, 2011

II. Course Information College/School: College of Business and Public Policy Department: Public Administration Program: Master of Public Administration Course Title: Policy Analysis

Course Number: PADM A632 Credits: 3 Contact Hours: 3 per week x 15 weeks = 45 hours 3 lab hours 6 hours outside of class per week x 15 weeks = 90 hours Grading Basis: A-F

Course Description: Combines theory and practical approaches to public policy analysis. Students are trained to identify policy problems, to select an appropriate method for analysis, and to analyze those options. Course Prerequisites: N/A

Registration Restrictions: Faculty permission. PADM 604 recommended Fees: Standard CBPP computer lab fee III. Course Activities

A. Discussions B. Lectures C. Guest speakers D. Multimedia presentations E. Written policy papers

IV. Guidelines for Evaluation

A. Written assignments B. Student presentations C. Class projects

V. Course Level Justification

This graduate course is part of the Policy Analysis emphasis of the Master in Public Administration. An understanding of the process by which public policy is established and the methods and materials of the policy analysis are essential skills for public administrators with a policy focus.

15


VI. Outline

1. Defining Public Policy 2. Describing the Policy Analysis Process 3. Analyzing Problem Formulation 4. Applying Critical Thinking and Research Design 5. Establishing Evaluation Criteria 6. Researching Sources of Data: Primary and Secondary 7. Participating in Qualitative Research, Including Focus Groups 8. Analyzing Benefit-Cost Analysis 9. Choosing the Best Alternative 10. Utilizing Basic Statistics 11. Participating in a Statistics Lab 12. Evaluating Alternative Policies 13. Presenting Policy Research Results 14. Presenting Public Policy Analyses 15. Participating in Public Policy Presentations

VII. Suggested Texts

Bardach, E. (2005). A practical guide for policy analysis: The eightfold path to more effective problem solving (2nd ed.). Berkeley, CA: Berkeley Academic Press.

Weimer, D. L., & Vining, A. R. (2011). Policy analysis (5th ed.). New York, NY: Longman

VIII. Bibliography

Gufta, D. K. (2001) Analyzing public policy: Concepts, tools, and techniques. Washington, DC: CQ Press.

Patton, C.V. & Sawicki, D.S. (1993) Basic methods of policy analysis and planning (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.

Stone, D. (2002). Policy paradox: The art of political decision making, (Revised ed.). New York, NY: W.W. Norton & Company, Inc.

16


IX. Instructional Goals and Student Outcomes

A. Instructional Goals The instructor will do the following: 1. discuss alternative definitions of policy analysis and the environment in which

these activities occur; 2. describe and illustrate the policy analysis process at the local state and federal

levels; 3. outline issues involved with the formulation of a policy issue and its impact on the

subsequent analysis; 4. present the basics of the design of policy analysis and research studies;

5. demonstrate how the establishment of evaluation criteria is a critical element in the success of a policy analysis project;

6. review the utility and availability of existing administrative data and original primary data in policy analysis;

7. illustrate alternative qualitative research techniques; 8. illustrate basic cost benefit analysis techniques;

9. review basic descriptive and binary statistical procedures using commonly available analytics software;

10. describe methods for evaluating alternative policy approaches; and

11. discuss methods for presenting policy research to public officials and other stakeholder groups.

B. Student Outcomes Students will do the following: Assessment Method 1. formulate a clear evaluable policy problem; written assignments 2. develop criteria for analyzing a policy problem; written assignments

3. critique proceedings of a local or state policy

discussion or public hearing; written assignments

4. apply univariate and bivariate statistical analyses

to policy issues; and written assignments

5. prepare, as a member of a group, a complete policy paper, including problem formulation, evaluative criteria, available data, and a final recommendation of a preferred alternative;

class project and student presentation

17

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1

Course Content Guide School of Nursing

Master of Science, Nursing Science

I. Date of Initiation: January, 2011 II. Course Information:

A. College: CHSW/School of Nursing B. Course Prefix: NS C. Course Number: A659 D. Course Credits: 3 E. Contact Hours: (3+0) F. Course Program: Master of Science, Nursing Science G. Course Title: Integrative Health: Complementary/Alternative

Methods of Healing H. Grading Basis: A-F I. Implementation Date: Fall, 2011 J. Course Description: Explores the various philosophies, theoretical

perspectives, concepts and contextual processes of human health and healing. Research findings based in traditional and emerging models of complementary/alternative healing will be critically reviewed. Students will explore and critique a range of healing arts relevant to advanced nursing practice with an holistic viewpoint.

K. Course Prerequisites: N/A L. Course Co-requisites: N/A M. Other Restrictions Major, level N. Registration Restrictions: Nursing major or instructor permission; graduate

standing O. Course Fee: Yes

III. Instructional Goals: Faculty will:

A. Provide students with a historical and cultural perspective on the foundations of health and healing throughout the ages.

B. Guide students’ exploration of a range of integrated healing modalities. C. Facilitate a critical dialogue on the impact of complementary/alternative

modalities in the current healthcare environment. D. Examine role(s) of the advance practice nurse in the area of integrative health.

IV. Student Outcomes: At the completion of this course, students will be able to:

V. Outcome Assessment:

As measured by:

1. Explore conceptual models and theories of Integrative Health and healing.

Critical reflection exercise, group discussion.

2. Describe unique historical perspectives, cultural influences and health beliefs informing current views on healing.

Co-facilitated response groups to audio-visuals such as: Women as Healers.

19

2

Student Outcomes: Outcome Assessment:

3. Explore and critique a complementary/ alternative modality or healing approach.

Student-directed resource annotations inclusive of web and print evidence.

4. Illustrate a first person account of either facilitating or encountering an integrative healing modality.

Health provider or consumer interview.

5. Analyze the impact of complementary/alternative modalities on healthcare.

Research-based visual presentation integrating select core concepts and emerging questions.

6. Synthesize collective knowledge (research evidence, shared course dialogue, and practice interview reflections) of Integrative Health to inform personal research direction and practice realities.

Development of a researchable question for thesis or scholarly project.

VI. Course Level Justification:

Integrative Health, encompassing complementary/alternative methods of care, is moving into the mainstream of health care delivery. This is becoming essential knowledge for Advanced Practice Nurses. This course will expand the selection of nursing electives particular to this area of interest for graduate level students.

VII. Topical Course Outline: 1.0 Introduction: Foundations in Healing

1.1 Philosophical and conceptual foundations of health and healing 1.2 Personal foundations of health and healing

2.0 The Human Experience of Healing

2.1 Historical perspectives 2.2 Shamanism in healing 2.3 Woman as healer 2.4 Cross-cultural and indigenous perspectives

3.0 The Human Experience of Illness/Dying

3.1 End of life /perceptions of caring and healing 3.2 Family, provider, community caring connections 3.3 The supportive healing relationship 3.4 Concept of presence 3.5 Roles of the healer

4.0 Convergence of Historical and Contemporary Themes; A Move Toward Integrative

Health 4.1 Philosophical and practical origins of healing systems 4.2 Healing as a worldview; holistic underpinnings 4.3 East meets West

20

3

5.0 Emergence of Complementary/Alternative Methods; Issues & Challenges 5.1 Challenge of integration with current Western/allopathic approaches 5.2 Efficacy 5.3 Limitations 5.4 Acceptance 5.5 Is there a fit?

6.0 National Institutes of Health (NIH), National Center for Alternative &

Complementary Medicine (NCACM), Application Modalities: 6.1 Mind-body interventions

6.1.1 Art & aesthetics 6.1.2 Biofeedback 6.1.3 Dance/movement 6.1.4 Hypnosis 6.1.5 Guided imagery 6.1.5 Meditation 6.1.6 Music 6.1.7 Narrative/story 6.1.8 Poetry 6.1.9 Relaxation 6.1.10 Prayer 6.1.11 Yoga 6.1.12 Humor

6.2 Energy systems & touch-based healing 6.2.1 Massage 6.2.2 Therapeutic touch 6.2.3 Qigong 6.2.4 Tai Chi

6.3 Biologics 6.3.1 Herbals 6.3.2 Flower essences 6.3.3 Plants 6.3.4 Aromatherapy

7.0 Synthesis: Realities of and Vision for Integrative Health

7.1 Research directions 7.2 Practice possibilities

VIII. Suggested Textbooks:

Fontaine, K. L. (2011). Complementary & alternative therapies for nursing practice (3rd ed.). Boston, MA: Pearson.

Koopson, C., & Young, C. (2009). Integrative Health: A holistic approach for health

professionals. Sudbury, MA: Jones and Bartlett.

IX. Selected Bibliography: Adler, P. A., & Roberts, B. L. (2006). The use of tai chi to improve health in older adults.

Orthopaedic Nursing, 25(2), 122–126.

21

4

Balneaves, L. G., Bottorff, J. L., Hislop, T. G., & Herbert, C. (2006). Levels of commitment: Exploring complementary therapy use by women with breast cancer. Journal of Alternative and Complementary Medicine, 12(5), 59-466.

Barnes, P. M., Bloom, B., & Nahin, R. (2007). Complementary and alternative medicine

use among adults and children: United States (299 KB PDF). CDC National Health Statistics Report #12. 2008.

Brinkley, T. E., Lovato, J. F., Arnold, A. M., Furberg, C. D., Kuller, L. H., Burke, G. L., …

Williamson, J. D. (2010). Effect of Ginkgo biloba on blood pressure and incidence of hypertension in elderly men and women. American Journal of Hypertension, February 18, 2010. [Epub ahead of print.]

Carmody, J., Crawford, S., & Churchill, L. (2006). A pilot study of mindfulness-based

stress reduction for hot flashes. Menopause, 13, 760–769.

Chu, D. A. (2004). Tai chi, qi gong and Reiki. Physical Medicine and Rehabilitation Clinics of North America, 15(4), 773–781.

Dayhew, M., Wilkinson, J. M., & Simpson, M. D. (2009). Complementary and alternative medicine and the search for knowledge by conventional health care practitioners. Contemporary Nurse: A Journal for the Australian Nursing Profession, 33(1), 41-49.

Grant, S. J., Bensoussan, A., Chang, D., Kiat, H., Klupp, N. L., Liu, J. P., & Li, X. (2009). Chinese herbal medicines for people with impaired glucose tolerance or impaired fasting blood glucose. Cochrane Database of Systematic Reviews. (4):CD00066690.

Helms, J. E. (2006). Complementary and alternative therapies: A new frontier for nursing education? Journal of Nursing Education, 45, 117–123.

Moga, M., Mowery, B., & Geib, R. (2008).Patients are more likely to use complementary

medicine if it is locally available. Rural and Remote Health, 8. Retrieved April 11, 2010 from http://www.rrh.org.au

Owens, B. (2007). A test of the self-help model and use of complementary and alternative medicine among Hispanic women during treatment for breast cancer. Oncology Nursing Forum, 34(4), 42-50.

Rojas-Cooley, M. T., & Grant, M. (2009). Complementary and alternative medicine: Oncology nurses’ knowledge and attitudes. Oncology Nursing Forum, 36(2), 217-224.

Singh, D. K., Banerjee, S., & Porter, T. D. (2009). Green and black tea extracts inhibit HMG-CoA reductase and activate AMP kinase to decrease cholesterol synthesis in hepatoma cells. Journal of Nutritional Biochemistry, 10, 816–822.

Wang, C., Schmid, C. H., Hibberd, P. L., Kalish, R., Roubenoff, R., Rones, R., & McAlindon, T. (2009). Tai chi is effective in treating knee osteoarthritis: A randomized controlled trial. Arthritis & Rheumatism, 61(11), 1545–1553.

22

5

Wang, S. C., & Yates, P. (2006). Nurses’ responses to people with cancer who use complementary and alternative medicine. International Journal of Nursing Practice, 12, 288–194.

William, K., Abildso, C., Steinberg, L., Doyle, E., Epstein, B., Smith, D., … Cooper, L. (2009). Evaluation of the effectiveness and efficacy of Iyengar yoga therapy on chronic low back pain. Spine, 34(19), 2066–2076.

Wyatt, G., Sikorskii, A., Willis, C. E., & Su, H. (2010). Complementary and alternative medicine use, spending, and quality of life in early stage breast cancer. Nursing Research, 59(1), 58-66.

Yeh, G. Y., Wang, C., Wayne, P. M., & Phillips, R. S. (2008). The effect of tai chi exercise on blood pressure: A systematic review. Preventive Cardiology, 11(2), 82–89.

Websites:

Alternative Therapies in Health & Medicine

http://www.alternative‐therapies.com

National Center for Complementary and Alternative Medicine (NCCAM)

http://nccam.nih.gov/research/

National Library of Medicine

http://dirline.nlm.nih.gov

National Cancer Institute‐Sponsored Cancer Centers (Many NCI centers have CAM info)

http://www3.cancer.gov/cancercenters/centerlist.html

23

1a. School or College EN SOENGR

1b. Division No Division Code

1c. Department Project Management (PM)

2. Course Prefix

PM

3. Course Number

A 602


PM A694P

5a. Credits/CEUs

3


6. Complete Course Title Application of Project Management Processes Appl of PM Processes Abbreviated Title for Transcript (30 character)



Prefix Course Number Credits Contact Hours Title Repeat Status Grading Basis Cross-Listed/Stacked Course Description Course Prerequisites Test Score Prerequisites Co-requisites Other Restrictions Registration Restrictions Class Level College Major Other (please specify)

9. Repeat Status No # of Repeats 0 Max Credits n/a






1. Project Management Courtesy Coordination n/a LuAnn Piccard 2. 3.

Initiator Name (typed): Dr. Seong Dae Kim Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Application of project management processes from project inception through closeout: initiating, planning, executing, monitoring and controlling and closing. Integration of project management processes in scope, time, cost, quality, risk, communication, human resources, and procurement through use of hands-on, end-to-end project case studies. Special emphasis on project leadership, project requirements definition, stakeholder management, change control, schedule management, risk management, professional responsibility, effective communication, and teamwork.

