CURRICULUM APPROVAL FORM FOR A NEW COURSE

Department: Communication Studies Date: April 5, 2001

Proposal for New Course

Course Name: Disability Communication and Culture

Course No CMST 290 Credits 3

This Proposal is for a____ Graduate Course X Undergraduate Course

Applies to _____ Major _____Minor X General Education

___ Required ___ Required                ___ Humanities                  

__ Elective     Elective    ___ Natural Science

X Different Culture

   ___ Social Sciences                        ______ Allied Studies

Prerequisites: none

Grading________ Grade only X P/NC only________ Grade and P/NC Option

Frequency of Offering: every other year

Please attach to this proposal form a complete description of the course including:

A. Course Description

1. Catalog description (please limit to approximately 30 words).

2. Course outline of the major topics and subtopics (minimum of two degree outline).

3. Basic instructional plan and methods utilized.

4. Course requirements (papers, lab work, projects, etc.) and means of evaluation.

5. Textbook(s) or alternatives (list two or three).

6. List of references and bibliography.

B. Rationale

1. Please provide a statement of the major focus and objectives of the course.

2. Specify how this new course contributes to the department’s curriculum.

3. Indicate any course(s) which may be dropped if this course is approved.

C. Impact of this Course on other Departments, Programs, Majors, or Minors

1. Does this course increase or decrease the total credits required by a

major or minor of any other department?  If so, which department(s)?

2. List the departments, if any, which have been consulted about this proposal.

D. General Education Course Proposals

1. Please provide a brief written justification for including this course
   among those designated for general education.

2. If this course is also to be open to majors, indicate clearly how it is
   designed to serve the needs of both majors and non-majors.

Departmental Contact Person for this Proposal:

APPROVAL FORM

The attached proposal was approved by the Department on ____/____/____

Department Chair______________________________

Dean of College______________________________

Recommendation of A2C2 Committee: ____ Approved____ Disapproved on      ____/____/____

For  ____ Major ____ Minor X General Education

Chair of A2C2______________________________

Recommendation of Graduate Council____ Approved____ Disapproved on         ____/____/____

Chair of Graduate Council______________________________

 Director of Graduate Studies______________________________

Recommendation of Faculty Senate: ____ Approved ____ Disapproved on     ____/____/____

President of Faculty Senate______________________________

Recommendation of Academic Vice-President: ____ Approved ____ Disapproved on     ____/____/____     

Academic Vice-President______________________________                                                        

Decision of President:____ Approved ____ Disapproved on ____/____/____

President______________________________

A. Course Description  

1. Catalogue Description:

2. Course outline of the major topics, themes, subtopics, etc., to be covered in the course. 

I. Cultural identity paradoxes for persons with disabilities

a. pride and shame,

b. out-group versus in-group membership,

c. uninvited dependence and defiant independence,

d. civil rights versus even playing field anonymity.

II. Persons with disabilities have a long history of discrimination

a. cultural

b. social

c. economic

d. political

III. Communication strategies employed by person’s with disabilities

a. "spoiled identity" repair

b. face saving strategy

c. uncertainty/ anxiousness model

d. privacy maintenance boundaries

3. Basic Instructional Plan and Methods Utilized to Meet Course Goals

4. Course requirements and means of evaluation.

5. A list of materials to be used in the course.  This list may include
    textbooks, articles, monographs, software, etc.

Required Texts:

Braithwaite,D.O. & Thompson, T.L. (eds.). (2000). Handbook of communication and

people with disabilities: Research and application. Mahwah, NJ : Lawrence Erlbaum Associates.

Shapiro, J. (1993). No pity: A study of independence for persons with disabilities

Linton, S (1998). Claiming disability: Knowledge and identity New York Press, NY, NY

6. References

Additional Selected Readings from the following (on reserve)

Albrecht, G. L. (1992). The disability business: Rehabilitation in America. Newbury Park, CA: Sage.

Biklen, D. (1986). Framed: Journalism's treatment of disability. Social Policy, 16, 45- 61.

Bowe, F. (1989). Changing the rules. New York Prauge Press

Braithwaite, D. O. & Braithwaite, C. A. (1997). Understanding communication of persons with disabilities as cultural communication. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader. (8th ed.) (pp.154-163). Belmont, CA: Wadsworth.

Erwin, M. (1992). Why Jerry Lewis has got to go. Mainstream , 24-31.

Hahn, H. (1993). The political implications of disability definitions and data. Journal of Disability Policy Studies, 4 (2), 41-52.

Herold, K.P. (2001) Organizational Misfits: An examining of student’s with disabilities
satisfaction with assimilation into the University. Paper to be presented at NCA,
Atlanta, GA.

Kreps