16a. Course Prerequisite(s) (list prefix and number) PM A601

16b. Test Score(s) n/a

16c. Co-requisite(s) (concurrent enrollment required) n/a



16e. Registration Restriction(s) (non-codable) Graduate Level Standing and PM Department Approval

17. Mark if course has fees Department Fee (equals current Graduate Levele Tuition Rate) in addition to base graduate level tuition.


19. Justification for Action A conversion of a temporary and trial course (PM 694P) to a permanent course for MSPM program.



24

__________________________________________________ ___________ Initiator (faculty only) Date Dr. Seong Dae Kim Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


25

Course Content Guide University of Alaska Anchorage

School of Engineering Project Management

PM A602 Application of Project Management Processes October 6, 2011 Rev 1 Page 1

PM A602 –Application of Project Management Processes Implementation Date – Spring 2012

I. Initiation or Revision Date: Initiated October 6, 2011 II. Course Information from CAR:

College or School: EN (School of Engineering) Course Prefix/Subject: PM (Project Management) Course Number: A602 Number of Credits: 3 credits Title: Application of Project Management Processes Grading Basis: A-F Implementation Date: Spring 2012 Cross Listing: None Stacking: None Course Description: Application of project management processes from project inception through closeout: initiating, planning, executing, monitoring and controlling and closing. Integration of project management processes in scope, time, cost, quality, risk, communication, human resources, and procurement through use of hands-on, end-to-end project case studies. Special emphasis on project leadership, project requirements definition, stakeholder management, change control, schedule management, risk management, professional responsibility, effective communication, and teamwork. Course Prerequisites/Registration Restrictions:

Prerequisites: PM A601(or in parallel with PM A601) Registration Restrictions: Graduate Level Standing and PM Department Approval

Course Fee: Project Management Department Fee

III. Course Level Justification - Graduate: The understanding, integration, and application of project management processes occur at an advanced level to lay foundation for more sophisticated and advanced coursework. Advanced analytical, evaluation, planning and organization, and communication skills are needed to understand and apply the processes, tools and techniques presented and practiced. Disciplinary Background: Project Management

IV. Instructional Goals and Student Outcomes:

A. Instructional Goals: 1. Establish and maintain clear and measureable linkages between an

organization’s strategic objectives and business processes, and project selection, implementation, and operation.

2. Establish understanding of project and product lifecycles.

26




3. Implement complete project lifecycle from inception to close-out using accepted project management processes, principles, tools, and techniques.

4. Establish understanding of professional responsibility and ethics of project managers.

5. Illustrate how project requirements are defined, evaluated, measured, and executed throughout the project lifecycle. Exhibit implementation of effective change and risk management approaches.

6. Examine project leadership, stakeholder management, communication and conflict resolution within project and organizational context.

7. Assess project issues and generate appropriate documentation required for proper project communication, reporting, and administration.

B. Student Outcomes (see table in Section V for additional detail)

Students will be able to: 1. align strategic organizational objectives and business processes with the

selection of projects from concept through operation. 2. assess and measure the strategic and operational contribution of projects

within organizations and enterprises. 3. understand expectations for professional responsibility. 4. illustrate how project requirements are established and evolved over project

lifecycle within dynamic enterprise and business environment. 5. evaluate, select, and apply appropriate project management approaches,

practices, tools and methods to initiate, plan, execute, monitor and control, and close project deliverables.

6. manage a complete project from concept to operation and closure. 7. identify, analyze, and communicate with project stakeholders. 8. implement effective change control processes. 9. identify and manage project risk. 10. work effectively within project team environment and select, lead, manage,

and assess project professionals. 11. prepare and deliver effective project communication reports. 12. practice effective conflict resolution techniques.

C. Course Structure:

The course will be conducted as a series of class sessions that will include lectures, guest speakers, class participation, in-class exercises, case studies, homework, term research project and presentation, and final examination.

27




V. Evaluation and Assessment Methods A. Assessment and Measurement:

Outcomes and Assessment Measures

Outcomes Students will be able to:

Measures

1. strategically align projects with organizational objectives and business processes of an enterprise.

a. Homework assignments b. Term Project c. Exams

2. successfully manage a project through complete project lifecycle (inception to closeout and transfer to operations).

a. Homework assignments b. Case studies c. Application of tools

3. understand, determine, apply, and adapt Project Management principles and processes, and appropriately selected tools and techniques to meet project requirements throughout the project lifecycle.

a. Homework assignments b. Case studies c. Presentations d. Exams e. Application of tools

4. illustrate how project requirements are strategically defined, improved, evaluated, measured, and executed throughout the project lifecycle.

a. Homework assignments b. Case studies c. Term project d. Exams

5. demonstrate project management core competencies: project leadership, stakeholder management, schedule management, change control, risk management, professional responsibility, effective communication, conflict resolution, and teamwork.

a. Term project b. Case studies c. Exams

VI. Topical Course Outline:

A. Introduction of Project Management Processes, Principles, and Project/Product Lifecycle

B. Strategic alignment of projects with enterprise objectives and business processes. C. Establishing the Project in organizational context (structure, reporting, maturity,

procedures, leadership, legal/regulatory requirements, Project Management Office, etc.)

D. Professional Responsibility E. Project Initiating Processes (Chartering and Requirements Definition)

28




F. Project Planning Processes (Preparing the Project Management Plan and defining Project Baseline)

G. Project Planning Tools and Techniques H. Project Executing Processes (leadership and completion of the project work to the

satisfaction of project stakeholders) I. Project Executing Process Tools and Techniques J. Project Monitoring and Control Processes (measurement, evaluation, and

reporting the project’s work and progress relative to project plan: variance analysis, forecasting, effective status reporting, controlling change, managing risk, managing stakeholders, and continuous improvement)

K. Project Monitoring and Controlling Tools and Techniques L. Project Closing Processes and Transfer to Operations (project acceptance by

stakeholders, administrative closure, lessons learned and transfer to operations.) M. Continuous Improvement and Integration of Lessons Learned within Ongoing

Organizational Processes.

VII. Suggested Texts: Kuehn, U. (2011). Integrated Cost and Schedule Control in Project Management,

Second Edition. Vienna, VA: Management Concepts. Larson, E. and Gray, C. (2011). Project Management: The Managerial Process (5th

ed.). McGraw-Hill Irwin. Nicholas, J. and Steyn, H. (2008). Project Management for Business, Engineering,

and Technology: Principles and Practice. (3rd ed.). Elsevier. Project Management Institute. (2011). A Guide to the Project Management Body of

Knowledge (PMBOK®) (5th ed.). Newtown Square, PA: Project Management Institute.

Other current articles, case studies, and research papers representing the most up to date concepts in advanced construction project management.

VIII. Bibliography and Resources:

29




2. Course Prefix

PM

3. Course Number

A 686A


PM A694M

5a. Credits/CEUs

3


6. Complete Course Title Capstone Project: Initiating and Planning Capsone: Initiating & Planning Abbreviated Title for Transcript (30 character)






11. Implementation Date semester/year From: Sping/2012 To: /9999










15. Course Description (suggested length 20 to 50 words) Initiating, planning, and research component of student- selected, faculty-approved capstone project undertaken to research and/or contribute new concepts, tools, and capabilities to address relevant project management challenges. Course results will demonstrate mastery of project management principles, processes, and tools/techniques and cumulative knowledge gained from prior coursework as specifically applied to project initiating and planning processes.

16a. Course Prerequisite(s) (list prefix and number) PM A601








19. Justification for Action A conversion of a temporary and trial course (PM 694M) to a permanent course for MSPM program.


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




30



PM A686A Capstone Project: Initiating and Planning October 6, 2011 Rev 1 Page 1

PM A686A –Capstone Project: Initiating and Planning Implementation Date – Spring 2012


College or School: EN (School of Engineering) Course Prefix/Subject: PM (Project Management) Course Number: A686A Number of Credits: 3 credits Title: Capstone Project: Initiating and Planning Grading Basis: A-F Implementation Date: Spring 2012 Cross Listing: None Stacking: None Course Description: Initiating, planning, and research component of student- selected, faculty-approved capstone project undertaken to research and/or contribute new concepts, tools, and capabilities to address relevant project management challenges. Course results will demonstrate mastery of project management principles, processes, and tools/techniques and cumulative knowledge gained from prior coursework as specifically applied to project initiating and planning processes. Course Prerequisites/Registration Restrictions:

Prerequisites: PM A601 Registration Restrictions: Graduate Level Standing and PM Department Approval

Course Fee: Project Management Department Fee.

III. Course Level Justification - Graduate: This student-driven, faculty supported capstone project will demonstrate students’ mastery of advanced project management principles and contribute significant, new knowledge to the field. Disciplinary Background: Project Management


A. Instructional Goals: 1. Formulate project topic that will contribute significant, relevant knowledge to

the field of project management. 2. Practice Professional Responsibility and Ethics in management of project and

interaction with project stakeholders. 3. Demonstrate mastery of project management principles through successful

completion of student-driven project (initiation through close-out.)

31




4. Students’ manage individual “projects” including appropriate selection of project management approaches, processes, tools and techniques, tailored to unique project requirements.

5. Adhere to specific and required project milestones, establish checkpoints, and produce deliverables of a similar scope and level of quality expected in professional practice.

6. Prepare and present a project management plan baseline from which a successful project can be executed (in second module PM 694N: Project Executing, Control, and Closure.)

7. Demonstrate adequate level of research and analytical skills necessary to produce fundamental new knowledge and contributions.

8. Examine project leadership, stakeholder management, communication and conflict resolution within project and organizational context.


10. Demonstrate project leadership attributes and contribute to learning of others. 11. Apply quality management, lessons learned and continuous improvement

processes. 12. Conduct periodic self and peer reviews of projects.


Students will be able to: 1. Select project topic that is substantial and relevant. 2. Align project objectives with sponsor-endorsed strategic objectives. 3. Select and apply Project Initiating and Planning Processes tailored to specific

project needs. 4. Manage project following project lifecycle. 5. Produce project management process outputs from Initiating and Planning

processes (e.g., Project Charter, Scope Statement, Work Breakdown Structure, Gantt chart, Requirements Traceability Matrix, Stakeholder Analysis, Risk Register, etc.) and subsidiary plans.

6. Determine research methods, conduct research, and compile results appropriate to topic selection.

7. Manage stakeholder expectations. 8. Assess project performance against documented project requirements and

acceptance criteria. 9. Produce and present project briefings, forecasts, and status reports. 10. Document and apply lessons learned and continuous improvement

methodologies.

C. Course Structure: The course will be conducted as a series of class sessions that will include lectures, guest speakers, class participation, and presentations.

32







Measures

1. Select project and define measureable objectives that represent substantial and relevant contributions to field of project management. Align with strategic objectives of project sponsor.

a. Approved abstract b. Sponsor letter

2. Demonstrate mastery of Initiating and Planning project management processes.

a. Deliverables produced for project progress milestones.

b. Application of tools c. Project briefings to stakeholders

3. Demonstrate ability to define and follow project lifecycle and produce expected project management process outputs.

a. Deliverables produced for project progress milestones


4. Design and conduct research appropriate to topic.

a. Approved research methodology b. Research results and analysis c. Project briefings to stakeholders

5. Demonstrate project management core competencies: requirements definition and management, stakeholder management, schedule management, quality management, change control, risk management, professional responsibility, effective communication, conflict resolution, and teamwork.

a. Periodic and final peer, stakeholder, and self-evaluations.

6. Produce execution-ready Project Management Plan.

a. Committee approval to enroll in PM 694N.


A. Topic selection B. Formulation of research objectives, questions, and hypothesis. C. Project Abstract D. Ethics and Professional Responsibility

33




E. Project Lifecycle F. Stakeholder identification and management G. Project Initiation: Charter and Requirements Definition H. Project Communication Methods I. Selection of research methods and project planning processes. J. Conduct research and planning processes, analyze results. Refine project

objectives and scope. K. Establish and get approval for Project Management Plan (Baseline).

a. Scope b. Schedule c. Budget d. Quality

VII. Suggested Texts:

Project Management Institute. (2011). A Guide to the Project Management Body of Knowledge (PMBOK®) (5th ed.). Newtown Square, PA. Project Management Institute.


Kuehn, U. (2011). Integrated Cost and Schedule Control in Project Management – (2nd ed.). Vienna, VA. Management Concepts.

Larson, E. and Gray, C. (2011). Project Management: The Managerial Process (5th ed.). McGraw-Hill Irwin.

Nicholas, J. and Steyn, H. (2008). Project Management for Business, Engineering, and Technology: Principles and Practice. (3rd ed.). Elsevier.

34




2. Course Prefix

PM

3. Course Number

A 686B


PM A694N

5a. Credits/CEUs

3


6. Complete Course Title Capstone Project: Executing, Controlling and Closing Capsone: Exec, Cntrl & Close Abbreviated Title for Transcript (30 character)
















15. Course Description (suggested length 20 to 50 words) Executing, Controlling and Closing component of student- selected, faculty-approved capstone project undertaken to research and/or contribute new concepts, tools, and capabilities to address relevant project management challenges. Course results will demonstrate mastery of project management principles, processes, and tools/techniques and cumulative knowledge gained from prior coursework as specifically applied to project initiating and planning processes.

16a. Course Prerequisite(s) (list prefix and number) PM A686A








19. Justification for Action A conversion of a temporary and trial course (PM 694N) to a permanent course for MSPM program.


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




35



PM A686B Capstone Project: Executing, Controlling and Closing October 6, 2011 Rev 1 Page 1

PM A686B –Capstone Project: Executing, Controlling and Closing Implementation Date – Spring 2012


College or School: EN (School of Engineering) Course Prefix/Subject: PM (Project Management) Course Number: A686B Number of Credits: 3 credits Title: Capstone Project: Executing, Controlling and Closing Grading Basis: A-F Implementation Date: Spring 2012 Cross Listing: None Stacking: None Course Description: Executing, Controlling and Closing component of student- selected, faculty-approved capstone project undertaken to research and/or contribute new concepts, tools, and capabilities to address relevant project management challenges. Course results will demonstrate mastery of project management principles, processes, and tools/techniques and cumulative knowledge gained from prior coursework as specifically applied to project initiating and planning processes. Course Prerequisites/Registration Restrictions:

Prerequisites: PM 686A Registration Restrictions: Graduate Level Standing and PM Department Approval

Course Fee: Project Management Department Fee.

III. Course Level Justification - Graduate: This student-driven, faculty supported capstone project will demonstrate students’ mastery of advanced project management principles and contribute significant, new knowledge to the field. Disciplinary Background: Project Management


A. Instructional Goals: 1. Complete execution of project that contributes significant and relevant

knowledge to the field of project management. 2. Practice Professional Responsibility and Ethics in management of project and

interaction with project stakeholders. 3. Demonstrate mastery of project management principles through successful

completion of student-driven project (initiation through close-out.)

36




4. Students’ manage individual “projects” including appropriate implementation of project management approaches, processes, tools and techniques, tailored to unique project requirements.

5. Adhere to specific and required project milestones and checkpoints, and produce deliverables of a similar scope and level of quality expected in professional practice.

6. Execute, Control and Close Project described in Project Management Plan prepared in PM 694M: Initiating and Planning.

7. Produce academic/professional journal-ready project report and supporting project deliverables as defined by project scope.

8. Present oral defense of project outcomes and deliverables to audience including project sponsor(s), academic advisory committee, student peers, and industry professionals.

9. Demonstrate adequate level of research and analytical skills necessary to produce fundamental new knowledge and contributions.

10. Examine and apply project leadership, stakeholder management, communication and conflict resolution within project and organizational context.


12. Demonstrate project leadership attributes and contribute to learning of others. 13. Apply quality management, lessons learned and continuous improvement

processes. 14. Conduct periodic self and peer reviews of projects.


Students will be able to: 1. Produce project result that is substantial and relevant. 2. Align measurable project deliverables and outcomes with sponsor-endorsed

strategic objectives. 3. Select and apply Project Executing, Controlling, and Closing Processes

tailored to specific project needs. 4. Execute and Close project following project lifecycle. 5. Produce project management process outputs from Executing, Controlling,

and Closing processes (e.g., accepted or rejected changes, project document updates, schedule updates, performance reports, forecasts, updated risk register, accepted deliverables, lessons learned, organizational process asset additions and changes, etc.). Develop conclusions and recommendations based on approved research methods.

6. Manage stakeholder expectations. 7. Assess project performance against documented project requirements and

acceptance criteria. 8. Produce and present project briefings, forecasts, and status reports.

37




9. Document and apply lessons learned and continuous improvement methodologies.

C. Course Structure: The course will be conducted as a series of class sessions that will include lectures, guest speakers, class participation, and presentations.




Measures

1. Align project results with stakeholder objectives and requirements that represent substantial and relevant contributions to field of project management.

a. Sponsor and committee feedback b. Sponsor and committee

acceptance of project deliverables and outcomes.

2. Demonstrate mastery of Executing, Controlling, and Closing project management processes.

a. Deliverables produced for project progress milestones.

b. Application of tools and techniques

c. Project briefings to stakeholders 3. Demonstrate ability to define and follow project lifecycle and produce expected project management process outputs.

a. Deliverables produced for project progress milestones


4. Translate research into conclusive results, conclusions, recommendations, and outcomes.

a. Sponsor and committee approved research results, conclusions, recommendations, and outcomes.

b. Project briefings to stakeholders

5. Demonstrate project management core competencies: requirements definition and management, stakeholder management, schedule management, quality management, change control, risk management, professional responsibility, effective communication, conflict resolution, and teamwork.

a. Periodic and final peer, stakeholder, and self-evaluations.

6. Produce professional/academic journal worthy project report and accepted project deliverables.

a. Final project report and deliverables

38




Outcomes and Assessment Measures Outcomes

Students will be able to: Measures

7. Prepare and present oral defense of project outcomes to sponsor, academic committee, student peers, and professional community.

b. Oral defense presentation.


A. Project Lifecycle B. Ethics and Professional Responsibility C. Project Execution

a. Direct and Manage Project Execution b. Project Leadership c. Perform Quality Assurance d. Distribute Information e. Manage Stakeholder Expectations

D. Monitor and Control Project

a. Monitor and control project work b. Perform Integrated Change Control c. Verify Scope d. Monitor and Control Scope, Schedule, Costs, Quality, Risks e. Report Performance f. Perform Integrated Change Control

E. Consolidate research and project outcomes F. Effective Writing G. Great Presentations H. Close Project

a. Accepted deliverables (Sponsor and Committee Sign-off) b. Lessons learned c. Organizational process updates

VII. Suggested Texts:

Project Management Institute. (2011). A Guide to the Project Management Body of Knowledge (PMBOK®) (5th ed.). Newtown Square, PA: Project Management Institute.


Kuehn, U. (2011). Integrated Cost and Schedule Control in Project Management (2nd ed.). Vienna, VA. Management Concepts.

39




Larson, E. and Gray, C. (2011). Project Management: The Managerial Process (5th ed.). McGraw-Hill Irwin.

Nicholas, J. and Steyn, H. (2008). Project Management for Business, Engineering, and Technology: Principles and Practice. (3rd ed.). Elsevier.

40

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41

1


College of Education

I. Date Initiated: 9/1/11

II. Information for the Course Action Request

College/School: College of Education

Department: CASE

Course Prefix: EDCN

Course Number: A641

Title: Counseling Military Personnel/Families

Credits: 3

Grading Basis: A-F

Implementation Date: Spring, 2012

Course Description: Examines essential knowledge and current research on

counseling issues that impact military personnel and their families. Analyzes the unique concerns that affect military families thorugh pre-, during and post-deployment, as well as significant issues for children and adults in school and agency settings

Course Prerequisites(s): EDCN A610

Test Scores(s): n/a

Corequisite(s) n/a

Registration Restrictions:

Department approval and graduate standing

Course Fee: Yes No

42

2

III. Instructional Goals, Student Outcomes, and Assessment Procedures A. Instructional Goals

The instructor will: 1. Facilitate discussion on contemporary perspectives regarding military

culture including military structure and the differences between Active, Reserve, Retired and National Guard components

2. Coordinate the discussion to examine the impact of military culture and deployment on the prevalence of life adjustment and psychosocial issues among military personnel, their spouses and children

3. Analyze and evaluate the current research outlining best practices and treatment modalities for working with military personnel and their families

4. Facilitate the discussion of school counseling issues and multi-disciplinary treatment planning

5. Identify and discuss military support organizations available to military personnel and their families

B. Student Outcomes/Assessment Procedures

Student Outcomes Upon successful completion

of the course, the student will be able to do the

following:

Assessment Procedures

This outcome will be assessed by one

or more of the following:

Counseling Education Program

Standards Met

COE Core Values (Intellectual

Vitality, Inclusiveness and

Equity, Leadership, and Collaborative

Spirit) 1. Examine contemporary

perspectives regarding military culture including military structure and the differences between Active, Reserve, and National Guard components

Reflective discussion Examination Experiential exercises

1 - Communicate essential knowledge

Intellectual Vitality

2. Integrate the impact of military culture and deployment on the prevalence of life adjustment issues and mental health disorders among military personnel, their spouses and children

Reflective discussion Reflection paper

2 - Apply practical knowledge

Inclusiveness and Equity; Leadership

3. Evaluates and synthesizes the current research outlining best practices and treatment modalities for working with military

Reflective discussion Research paper Case studies

2 - Apply practical knowledge 3 - Utilize research

Intellectual Vitality Collaborative Spirit

43

3

personnel and their families 5 - Therapeutic environments 6 - Ethical standards and legal mandates

4. Analyze and evaluate school counseling issues and multi-disciplinary treatment planning

Reflective discussion Case studies

5 - Therapeutic environments 6 - Ethical standards and legal mandates

Intellectual Vitality Collaborative Spirit

5. Synthesize knowledge of military and community support organizations available to military personnel and their families

Support tool review



IV. Course Level Justification

National standards require that entry-level career preparation to the fields of school and agency counseling be at the graduate level. This course is an elective in a graduate program and the program faculty expect students to have the basic knowledge and skills acquired through baccalaureate-level preparation.

V. Course Outline

1. Military Culture 1.1 Department of Defense Structure 1.1a Chain of Command (Organizational)

1.2 1.3 1.4 1.5 1.6 1.7 1.8

1.1b Difference between Active, Reserve, and National Guard Components

Rank Structure Military Acronyms and Terms Military Protocol Military Customs and Courtesies Demographics within the Military Policies that impact Military Life Mobility and Transitions 1.8a Change of Station 1.8b Transitioning out

2. Military Culture During Deployment 2.1 Cycle of Deployment

2.1a Pre-, During, Post-Deployment 2.2 Emotional Cycle of Deployment

2.2a Impact on Personnel and Families

44

4

3. Impact of Service 3.1

3.2

Individual 3.1a Prevalent Disorders 3.1a1 Major Depressive Disorder and Suicide 3.1a2 Substance Abuse 3.1a3 Post Traumatic Stress Disorder (PTSD) 3.1a4 Adjustment Disorder 3.1b Traumatic Brain Injuries (TBI) and cognitive losses 3.1c Secondary Trauma 3.1d Grief and Loss 3.1d1 Ambiguous Loss 3.1d2 Other loss or diminished capacity 3.1e Suicide Family 3.2a Spouse 3.2a1 Marriage and Relationships 3.2a2 Infidelity and Divorce 3.2a3 Domestic Violence 3.2a4 Attachment and Intimacy 3.2b Children 3.2b1 Resilience 3.2b2 Emotional Behavioral Disorders (EBD) 3.2b3 Child Abuse and Neglect 3.3 Grief and Loss

4. Individual and Family Supports 4.1 Counseling

4.1a Barriers to Treatment 4.1a1 Stigma 4.1a2 Assessment 4.1a3 Social Support Approaches 4.1b Military Counseling Resources 4.1b1 Military and Family Life Consultants (MFLCs) 4.1b2 Mental Health 4.1b3 CARE 4.1b4 Chaplains 4.1b5 TRIAP 4.1b6 Career Centers 4.1b7 Family Advocacy 4.1b8 TRICARE 4.1c Higher Education 4.1c1 Campus Counseling Centers 4.1c2 Living/Learning Communities and Cohorts 4.1c3 Spouse Education and Employment services 4.1d Individual Counseling

45

5

4.1e Group Counseling 4.1f Couples and Family Counseling 4.1g Counseling Spouses and Children 4.1h Re-integration into the community 4.1i Ethical Issues

4.2 Schools 4.2a School Counselor 4.2b Other school professionals 4.2c School Liaison Programs

4.3

Community 4.3a Military Organizations 4.3b Local, state & national organizations 4.3c Family Readiness Groups (FRG’s) 4.3d Wounded Warrior 4.4e Military One Source

VI. Suggested Text(s) Hall, L. K. (2008). Counseling Military Families: What Mental Health

Professionals Need to Know (1st ed.): Routledge. Friedman, M. J., & Slone, L. B. (2008). After the War Zone: A Practical Guide

for Returning Troops and Their Families (1st ed.): Da Capo Press. Pavlicin, K. M. (2003). Surviving Deployment: A guide for military families. St.

Paul, MN: Elva Resa Publishing. VII. Bibliography American Psychiatric Association: Diagnostic and Statistical Manual of Mental

Disorders, Fourth Edition, Text Revision. Washington, DC, American Psychiatric Association, 2000.

Barnes, V. A., Davis, H., & Treiber, F. A. (2007). Perceived stress, heart rate, and blood

pressure among adolescents with family members deployed in Operation Iraqi Freedom. [Article]. Military Medicine, 172(1), 40-43.

Bowling, U. B., & Sherman, M. D. (2008). Welcoming them home: Supporting service

members and their families in navigating the tasks of reintegration. [Article]. Professional Psychology, Research & Practice, 39(4), 451-458. doi: 10.1037/0735-1028.39.4.451

Bryan, C. J., & Morrow, C. E. (2011). Circumventing mental health stigma by embracing

the warrior culture: Lessons learned from the Defender' s Edge Program. [Article]. Professional Psychology, Research & Practice, 42(1), 16-23. doi: 10.1037/a0022290

46

6

Burke, H. S., Degeneffe, C. E., & Olney, M. F. (2009). A new disability for rehabilitation counselors: Iraq war veterans with Traumatic Brain Injury and Post-Traumatic Stress Disorder. [Article]. Journal of Rehabilitation, 75(3), 5-14.

Cozza, S. J., Chun, R. S., & Polo, J. A. (2005). Military families and children during

Operation Iraqi Freedom. [Article]. Psychiatric Quarterly, 76(4), 371-378. doi: 10.1007/s11126-005-4973-y

Cozza, S. J., Guimond, J. M., McKibben, J. B. A., Chun, R. S., Arata-Maiers, T. L.,

Schneider, B., . . . Ursano, R. J. (2010). Combat-injured service members and their families: The relationship of child distress and spouse-perceived family distress and disruption. [Article]. Journal of Traumatic Stress, 23(1), 112-115. doi: 10.1002/jts.20488

Currie, S., L., Kelloway, A. D., & Kelloway, E. K. (2011). Bringing the troops back

home: Modeling the postdeployment reintegration experience. Journal of Occupational Health Psychology, 16(1), 38-47. doi: 10.1037/a0021724

Fiorini, J. J., & Mullen, J. A. (2006). Understanding grief and loss in children. VISTAS

Online, 31-34. Retrieved from http://counselingoutfitters.com/vistas/vistas06/vistas06.07.pdf

Hall, L. K. (2008). Counseling military families. VISTAS Online, 71-79. Retrieved from

http://counselingoutfitters.com/vistas/vistas08/Hall_Article_8.pdf Houston, J. B., Pfefferbaum, B., Sherman, M., D., Melson, A., G., Haekyung, J.-S.,

Brand, M. W., & Jarman, Y. (2009). Children of deployed National Guard troops: Perceptions of parental deployment to Operation Iraqi Freedom. Psychiatric Annals, 39(8), 805-811.

Jones, K. D., Young, T., & Leppma, M. (2010). Mild Traumatic Brain Injury and

Posttraumatic Stress Disorder in returning Iraq and Afghanistan war veterans: Implications for assessment and diagnosis. [Article]. Journal of Counseling & Development, 88(3), 372-376.

Leal, D. L. (2003). The multicultural military: Military service and the acculturation of

Latinos and Anglos. [Article]. Armed Forces & Society (0095327X), 29(2), 205-226. Lyle, D. S. (2006). Using military deployments and job assignments to estimate the effect

of parental absences and household relocations on children's academic achievement. Journal of Labor Economics, 24(2), 319-350.

Mmari, K. N., Bradshaw, C. P., Sudhinaraset, M., & Blum, R. (2010). Exploring the role

of social connectedness among military youth: Perceptions from youth, parents, and school personnel. [Article]. Child & Youth Care Forum, 39(5), 351-366. doi: 10.1007/s10566-010-9109-3

47

7

Palmer, C. (2008). A theory of risk and resilience factors in military families. [Article].

Military Psychology, 20(3), 205-217. doi: 10.1080/08995600802118858 Phelps, T., Lyons, R., & Dunham, M. (2010). Military deployment and elementary

student achievement. [Article]. Educational Research Quarterly, 33(4), 37-52. Rush, C. M., & Akos, P. (2007). Supporting children and adolescents with deployed

caregivers: A structured group approach for school counselors. The Journal for Specialists in Group Work, 32(2), 113-125. doi: 10.1080/01933920701227034

48

1a. School or College EA COE


1c. Department CASE

2. Course Prefix

EDCN

3. Course Number

A683


N/A

5a. Credits/CEUs

1


6. Complete Course Title Principles of Counseling Supervision Principles Counsel Supervision Abbreviated Title for Transcript (30 character)




9. Repeat Status No # of Repeats Max Credits


11. Implementation Date semester/year From: spring/2012 To: /9999




1. 2. 3.

Initiator Name (typed): Debra P. Russ Initiator Signed Initials: _________ Date:________________





15. Course Description (suggested length 20 to 50 words) Examines issues related to providing clinical supervision to novice counselors through academic and experiential activities. Studies areas such as counselor development, supervision models and strategies, and legal and ethical issues.

16a. Course Prerequisite(s) (list prefix and number) EDCN A634

16b. Test Score(s) N/A

16c. Co-requisite(s) (concurrent enrollment required) N/A



16e. Registration Restriction(s) (non-codable) Departmental approval and Graduate standing

17. Mark if course has fees 18. Mark if course is a selected topic course

19. Justification for Action The course has been taught for twice under EDCN A690 Current Topics in Counseling. CASE plans to offer it each year for advanced students and practicing site supervisors.

__________________________________________________ ___________ Initiator (faculty only) Date Debra Preston Russ Initiator (TYPE NAME)

Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved


Approved

Disapproved




49

1


College of Education

I. Date Initiated: 9/28/11

II. Information for the Course Action Request

College/School: College of Education

Department: CASE

Course Prefix: EDCN

Course Number: A683

Title: Principles of Counseling Supervision

Credits: 1

Grading Basis: A-F

Implementation Date: Spring 2012

Course Description: Examines issues related to providing clinical supervision

to novice counselors through academic and experiential activities. Studies areas such as counselor development, supervision models and strategies, and legal and ethical issues.

Course Prerequisites(s): EDCN A634

Test Scores(s):

Corequisite(s)

Registration Restrictions:

Departmental approval

Course Fee: Yes No

50

2

III. Instructional Goals, Student Outcomes, and Assessment Procedures A. Instructional Goals

The instructor will: 1. Facilitate the examination of the roles and activities that supervisors

assume including supervisor development. 2. Coordinate the examination the phases and models of supervision. 3. Promote appreciation of effective supervisory relationships. 4. Guide student resolution of ethical standards and legal issues in

supervision. 5. Monitor student development of formative and summative supervision

evaluation skills. 6. Facilitate appreciation of cultural issues in supervision.

B. Student Outcomes/Assessment Procedures Student Outcomes

Upon successful completion of the course, the student

will be able to do the following:

Assessment Procedures

This outcome will be assessed by one

or more of the following:

Counselor Education Program

Standards Met

Core Values: (Intellectual Vitality, Collaborative Spirit,

Inclusiveness and Equity, Leadership)

1. Analyze the roles and activities that supervisors assume including supervisor development.

Case study, Final reflection paper, Journal article review



2. Apply the phases and models of supervision.

Case study 2 - Apply practical knowledge


3. Demonstrate effective supervisory relationships.

Collaborative supervision activity

5 - Therapeutic environments

Collaborative Spirit

4. Demonstrate ability to resolve ethical standards and legal issues in supervision.

Case study, Role play

6 - Ethical standards and legal mandates


5. Demonstrate formative and summative supervision evaluation skills.

Case study, Role play, Final reflection

2 - Apply practical knowledge

Leadership

6. Demonstrate applied understanding of the cultural issues in supervision.

Case study 4 – Effective characteristics

Inclusiveness and Equity

51

3

IV. Course Level Justification The course will examine topics that call for advanced knowledge of the field of counseling. Students should have experience as an intern prior to enrolling in the course. V. Course Outline

1. Definitions of supervision 2. Roles and functions of supervision 3. Phases and Models of supervision 4. Boundaries of supervisory relationships 5. Ethical and legal issues 6. Credentialing of supervisors 7. Current topics in supervision 8. Collaborative group supervision 9. Multicultural issues in supervision

VI. Suggested Text(s)

There is no required text. The instructor will assign contemporary readings. VII. Bibliography

Baird, B.N. (2010). The internship, practicum, and field placement handbook: A guide

for the helping profession (6th ed.). Upper Saddle River, NJ: Pearson/Prentice

Hall.

Cohen, R.I. (2004). Clinical supervision: What to do and how to do it. Belmont,

CA: Cengage.

Falvey, J.E. (2002). Managing clinical supervision: Ethical practice and legal risk

management. Belmont, CA: Brooks/Cole.

Falvey, J.E., Caldwell, C.F., & Cohen, C.R. (2002). Documentation in

supervision: The focused-risk management supervision system. Belmont,

CA: Brooks/Cole.

Family Health Intervention. (2005). Trainer’s manual: Counseling supervision

52

4

and training. Arlington, VA: Author.

Haynes, R., Corey, G., Moulton, P. (2003). Clinical supervision in the helping

professions: A practical guide. Belmont, CA: Thomason Brooks/Cole.

Ladany, N., & Bradley, L.J. (Eds.). (2010). Counselor supervision. Florence, KY:

Taylor & Francis.

Scaife, J. (2010). Supervising the reflective practitioner. Florence, KY: Taylor &

Francis.

53

Graduate Programs Graduate Study Graduate education is an integral part of the University of Alaska Anchorage and is coordinated through the Graduate School. The

dean of the Graduate School has responsibility for leadership and oversight of graduate programs.

The university offers graduate certificates, and master’s degrees, and doctoral degrees. Students may also pursue graduate studies

at UAA that apply toward doctoral degrees offered by other institutions. Some or all coursework and research may be completed at

UAA while the doctoral degree is granted by another university. Students who have completed UAA graduate programs possess

the knowledge and skill necessary to succeed in furthering their education, and to excel in their chosen professions. Whether the

degree is required for advancement, personal and professional growth, or for other goals, students may expect the challenges and

rewards of high quality graduate education.

Upon successful completion of their graduate programs, students will have demonstrated mastery of their disciplines and will have

participated in independent scholarship. Appropriate exit requirements allow students to express the knowledge they have

acquired in formats designed for their respective programs.

To ensure the most beneficial educational experience, students’ academic preparation and likelihood of success in their programs

are carefully assessed and validated. Admission requirements provide an opportunity for students to document their credentials

and demonstrate readiness for graduate studies. If an entrance examination is required, the nature of that examination is

determined by the appropriate discipline. As they progress in their studies, students can expect discipline‐specific advising from

mentors in their programs.

Graduate students are subject to relevant policies contained in the complete UAA catalog, as well as individual program

requirements.

Admissions (907) 786-1480 www.uaa.alaska.edu/admissions All students intending to pursue a graduate certificate or degree must apply for admission. Applications for admission are available

online via www.uaa.alaska.edu/admissions or from the Enrollment Management One‐Stop.

Admission Requirements for Graduate Degrees To qualify for admission to graduate programs, a student must have earned a baccalaureate degree from a regionally accredited

institution in the United States or a foreign equivalent. Students who expect to receive their baccalaureate degrees within two

semesters may also apply for graduate admission; see Incomplete Admission later in this section. Admission is granted to

applicants who have received their baccalaureate degree and whose credentials indicate an ability to pursue graduate work

Applicants must either have a cumulative grade point average of 3.00 (B average on a 4.00 scale) or meet the grade point average

(GPA) requirements of the specific graduate program to which they are applying.

All graduate students must submit official transcripts showing completion and conferral of all baccalaureate degrees and any

transcripts reflecting graduate‐level courses. Transcripts are to be requested by the student and must be submitted in an officially

sealed envelope. (Exception: Students do not need to request transcripts from any University of Alaska campus.) Individual

graduate programs may also require additional transcripts and/or specific entrance examinations such as the Graduate Record

Examination (GRE) or the Miller Analogies Test (MAT). See individual program requirements later in this chapter for details.

Applicants with transcripts from institutions outside the United States or Canada must submit official transcripts and English

translations, as well as an official statement of educational equivalency from a recommended international credentials evaluation

service. A list of evaluation services may be obtained from the Office of of the Registrar. Fees depend upon the agency performing

the evaluation. The evaluation service will require a separate transcript and copy of the English translation.

Applicants whose native language is not English, or whose baccalaureate degree was conferred by an institution where English was

not the language of instruction, must also submit scores from the Test of English as a Foreign Language (TOEFL). TOEFL scores

may be waived if the applicant has been a long‐term resident of the United States or of another English‐speaking country and

demonstrates fluency in reading, writing, listening and speaking in English.

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Applications accompanied by appropriate fees, official transcripts and required test scores (if any) must be submitted to the Office

of Admissions. All of these materials become the property of UAA and are only released or copied for use within the University of

Alaska system. Once all required transcripts and test scores have been received, the Office of Admissions will forward each

student’s admission packet to the dean, department chair or designee for consideration.

Admissions are undertaken by individual graduate programs, subject to review by the Graduate School. Each graduate program

has individual admission standards and document requirements. Additional information such as writing samples, goal statements,

letters of recommendation, research proposals, writing samples, and/or personal interviews may be required by specific programs.

TWhen required, these materials must be submitted directly to the department chair or designee.

Deadlines for submission of materials vary by program. FPlease note that, for programs with rolling (ongoing) admissions, in order

to ensure consideration for all financial aid opportunities, it is strongly recommended that eligible students submit:

• For fall admission: all required application forms no later than June 15, and all required application materials by

August 1;

• For spring admission: all required application forms no later than November 1, and all required application materials by

December 1.

No more than 9 credits may be completed in the student’s graduate program before program admission. See individual program

listings for further details.

International Graduate Students Office of Admissions www.uaa.alaska.edu/iss (907) 786-1573 International students who intend to reside in the U.S. for the purpose of pursuing a certificate or degree as F‐1 visa students and

need a form I‐20 Certificate of Eligibility for Nonimmigrant F‐1 Student Status must meet university and degree program admission

requirements and submit the following:

1. Official TOEFL (Test of English as a Foreign Language) (minimum score of 79‐80 IBT) or IELTS (International English

Language Testing System) (minimum score of 6‐6.5) scores, sealed by the issuing agency. Alternate documentation of English

proficiency, such as previous study in a U.S. institution or alternate test scores may be considered on a case‐by‐case basis.

International students from English‐speaking countries should contact the Office of Admissions to request a waiver of the test

score requirement.

2. A notarized affidavit of financial support from the student or the student’s financial sponsor and documentation of financial

resources to cover one full academic year of study.

3. A completed Admissions Agreement for Prospective F‐1 Students.

4. Students who earned their baccalaureate degree outside the United States or Canada must submit an international credential

evaluation from a recommended agency stating that they have earned the equivalent of a U.S. baccalaureate degree. A list of

approved international credential evaluation services can be found on the International Student Services web site at

www.uaa.alaska.edu/iss. Additional fees will apply to be paid to the evaluating agency, which will require a second official,

sealed transcript from the issuing institution.

5. Students transferring from other institutions in the United States must also complete and submit the F‐1 Transfer Eligibility

Form.

International students in F‐1 visa status must be formally admitted, full‐time, degree‐seeking students. Health insurance is

mandatory. Visit the International Student Services web site at www.uaa.alaska.edu/iss for details and forms.

Students in Western Regional Graduate Programs Students from Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South

Dakota, Utah, Washington, and Wyoming may be eligible for resident tuition through the Western Regional Graduate Program

(WRGP). This program is for students doing graduate work in Clinical‐Community Psychology, Early Childhood Special

Education, Global Supply Chain Management, Nursing Science, and Social Work. For more information, visit the Graduate

School website at www.uaa.alaska.edu/gradschool.

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Application and Admission Status for Graduate Degree-Seeking Students: Terms and Definitions Application Status

Incomplete Application An incomplete application is one that is not accompanied by all required documents; generally, an application is considered

incomplete until all required official transcripts and test scores have been received.

Pending Application A pending application has met university requirements and is awaiting departmental recommendation for admission.

Postponed Application Students may postpone their applications to a future semester by notifying the Office of Admissions prior to the end of the

semester for which they originally applied.

Withdrawn Before Admission Students must complete or postpone their admission by the end of the semester for which they have applied. At the end of

each semester, all applications still incomplete or not postponed may be withdrawn. Students whose applications have been

withdrawn must reapply for admission if they later choose to attend UAA.

Admission Status Complete Admission All required documents have been received and all admission standards met.

Incomplete Admission Students who expect to receive their baccalaureate degree from a regionally accredited institution within two semesters (three

if including summer) may apply for graduate admission. Formal acceptance becomes final only after the baccalaureate degree

is completed and conferred, and all other admission requirements are met. All admission requirements must be satisfied prior

to advancement to candidacy.

Provisional Admission Students who show potential for success in graduate studies but do not meet all the admission requirements for a program

may be provisionally admitted. Provisions are established and monitored by the dean or designee, and faculty of the program.

If the provisions are not met within specified deadlines, the student may be removed from graduate degree‐seeking status.

Postponed Admission Students may postpone their admission to a future semester by notifying the Office of Admissions prior to the end of the


Withdrawn After Admission Admission may be withdrawn when students do not attend classes during, or have not postponed their admission by, the end

of their admission semester. Students whose admissions have been withdrawn must apply for re‐admission if they later choose

to attend UAA.

Related Graduate Degree Policies Transfer Credits Coursework used to obtain a graduate certificate at another institution may be used to satisfy requirements for a graduate degree at

UAA if accepted as part of the official Graduate Studies Plan. Transfer credits are permitted as long as they have not been used as

part of a prior degree.

Transfer Credit from Other Institutions

Up to 9 semester credits not used toward any other degree (graduate or undergraduate) may be transferred to UAA from an

accredited institution and counted toward a graduatemaster’s degree . Acceptance of transfer credit toward graduate program

requirements is at the discretion of the individual program faculty or college dean or their designee.

Transfer Credits within the UA System

The Graduate School dean or designee may allow credit earned at other universities within the UA system (excluding thesis credits

and credits used towards another degree) to satisfy graduate program requirements and to be transferred to UAA, as long as at

least 9 credits applicable to the student’s program are earned at UAA after acceptance into a Master’s program, and at least 18

credits applicable to the student’s program are earned at UAA after acceptance into a doctoral program.

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Acceptance of transfer credit toward program requirements is at the discretion of the individual program faculty. The Graduate

School Dean or designee may allow credit earned at other universities within the UA system, excluding thesis credit and credits

used toward another degree, to satisfy graduate program requirements, as long as at least 9 credits applicable to the student’s

program are earned at UAA after acceptance into the program. Resident Credit Resident credit at UAA is credit earned in formal classroom instruction, correspondence study, distance‐delivered courses, directed

study, independent study or research through any unit of UAA. Credit from a regionally‐accredited domestic institution or

equivalent institution for which there is an approved affiliation or exchange agreement is also considered resident credit.

If a program is delivered collaboratively with UAF or UAS, collaborative program credit from each participating institution is

counted towards fulfillment of residency requirements.

Change of Major or Emphasis Area Students who wish to change majors or emphasis areas within the same degree and school or college should submit a Graduate

Change of Major or Emphasis Area Form to the Graduate School for approval. Students will be expected to meet all admission and

program requirements of their new major or emphasis area, and must submit a revised official Graduate Studies Plan to the

Graduate School through their advisor/committee within one semester.

Change of Degree Graduate students who wish to change degree programs must formally apply for admission to the new program through the Office

of Admissions and pay the appropriate fee. This applies both to changes between schools/colleges and to different degrees within

the same school or college (such as a change from the MFA in Creative Writing to the MA in English). Students will be expected to

meet all admission and program requirements of the new major or emphasis area.

Concurrent Degrees Students may pursue concurrent degrees as long as they have formally applied and been accepted to each program through the

Office of Admissions.

Students may be admitted to or complete graduate certificate requirements as they pursue a master’s degree. Coursework used to

obtain a graduate certificate, if accepted for inclusion in the Graduate Studies Plan, may be used to satisfy requirements for a

master’s or doctoral degree.

Additional Master’s Degrees Students who have received a master’s degree or doctoral degree from a regionally accredited college or university may earn a

UAA master’s degree by completing a minimum of 21 resident credits not used for any other previous degree. The student must

meet all the University Requirements for Master’s Degrees, school or college requirements, and program requirements. Fulfilling all

university, college and program requirements may require more than the minimum 21 credits beyond the previous graduate

degree. If the 21 additional credits and other requirements have been earned for each additional degree, two or more degrees may

be awarded simultaneously.

Formal Acceptance to Graduate Degree Programs Once all required admission documents have been received by the Office of Admissions, the student’s admission packet is

forwarded to the chair or designee of the specific programcollege dean or designee. The acceptance decision is made by the

chairdean or designee, who informs the Office of Admissions of the decision. The Office of Admissions sends the official Certificate

of Admission directly to the applicant. Acceptance does not establish candidacy in a graduate program (see Advancement to

Candidacy).

Non-Degree-Seeking Students Non‐degree‐seeking students who wish to register for graduate courses must have the department chair’s or faculty member’s

approval. Registration as a non‐degree‐seeking student implies no commitment by the university to the student’s later admission to

a degree program. Up to 9 semester credits of graduate‐level coursework may be completed in the student’s graduate program

before program admission. Non‐degree‐seeking students do not qualify for federal or state financial aid benefits nor do they qualify

to receive a Form I‐20 Certificate of Eligibility for Nonimmigrant (F‐1) Student Status. (See Chapter 7, Academic Standards and

Regulations, for further information.)

Full-Time/Part-Time Status for Graduate Degree Programs

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A student who has been admitted to a UAA graduate program and is enrolled at UAA for 9 or more 600‐level credits is classified as

full‐time. Courses at the 400‐level will count toward full‐time status only if they are listed on the approved Graduate Studies Plan.

A graduate student enrolled at UAA for fewer than 9 credits is classified as part‐time.

Audited courses, continuing education units (CEUs), and continuous registration are not included in the computation of the

student’s full‐time or part‐time status.

Graduate Assistantships Graduate assistants receive stipends for either a semester or for the academic year. Graduate assistants can be paid for a maximum

of 20 hours per week while school is in session. Students with assistantships must be registered for at least 9 credits during the fall

and spring semesters or as attendance is appropriate to their program (audited credits are not eligible).

Graduate assistants receive a health insurance benefit paid on their behalf. Graduate students must come to the Office of the

Graduate School each semester and show a copy of their contract letter to complete the enrollment process.

Teaching assistantships include a tuition payment by the university for no more than 9 credits during each semester if the workload

is 15 to 20 hours per week. If the workload is 10 to 14 hours per week, no more than 5 credits will be included. No tuition will be

included if the workload is less than 10 hours per week.

Research assistantships include a tuition payment by grants/contracts for no more than 9 credits during each semester if the

workload is 15 to 20 hours per week. If the workload is 10 to 14 hours per week, no more than 5 credits will be included. No tuition

will be included if the workload is less than 10 hours per week.

Tuition payments may be used for tuition only. All fees are the responsibility of the student unless the department or grant makes

other arrangements with the UAA Business Office prior to registration.

A graduate student with a GPA less than 3.0 for one semester will be allowed to petition to continue as a graduate assistant for the

next semester. A maximum one semester exception will be allowed per student. The petition by the student must be approved by

the student’s graduate committee chair, department head and dean.

Catalog Year for Graduate Degree Programs Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a graduate degree

program, or the catalog in effect at the time of graduation. If the requirements for a Master’s degree as specified in the entry‐level

catalog are not met within seven years after formal acceptance into the program, or if the requirements for a doctoral degree as

specified in the entry‐level catalog are not met within ten years after formal acceptance into the program, admission expires and the

student must reapply for admission and meet the current admission and graduation requirements in effect at the time of

readmission or graduation.

All credits counted toward a the Master’s degree, including transfer credit, must be earned within the consecutive seven‐year

period prior to graduation. All credits counted toward a doctoral degree, including transfer credit, must be earned within the

consecutive ten‐year period prior to graduation.

Continuous Registration Continuous registration is expected every semester as appropriate for the program, from admission through graduation, until all

requirements for the degree are completed.

To make continuous progress in their graduate program, students have the following options:

• Registering for at least one graduate‐level credit applicable to their graduate degree, or

• Paying the continuous registration fee to remain active in the graduate program although not registered in any courses.

• Adhere to the continuous registration policy established by the specific college, school or department. See your program

advisor for details.

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Students are also expected to register or pay the continuous registration fee for the summer if they use university facilities or consult

with faculty during the summer. Please contact the individual graduate program for departmental policy/requirements concerning

continuous registration. The continuous registration fee may be paid during each semester’s late registration period . Students not

making continuous progress or not on an approved leave of absence (see Leave of Absence policy) may be removed from master’s

degree‐seeking status or placed on academic probation (see Probation policy.) or, in some cases, removed from graduate degree‐

seeking status.

Leave of Absence While graduate students are expected to make continuous progress toward completion of their graduate programs, there are

instances where continuous registration is not possible. Students who need to temporarily suspend their studies must apply for a

leave of absence through their advisor and committee chair. If the leave is approved, the student is placed on inactive status by the

Graduate School. Inactive status does not negate the policy which requires that all credits counted toward a the Master’s degree,

including transfer credits, be earned within a consecutive seven7‐year period prior to graduation, and for all credits counted toward

a doctoral degree, including transfer credits, be earned within a consecutive ten‐year period prior to graduation. Students who fail

to make continuous progress (see Continuous Registration) or to obtain an approved leave of absence may be removed from

Master’s degree‐seeking status.

Academic Standing for Students Good Standing Graduate students are in good standing when they have a UAA cumulative GPA of 3.00 or higher and a semester GPA of 3.00

or higher for the most recently completed semester. For those programs with a Pass/No Pass grading option, a grade of P

(pass) is considered equivalent to a grade of B (3.00) or higher in graduate courses. Individual departments may establish

additional criteria for good standing. Students are presumed to be in good standing during their first semester at UAA.

Students in good standing are academically eligible to re‐enroll at UAA.

Academic Action Admitted graduate certificate and master’s degree‐seeking students who fail to earn a UAA semester and/or cumulative GPA

of 3.00 will be subject to academic action. Academic action may result in probation, continuing probation, or loss of graduate

certificate or degree‐seeking status. Individual departments may establish additional criteria for departmental academic action.

Failure to meet or maintain these criteria may result in departmental probation or removal from a major program.

Academic Probation Academic probation is the status assigned to those students whose semester and cumulative GPA falls below 3.00. It also

applies to students who fail to undertake continuous registration or fail to make progress toward a graduate degree as

indicated by the Annual Report of Graduate Student Progress.

Continuing Probation Continuing Probation is the status assigned to those students who begin a semester on probation and during that semester

earn a semester GPA of 3.00 or higher without raising their cumulative GPA to 3.00. This status may be continued until the

student raises their cumulative GPA to 3.00 or loses their graduate certificate or degree‐seeking status.

Academic Disqualification Academic Disqualification is the status assigned to those students who begin a semester on probation or continuing probation

and fail to earn a semester GPA of 3.00, fail to undertake continuous registration, or fail to make progress toward a graduate

certificate or degree as indicated by the Annual Report of Graduate Student Progress. Those students’ admission status will be

changed to non‐degree‐seeking. Students who have lost graduate certificate or degree‐seeking status may continue to attend

UAA as non‐degree‐seeking students. However, those students do not qualify for financial aid and international students will

lose their immigration status. Students must apply for reinstatement to UAA (see Rreinstatement Ppolicy below).

Removal from Graduate Degree-Seeking Status A graduate student’s academic status may be changed to non‐degree‐seeking if the requirements to remove provisional admission

or probation are not satisfied, or if minimum academic standards are not met. In some cases, students may be removed from

graduate degree‐seeking status without having first been placed on probation (see Non‐Degree‐Seeking Students).

Academic Appeals Students have the right to appeal academic actions (See Academic Dispute Resolution Procedures in the current UAA Fact

Finder/Student Handbook for information).






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Reinstatement to Graduate Degree-Seeking Status Graduate students who have been removed from graduate degree‐seeking status for failing to meet academic standards may apply

for reinstatement to a graduate program after one calendar year from the semester in which they were removed from master’s

degree‐seeking status. When re‐applying forto graduate studies, it is the student’s responsibility to demonstrate ability to succeed in

the graduate program.

Graduate students who have been removed from graduate degree‐seeking status for failure to undertake continuous registration or

failure to not makeing continuous progress toward a graduate degree as indicated by the Annual Report of Graduate Student

Progress (see Continuous Registration) must re‐apply for graduate study and pay the appropriate fee.

Graduate Advisor The department Chair or designee of the school or college offering the graduate program, with the approval of the Graduate School,

appoints a graduate advisor for each student accepted into a graduate program. The graduate advisor and the departmental chair

will normally be from the same program unless prior approval has been made by the Graduate School.

Graduate Studies Committee For graduate programs with a thesis, independent scholarship or research project, the advisor and the student select a graduate

studies committee as part of the process to complete the requirements of the graduate degree. Depending on the graduate degree,

tThe committee minimtypically consists of three or four UAA faculty members, including the committee cChair, who shall normally

be a full‐time faculty member. Committee members and chairs whose status has changed to emeritus faculty may continue to serve

on the committee. One faculty committee member may be from a discipline outside the student’s school or college or UAA.

Committee members who are not UAA faculty, but have the appropriate professional credentials, may be included with the

approval of the dean of the Graduate School, the college dean, the graduate advisor, and the student. The committee members must

agree to serve and the committee must be approved by the dean of the Graduate School and the college dean. For doctoral degrees,

an outside examiner is required to attend and evaluate the dissertation defense.

Responsibilities of Graduate Advisor/Committee The division of responsibility between the graduate advisor and/or graduate committee is determined at the program level. The

graduate advisor and/or graduate committee will do the following:

1. Review and approve the graduate student’s program, ensuring that it includes: University Requirements for Graduate

Degrees; all courses required for the degree; research culminating in a thesis, independent scholarship or project, if required; a

written or oral comprehensive examination; independent scholarship evaluation; thesis/project defense; any special program

requirements; and arrangements to remove any deficiencies in the student’s academic background.

2. Monitor the student’s progress, including grades, and timely completion of all requirements (see Ccontinuous rRegistration,

and) including timely submission of Annual Reports of Graduate Student Progress to the Graduate School.

35. Review and approve requests for temporary leaves of absence, which, if approved, will result in the student being placed

on

inactive status.

34. Review and approve any changes to the student’s program of study.

54. Review and approve the thesis, independent scholarship, or research project, including initial proposals, according to

procedures established by the individual graduate program. Thesis format must meet the requirements as established by the

Graduate School.

5. Review and approve requests for temporary leaves of absence, which, if approved, will result in the student being placed on

inactive status.

6. Administer and assess the qualifying examination, comprehensive examination, independent scholarship evaluation, or

thesis/project defense.

Of Official Graduate Studies Plan The official Graduate Studies Plan (GSP) formally establishes the specific program requirements which will, upon satisfactory

completion, entitle the student to receive athe graduate degree. The plan is based upon the catalog requirements for the graduate

degree program to which the student has been accepted. The plan should be submitted by the end of the first year of study. The



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plan becomes official once it is approved by the dean of the Graduate School or designee and is filed with the Office of the Registrar.

Students are expected to complete all requirements listed on their official Graduate Studies Plan, as well as all University

Requirements for Graduate Degrees. Any revision to the plan will need to be submitted to the Graduate School through the

graduate advisor/committee.

Examinations Qualifying Examinations

Some master’s degree programs require the student to complete a written and/or qualifying examination before advancement to

candidacy. This examination is an interim evaluation of academic progress; the student may pass unconditionally or conditionally.

A conditional pass indicates specific weaknesses that the student must remedy before degree requirements are completed. The

Annual Report of Graduate Student Progress and Advancement to Candidacy forms should indicate mechanisms for addressing

these weaknesses.

Comprehensive Examinations

The comprehensive examination is given to determine whether the student has integrated knowledge and understanding of the

principles and concepts underlying major and related fields. Doctoral degree students normally take a written comprehensive

examination within two academic years of entering the program, but no later than two academic years before expected completion

of the degree (whichever is earliest). The doctoral student’s advisory committee may choose to give an oral examination to

supplement the written comprehensive examination prior to advancement to candidacy.

Defense of Project

Graduate students who are required to complete a project in fulfillment of degree requirements must pass an oral defense of project

examination. The defense will consist of a presentation followed by questions on the research, analysis, and written presentation.

All committee members must be present at the project defense.

Defense of Thesis Examination

Graduate students who are required to complete a thesis in partial fulfillment of degree requirements must pass an oral defense of

the thesis examination. The defense will consist of a presentation followed by questions on the research, analysis, and written

presentation. The Graduate School will not accept a thesis for final submission until the student has successfully defended it. All

committee members must be present for the defense of thesis.

Examination Committee

In most cases, the student’s graduate advisory committee prepares and gives the examinations under guidelines formulated by the

faculty of the department in which the degree is being taken. .

Outside Examiner

An outside examiner representing and appointed by the dean of the Graduate School is required at all doctoral oral examinations.

The examiner must be from a different department than the student and the chair of the advisory committee. The outside examiner

is present to determine that a stringent, unbiased examination is is fairly administered and evaluated.

Advancement to Candidacy (Requirement Determined by Program) Some master’s programs and all doctoral programs require students to apply for Advancement to Candidacy. Advancement to

candidacy status is a prerequisite to graduation and is determined by the program chair or designee. Candidacy represents the

point in a graduate study program at which the student has demonstrated an ability to master the subject matter.

To be approved for candidacy a student must:

1. Be in good academic standing.

2. Demonstrate competence in the methods and techniques of the discipline, which may include passing a qualifying or

comprehensive examination.

3. Receive approval of an independent scholarship, thesis, or research project proposal from the student’s graduate committee.

4. Satisfy all prerequisites and remove all academic deficiencies; satisfy all terms of provisional admission.

5. Submit an approved, final official Graduate Studies Plan.

University Requirements for Graduate Degrees To complete a graduate degree, a student must complete the uUniversity rRequirements for a gGraduate dDegrees, school or

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college requirements, and program requirements. A graduate student’s program is based upon the catalog requirements for the

relevant graduate degree which are in effect at the time the student is accepted. University requirements for all graduate degrees are

as follows:

1. A student must be admitted to the degree program and establish an approved Graduate Studies Plan.

2. No more than 9 credits may be completed in the student’s graduate program before program admission. See individual

program listings for further details.

3. TFor a Master’s degree, the student must complete at least 30 approved semester credits beyond the baccalaureate degree for a

master’s degree, and must complete at least three years of post‐baccalaureate study for a doctoral degreee . For a master’s

degree, aAt least 24 credits in each graduate degree must consist of courses other than thesis, independent scholarship

(independent study) and/or a research project. No more than 45 credits may be required by any master’s degree program. The

actual number of credits required for each graduate degree program, including prerequisites for required courses, are specified

in the current course catalog. While no minimum or maximum credits are specified for doctoral programs, a student is

expected to be affiliated with the university for at least two years. On approval by the dean of the Graduate School and college

dean, an official Graduate Study Plan may stipulate other course credit requirements, including leveling courses.

4. Up to 9 semester credits not used toward any other degree (graduate or undergraduate) may be transferred to UAA from an

accredited institution and counted toward a Master’s degree. Acceptance of transfer credit toward program requirements is at

the discretion of the individual program faculty.

5. The Graduate School Dean or designee may allow credit earned at other universities within the UA system, excluding thesis

credit and credits used toward another degree, to satisfy graduate program requirements, as long as at least 9 credits

applicable to the student’s program are earned at UAA after acceptance into a master’sthe program, and as long as at least 18

credits applicable to the student’s program are earned at UAA after acceptance into a doctoral program.

6. Only 400‐ and 600‐level courses approved by the graduate student’s graduate advisor, dean or designee, and graduate studies

committee, may be counted toward graduate program requirements.

Courses at the 500‐level are for professional development and are not applicable toward any degree.

7. A cumulative GPA of at least 3.00 must be earned in courses identified in the official Graduate Studiesy Plan.

8. In 600‐level courses, a grade of C is minimally acceptable, provided the student maintains a cumulative GPA of 3.00 (B) in all

courses applicable to the graduate program. At least 21 credits must be taken at the graduate‐level (600) for any master’s

degree, including thesis, independent scholarship or research credits. For performance comparison only, in 600‐level courses a

grade of P (pass) is equivalent to a B or higher, but does not enter into the GPA calculation.

9. Courses taken as credit by examination, or graded credit/no credit (CR/NC) do not count toward graduate program

requirements. They may, however, be used to satisfy prerequisites or to establish competency in a subject, thus allowing the

advisor/committee to waive certain courses in an established program, as long as the total credits in the program remain the

same.

10. All credits counted toward the degree, including transfer credits, must be earned within the consecutive seven‐year period for

a Master’s degree or the consecutive ten‐year period for a doctoral degree prior to graduation. If these requirements are not

metfor a Master’s degree as specified in the entry‐year catalog are not met within seven years of formal acceptance into the

program, admission expires and the student must reapply for admission and must meet the admission and graduation

requirements in effect at the time of readmission or graduation.

11. All credits counted toward the degree, including transfer credits, must be earned within the consecutive seven‐year period for

a Master’s degree prior to graduation.

12. Students must be continuously registered throughout their graduate program (see Continuous Registration).

123. The student must complete all requirements established by the program and must pass a written or oral comprehensive

examination, an evaluation of independent scholarship, project or thesis defense, or similar evaluation as established by the

program. The evaluation, examination or defense must be approved by all graduate committee members as passing the

requirement.

134. When an oral comprehensive examination, project or thesis defense, or evaluation of independent scholarship is required, the

student may select an outside reviewer approved by the dean of the Graduate School and college dean to participate in the

evaluation. An outside examiner is required for a doctoral defense. Typically, the outside reviewer is a faculty member from

another department in the university, or other qualified individual in the area in which the student is seeking a degree.

145. All theses must have final approval by the Dean of the Graduate School and must meet formatting requirements as

established

by the Graduate School.







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Advancement to Candidacy (Requirement Determined by Program) Some graduate programs require students to apply for advancement to candidacy. Advancement to candidacy status is a

prerequisite to graduation and is determined by the program chair or designee. Candidacy is the point in a graduate study

program at which the student has demonstrated an ability to master the subject matter and has progressed to the level at which a

graduate studies plan can be approved.

To be approved for candidacy a student must:

1. Be in good standing as defined in the good standing policy.

2. Demonstrate competence in the methods and techniques of the discipline.

3. Receive approval of the independent scholarship, thesis or research project proposal from the student’s Graduate Committee.

4. Satisfy all prerequisites and remove all academic deficiencies.

Satisfy all terms of a provisional admission.

Submit an approved, final official Graduate Studies Plan.

Application for Graduation Graduate students must submit an Application for Graduation, accompanied by the required fee, to the Office of the Registrar.

Current AApplication for Graduation deadlines are July 1 for summer graduation, November 1 for fall graduation, and March 1 for

spring graduation.

Students who apply for graduation but do not complete degree requirements by the end of the semester must re‐apply for

graduation. However, if a student is within 6 credits of graduating, they will be automatically rolled to the next semester, including

summers. (This is a one‐time courtesy.) The application fee must be paid with each new Application for Graduation.

Please see the UAA Office of the Registrar website at www.uaa.alaska.edu/records/ for current information regarding graduation

and the posting of degrees.

Interdisciplinary Studies Degree A student who has received a baccalaureate degree from a regionally accredited institution and whose credentials indicate the

ability to pursue graduate work may develop an Interdisciplinary Studies major. The proposed program must differ significantly

from and may not substitute for an existing UAA graduate degree program. The student may select no more than one half of the

program credits from one existing graduate degree program, and courses must come from two or more disciplines (i.e., subjects). In

addition to the University Requirements for Graduate Degrees listed above, students must comply with the following procedures:

1. The student submits a UAA Graduate Application for Admission (Interdisciplinary Studies Major) with the appropriate fee to

the Office of Admissions. These applications will be reviewed by the Graduate School for determination of acceptance to

graduate study.

2. The student invites a faculty member to chair their graduate studies committee and to serve as the student’s graduate advisor.

The chair shall normally be a full‐time faculty member. The chair must agree to serve and must be approved by the

appropriate dean(s) or designee(s).

3. The student proposes a graduate studies committee of at least three (four for a doctoral committee) faculty members (including

the chair) from the appropriate academic disciplines. The committee members and chair must represent all concentration areas

of 9 credits or more. The committee members must agree to serve and be approved by the Graduate School dean or designee.

4. The student develops a proposed interdisciplinary Graduate Studies Plan specifying the degree (MA/MS) and title or

concentration. In developing this proposal, the student should review all graduate degree policies and procedures. To receive

an interdisciplinary studies master’s degree from UAA, the student must incorporate into his or her proposal all University

Requirements for Graduate Degrees and any school or college requirements applicable. Of the minimum 30 credits required

for the Master’s degree, a minimum of 21 credits must be drawn from existing 600‐level courses. Additional coursework may

be required by the committee, including remedial courses that are not on the Graduate Studies Plan. The graduate committee

may also require a Master’s thesis or research project, reflecting no more than 9 academic credits.

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5. The student presents the proposed Graduate Studies Plan to the committee and chair for preliminary review and approval.

The committee and chair support the Graduate Studies Plan, it will be forwarded to the Graduate School dean or designee for

approval in consultation with affected graduate programs.

6. Students work with their advisors and graduate committees to ensure that satisfactory progress is made toward completing

degree requirements. Students are expected to be continuously registered throughout their graduate program (see Continuous

Registration).

7. The student must complete all requirements established in the official Interdisciplinary Graduate Studies Plan, and must pass a

written and/or oral comprehensive examination, an evaluation of independent scholarship, and/or a project or thesis defense

or similar final evaluation as established by the program. The examination, evaluation, or defense must be approved by all

graduate committee members as passing the requirement and by the dean of the Graduate School or designee. All theses and

projects must have final approval by the Dean of the Graduate School or their designee.

8. When an oral comprehensive examination, evaluation of independent scholarship, or project or thesis defense is required, the

student may select an outside reviewer approved by the dean of the Graduate School or designee to participate and ensure that

the evaluation, examination, or defense is fair and appropriate. Typically, the outside reviewer is a faculty member from

another department in the university, or other qualified individual in the area in which the student is seeking a degree.

9. During the semester of the project or thesis defense or similar final evaluation, the student must apply for graduation in a

timely fashion. The diploma will indicate that it is an interdisciplinary degree, as well as the applicable subjects/concentration.

10. All theses and projects must meet formatting requirements as established by the Graduate School.

Cooperative Doctoral Programs University of Alaska Fairbanks (UAF) Students may use specific courses from other University of Alaska campuses to satisfy requirements of cooperative graduate

programs offered by UAF. The cooperative program must include an approved UAF Graduate Studies Plan (GSP). The student

must complete a minimum of 12 semester resident credits at UAF.

The following guidelines are for collaborative Ph.D. programs offered by UAF, where students are enrolled at other UA

campuses. Some individual degree programs have different requirements which are included in specific program descriptions in

the graduate degree program section of the UAF catalog. The guidelines described here apply only to programs that have not

established different requirements.

1. At least four faculty members shall serve on the graduate advisory committee for each Ph.D. student. At least two committee

members shall be UAF faculty. When the student is enrolled at UAA the committee shall be chaired or co‐chaired by a UAA faculty

member.

2. The graduate advisory committee and its chair and/or co‐chairs must be approved by the UAF program director and the dean of

the UAF Graduate School.

3. UAF rules and regulations on graduate studies shall apply to all UAF graduate students, including those concurrently enrolled at

UAA

4. The graduate advisory committee must meet at least once a year to update the Graduate Studies Plan and to review the student’s

progress toward the degree. The annual progress report must be signed by all committee members and submitted to the dean of the

UAF Graduate School.

5. The student’s advisory committee will administer the Ph.D. comprehensive exam for each student.

6. The Ph.D. thesis defense is conducted on the student’s home campus and can be done via distance technologies.

Creighton University / UAA Occupational Therapy Program The Creighton University (CU)‐UAA Occupational Therapy program is a hybrid format professional program that leads to the

Occupational Therapy Doctorate (OTD). Students take classes in both a traditional and distance format with labs being held on the

UAA campus.

Up to 10 students per year are accepted to this three and a half year, full‐time program. To be eligible for the program, applicants


64

must have a bachelor’s degree and meet the required prerequisites. After successful completion of the program students are be

eligible to sit for the National Board for Certification in Occupational Therapy (NBCOT) examination, and to apply for licensure.

Creighton University is accredited by the Higher Learning Commission of the North Central Association of Colleges and

Schools. The program in Occupational Therapy is accredited by the Accreditation Council for Occupational Therapy Education

(ACOTE) of the American Occupational Therapy Association (AOTA), Inc.

For information on prerequisites, curriculum, and application procedures, please visit http://chsw.uaa.alaska.edu/otd .

Creighton University / UAA Pharmacy Program The Creighton University (CU)‐UAA Pharmacy program is a mostly online professional program leading to the Doctorate in

Pharmacy (PharmD) degree. The Creighton distance pathway allows students to take didactic coursework using the latest in distance education technology, from wherever they live. Interactions with faculty and mentors occur via conferencing software, discussion boards, Internet chat rooms, e-mail, telephone, and other methods. Students will complete two weeks of intensive labs in

Omaha each of three summers during the program. Clinical experiences may be arranged within Alaska.

The Creighton PharmD program is an established distance program that admits 75students per year. An Alaska admission cohort

is being added with up to five slots. To be eligible for the program, applicants must complete 90 credits of pre‐requisites.

Creighton University is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and

Schools, the accrediting agency for the region in which the University is located. The Pharmacy program, accredited by the Accreditation Council on Pharmacy Education (ACPE), is a member of the American Association of Colleges of Pharmacy.

For information on prerequisites, curriculum, and application procedures, please consult with Creighton University: website

http://spahp2.creighton.edu/admission/Pharmacy/Pharmacy_UAA.htm, phone number 402-280-2662; or contact the UAA Pharmacy Technology department at 786‐4495, email [email protected].

University of Washington School of Medicine WWAMI Biomedical Program Engineering Building (ENGR), Room 331, (907) 786-4789 http://biomed.uaa.alaska.edu Each year, 20 certified Alaska residents begin their medical education in a collaborative medical school that operates among the

campuses of five northwestern states: Washington, Wyoming, Alaska, Montana and Idaho (WWAMI). First‐year classes for

Alaskans are held at the University of Alaska Anchorage. Second‐year students from all five states attend classes at the University

of Washington in Seattle. The six‐week blocks of clinical experiences, called clerkships, that occupy the third and fourth years can be

taken in any of the five states, and an Alaska Track allows nearly all of these to be completed in Alaska.

Eligibility

Alaskan residents are eligible to apply for admission. Detailed eligibility information is available at

http://biomed.uaa.alaska.edu/ak_wwami_eligibility.html. Applicants must meet common requirements established by the

institutions in the five WWAMI states. These requirements include prerequisites in biology, chemistry and physics and submission

of scores from the Medical College Admission Test (MCAT). Program details can be found at www.uwmedicine.org or by

contacting the WWAMI office using the contact information provided below.

Admissions

Applications are accepted through the American Medical College Application Service (AMCAS). WWAMI applications are

submitted to the University of Washington School of Medicine (UWSOM). All applications received by UWSOM from Alaskan

residents will be considered for the WWAMI Program in Alaska. Complete application information, including details about the

selection procedure can be found at www.uwmedicine.org or by contacting the WWAMI office using the contact information

provided below.

For more information concerning WWAMI or the biomedical curriculum at UAA, contact the WWAMI Biomedical Office at 786‐

4789, visit http://biomed.uaa.alaska.edu or visit Engineering Building (ENGR) 331.

FACULTY Robert Furilla, Program Chair and Term Associate Professor, [email protected]

Raymond Bailey, Professor, [email protected]

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Lorna “Jamie” Elswick, Adjunct Instructor, [email protected]

Robert Furilla, Term Associate Professor, [email protected]

Timothy Hinterberger, Associate Professor, [email protected]

Cindy Knall, Assistant Professor, [email protected]

Tanya Leinicke, Adjunct Assistant Professor, [email protected]

Ryan McGhan, Adjunct Instructor, [email protected]

Jesse Owens, Associate Professor, [email protected]

Debra Pohlman, Adjunct Professor, [email protected]

Quentin Reuer, Professor, [email protected]

Ram Srinivasan, Professor, [email protected]

John Tappel, Adjunct Instructor, [email protected]

Graduate Certificates A graduate‐level certificate program is a coherent sequence of related graduate courses. These programs are designed to provide

graduate education past the baccalaureate level and/or to enhance the education of students who have already completed a master’s

degree. Students will complete a linked series of courses, which may include a capstone experience or project that focuses their

intellectual experience. Upon completion of a certificate, students will have acquired an area of specialization or an interdisciplinary

perspective. Further, success in a graduate‐level certificate program should prepare students to better accomplish the goals of their

discipline.

Admissions (907) 786-1480 www.uaa.alaska.edu/admissions All students intending to register for one or more courses must apply for admission. Applications for admission are available from

the Enrollment Management One‐Stop or online via www.uaa.alaska.edu/admissions.

Admission Requirements for Graduate Certificates To qualify for admission to graduate certificate programs, a student must have earned a baccalaureate or Mmaster’s degree from a

regionally accredited institution in the United States or a foreign equivalent. Students who expect to receive their baccalaureate or

Mmaster’s degree within two semesters may also apply for graduate admission; see Incomplete Admission later in this section.

Admission is granted to applicants who have received their baccalaureate or Mmaster’s degree and whose credentials indicate their

ability to pursue graduate work. In general, applicants must either have a cumulative GPA of 3.00 (B average on a 4.00 scale) or

meet the GPA requirements of the specific graduate certificate program to which they are applying.

All graduate students must submit official transcripts showing completion and conferral of all baccalaureate and/or graduate

degrees and any transcripts reflecting graduate‐level courses. Transcripts are to be requested by the student and must be submitted

in an officially sealed envelope. (Exception: Students do not need to request transcripts from any University of Alaska campus.)

Individual programs may also require additional transcripts and/or specific entrance examinations such as the GRE or the Miller

Analogies Test. See individual program requirements later in this chapter for details.

Applicants with transcripts from institutions outside the United States or Canada must submit official transcripts and English

translations as well as an official statement of educational equivalency from a recommended international credentials evaluation

service. A list of evaluation services may be obtained from the Office of Admissions. Fees depend upon the agency performing the

evaluation. The evaluation service will require a separate transcript and copy of the English translation.

Applicants whose native language is not English or whose baccalaureate degree was conferred by an institution where English was

not the language of instruction must also submit scores from the Test of English as a Foreign Language (TOEFL). TOEFL scores may

be waived if the applicant has been a long‐term resident of the United States or of another English‐speaking country and

demonstrates fluency in reading, writing and speaking in English.

Applications, official transcripts, and required test scores (if any) must be submitted to the Office of Admissions. All of these

materials become the property of UAA and are only released or copied for use within the University of Alaska system. Once all

required transcripts and test scores have been received, the Office of Admissions will forward each student’s admission packet to

the dean, department chair or designee for consideration.

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Each graduate certificate program has individual admission standards and document requirements. All of these materials become

the property of UAA and are only released or copied for use within the University of Alaska system. Additional information such as

writing samples, goal statements, letters of recommendation, research proposals, writing samples, and/or personal interviews may

be required by specific programs. When required, these materials must be submitted directly to the department chair or designee.

Deadlines for submission of materials vary by program. No more than one‐third of the credits may be completed in the student’s

certificate program before application for admission. See individual program listings for additional information.

International Graduate Certificate Students Office of Admissions http://www.uaa.alaska.edu/iss (907) 786-1573 International students who intend to reside in the U.S. for the purpose of pursuing a certificate or degree as F‐1 visa students and

need a form I‐20 Certificate of Eligibility for Nonimmigrant F‐1 Student Status must meet university and degree program admission

requirements and submit the following:

1. Official TOEFL (Test of English as a Foreign Language) (minimum score of 79‐80 IBT) or IELTS (International English

Language Testing System) (minimum score of 6‐6.5) scores, sealed by the issuing agency. Alternate documentation of English

proficiency, such as previous study in a U.S. institution or alternate test scores may be considered on a case‐by‐case basis.

International students from English‐speaking countries should contact the Office of Admissions to request a waiver of the test

score requirement.

2. A notarized affidavit of financial support from the student or the student’s financial sponsor and documentation of financial

resources to cover one full academic year of study.

3. A completed Admissions Agreement for Prospective F‐1 Students.

4. (For sStudents who earned their baccalaureate degree outside the United States or Canada) Amust submit an international

credential evaluation from a recommended agency stating that they have earned the equivalent of a U.S. baccalaureate degree.

A list of approved international credential evaluation services can be found on the International Student Services web site at

www.uaa.alaska.edu/iss. Additional fees will apply to be paid to the evaluating agency, which will require a second official,

sealed transcript from the issuing institution.

5. (For sStudents transferring from other institutions in the United S) Antates must also complete and submit the F‐1 Transfer

Eligibility Form.

International students in F‐1 visa status must be formally admitted, full‐time, degree‐seeking students. Health insurance is

mandatory. Visit the International Student Services web site at www.uaa.alaska.edu/iss for details and forms.

Application and Admission Status for Graduate Certificate-Seeking Students: Terms and Definitions Application Status

Incomplete Application An incomplete application is one that is not accompanied by all required documents; generally, an application is considered

incomplete until all required official transcripts and test scores have been received.

Pending Application A pending application has met university requirements and is awaiting departmental recommendation for admission.

Postponed Application Students may postpone their applications to a future semester by notifying the Office of Admissions prior to the end of the


Withdrawn Before Admission Students must complete or postpone their admission by the end of the semester for which they have applied. At the end of

each semester, all applications still incomplete or not postponed will be withdrawn. Students whose applications have been

withdrawn must re‐apply for admission if they later choose to attend UAA.

Admission Status Complete Admission All required documents have been received and all admission standards met.

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Incomplete Admission Students who expect to receive their baccalaureate or master’s degree from a regionally accredited institution within two

semesters (three if including summer) may apply for graduate admission. Formal acceptance becomes final only after the

baccalaureate or Mmaster’s degree is completed and conferred, and all other admission requirements are met. All admission

requirements must be satisfied prior to Aadvancement to Ccandidacy.

Provisional Admission Students who show potential for success in graduate studies but do not meet all the admission requirements for a program

may be provisionally admitted. Provisions are established and monitored by the chairdean or designee, and faculty of the

program. If the provisions are not met within specified deadlines, the student may be removed from graduate certificate‐

seeking status. All terms of provisional admission must be satisfied prior to advancement to candidacy.

Postponed Admission Students may postpone their admission to a future semester by notifying the Office of Admissions prior to the end of the


Withdrawn After Admission Admission will be withdrawn when students do not attend classes during or postpone their admission beforey the end of their

admission semester. Students whose admissions have been withdrawn must re‐apply for subsequent admission if they later

chose to attend UAA.

Related Graduate Certificate Policies Graduate Certificate Transfer Credits Up to one‐third of the credits (semester) or the equivalent earned at a regionally accredited institution and not previously used to

obtain any undergraduate degree or certificate may be transferred to UAA and accepted toward a graduate certificate. Acceptance

of transfer credits toward program requirements is at the discretion of the individual programs.

Change of Graduate Certificates Graduate students who wish to change certificate programs within a college or program must complete a Change of Graduate

Degree or Emphasis Area form and pay the appropriate fee. This applies both to changes between schools or colleges and to

different certificates within the same school or college. Students will be expected to meet all admission and program requirements

of their new major or emphasis area.

Concurrent Graduate Certificates Students may pursue concurrent graduate certificates as long as they have formally applied and been accepted to each program

through the Office of Admissions.

Additional Graduate Certificates Students who have received a graduate certificate or mmaster’s degree from UAA or another regionally accredited college or

university may earn a UAA graduate certificate by completing at least one‐third of the certificate credit requirements in residence at

UAA and after admission to the certificate program. Credits previously used for any undergraduate certificate or degree may not be

used to satisfy graduate certificate program requirements. Multiple graduate certificates may be awarded only if they differ by at

least one‐third of their credit requirements.

Formal Acceptance to Graduate Certificate Programs Once all required admission documents have been received by the Office of Admissions, the student’s admission packet is

forwarded to the chairdean or designee of the specific program. The acceptance decision is made by the chairdean or designee, who

informs the Office of Admissions of the decision. The Office of Admissions sends the official Certificate of Admission directly to the

applicant. Acceptance to a graduate certificate program does not guarantee later admission to other graduate certificates or degrees.

Non-Degree-Seeking Students Non‐degree‐seeking students who wish to register for graduate courses must have the department chair’s or faculty member’s

signature for each course taken. Registration as a non‐degree‐seeking student implies no commitment by the university to the

student’s later admission to a graduate certificate program. Up to one third of the credits of graduate certificate coursework may be

completed in the student’s graduate certificate program before program admission. Non‐degree‐seeking students do not qualify for

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federal or state financial aid benefits, nor do they qualify to receive a Form I‐20 Certificate of Eligibility for Nonimmigrant (F‐1)

Student Status.

Full-Time/Part-Time Status for Graduate Certificate-Seeking Students A student who has been admitted to a UAA graduate certificate program and is enrolled at UAA for 9 or more 600‐level credits is

classified as full‐time. Courses at the 400‐level will count toward full‐time status only if they are applicable to the graduate

certificate program (i.e., listed on the Graduate Certificate Studies Plan). A graduate certificate student enrolled at UAA for fewer

than 9 credits is classified as part‐time.

Audited courses, continuing education units (CEUs) and professional development courses (500 level) are not included in the

computation of the student’s full‐time or part‐time status.

Catalog Year for Graduate Certificate Programs Students may elect to graduate under the requirements of the catalog in effect at the time of formal acceptance to a graduate

certificate program, or the catalog in effect at the time of graduation.

If the requirements for a graduate certificate program as specified in the entry‐level catalog are not met within seven years of formal

acceptance into the program, admission expires and the student must re‐apply for admission and meet the admission and

graduation requirements in effect at the time of readmission or graduation.

All credits counted toward the certificate, including transfer credit, must be earned within the consecutive seven‐year period prior

to graduation.

Good Standing for Graduate Certificate-Seeking Students A graduate certificate‐seeking student who maintains a 3.00 (B) cumulative GPA in courses on their official Graduate Certificate

Studies Plan is considered in good standing.

Removal from Graduate Certificate-Seeking Status A graduate certificate student’s academic status may be changed to non‐‐certificate‐seeking if the requirements to remove

provisional admission are not satisfied, or if minimum academic standards are not met.

A graduate certificate student whose cumulative GPA falls below 3.00 (B) in courses applicable to his/her graduate certificate

program, or a graduate certificate student who, for reasons specified in writing, is not making satisfactory progress toward

completing the program requirements, may be removed from graduate certificate‐seeking status. Each school or college has

developed procedures to deal with appeals arising from removal from graduate certificate‐seeking status.

Academic Appeals Students have the right to appeal academic actions related to Graduate Certificates (See Academic Dispute Resolution Procedure in

the UAA Fact Finder/Student Handbook for information).

Reinstatement to Graduate Certificate-Seeking Status Graduate students who have been removed from graduate certificate‐seeking status for failure tonot makeing satisfactory progress

must re‐apply for a graduate certificate program and pay the appropriate fee.

Graduate Certificate Advisor The chairdean or designee of the appropriate school or college offering the graduate certificate program appoints an advisor for

each student accepted to the program.

Responsibilities of the Graduate Certificate Advisor/Committee The division of responsibility between the advisor and/or committee is determined at the program level. The graduate certificate

advisor and/or committee will do the following:

1. Review and approve the student’s Graduate Certificate Studies Plan, ensuring that it includes the Graduate Certificate

University Requirements; all courses required for the certificate; any special program requirements; and a capstone experience

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or project, if required.

2. Arrange to remove any deficiencies in the student’s admission or academic background.

3. Approve the official Graduate Certificate Studies Plan.

34. Monitor the student’s progress and timely completion of all requirements.

45. Monitor the timely submission of the official Graduate Certificate Studies Plan and other documents to the Graduate School.

56. Review and approve any changes to the official Graduate Certificate Studies Plan. The Graduate School will forward the

original and final documents to the Office of the Registrar.

67. Review and approve the capstone experience or project according to procedures established by the individual program.

78. Administer and assess a comprehensive examination, if required.

Official Graduate Certificate Studies Plan The official Graduate Certificate Studies Plan formally establishes the specific program requirements which will, upon satisfactory

completion, entitle the student to receive the graduate certificate. The program plan is based upon the catalog requirements for the

graduate certificate program to which the student has been accepted. The plan becomes official once it is approved by the dean of

the Graduate School or designee and is filed with the Office of the Registrar. Students are expected to complete all requirements

listed on the official Graduate Certificate Studies Plan, as well as all Graduate Certificate University Requirements and college

requirements for the program. Any revision to the plan will need to be submitted to the Graduate SchoolOffice of the Registrar

through the graduate certificate advisor/committee.

Determining Program Requirements A graduate certificate student’s program is based upon the catalog requirements for the relevant graduate certificate program which

are in effect at the time the student was accepted into the program.

Graduate Certificate University Requirements University requirements for all graduate certificates are as follows:

1. A student must be admitted to the certificate program and establish an approved Graduate Certificate Studies Plan. Students

must fulfill all General University Requirements, college requirements and certificate program requirements.

2. The student must complete at least 12 approved semester credits not counted toward the baccalaureate degree. No more than

29 credits may be required for any graduate certificate.

3. The student must complete all requirements established by individualthe programs, as specified in the current catalog.

4. A cumulative GPA of at least 3.00 (B) must be earned in courses identified on the official Graduate Certificate Studies Plan.

5. Only 400‐ and 600‐level courses approved by the student’s graduate certificate advisor/committee and the dean or designee,

may be counted toward graduate certificate requirements.

6. In 400‐level courses, a minimum grade of B is required for the course to count toward the certificate program requirements.

7. Courses at the 500‐level are for professional development and are not applicable toward any certificate, even by petition.

8. In 600‐level courses, a grade of C is minimally acceptable, provided the student maintains a cumulative GPA of 3.00 (B) in all

courses applicable to the graduate certificate program. At least two thirds of the credits required for the certificate must be

taken at the graduate level (600). For performance comparison only, in 600-level courses a grade of P (pass) is equivalent to a B or higher, but does not enter into the GPA calculation.

9. Up to one‐third of the semester credits used to complete the requirements of a graduate certificate may be transferred to UAA

from a regionally accredited institution. Acceptance of transfer credit toward program requirements is at the discretion of the

individual program.

10. Individual program deans or designees may allow credit earned at other universities in the UA system, to be transferred to

UAA, as long as at least 6 credits applicable to the student’s certificate program are earned at UAA after acceptance into the

program.

11. Courses taken by correspondence, credit by examination, or graded credit/no credit (CR/NC) do not count toward graduate

certificate requirements. They may, however, be used to satisfy prerequisites or to establish competency in a subject, thus

allowing the advisor or committee to waive certain courses in an established program, as long as the total credits in the

graduate certificate program remain the same.

12. If the requirements for a graduate certificate as specified in the entry‐level catalog are not met within seven years of formal

acceptance into the program, admission expires and the student must reapply for admission and meet the admission and



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graduation requirements in effect at the time of readmission or graduation.

13. All credits counted toward the graduate certificate, including transfer credits, must be earned within the consecutive seven‐

year period prior to graduation.

14. Coursework used to obtain a graduate certificate or graduate degree, if accepted for inclusion in the Graduate Certificate

Studies Plan and approved by the dean of the Graduate School and college dean, may be used to satisfy requirements for a

graduate certificate.

15. At least one third of the credits used to satisfy graduate certificate requirements must be UAA resident credit completed after

acceptance into the program. See the exception for UA system credits in (10) above.

Application for Graduation Graduate certificate students must submit an Application for Graduation, signed by the academic advisor and accompanied by the

required fee, to the Office of the Registrar. Current aApplication for Graduation deadlines are Junely 15 for summer graduation,

November 1 for fall graduation, and March 1 for spring graduation. Applications received after the deadline will be processed for

the following semester. Students who apply for graduation but do not complete the graduate certificate requirements by the end of

the semester must re‐apply for graduation. A newThe application fee must be paid with each Application for Graduation.

This policy is currently under review. Please see the UAA Office of the Registrar website at www.uaa.alaska.edu/records/ for

current information regarding graduation and the posting of certificates.

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P10.04.020. Degree and Certificate Program Approval.

All program additions, deletions, major revisions, or the offering of existing programs outside the State of Alaska, requires approval by the board. The board delegates approval authority of occupational endorsements and workforce credentials to the president.

-------- P10.04.030. Credit Hour Requirements for Degree and Certificate Programs.

E. Non-credit only workforce credentials have no minimum or maximum number of continuing education units or contact hours.

-------

R10.04.020. Degree and Certificate Program Approval

All degree and certificate programs must be approved by the Board of Regents prior to their being offered with the exception of Occupational Endorsements and Workforce Credentials. The President delegates approval authority for Occupational Endorsements and Workforce Credentials to the Chancellor.

B. Proposals for occupational endorsements and workforce credentials will be forwarded to SAC on a SAC approved summary form for review. All approved endorsements and credentials will be reported to the VPAA.

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Documents

Graduate Academic Board · And choose two courses from the following (6 credits): ESM A608 Legal Environment for Engineering Management (3) ESM A613 Management of Technical People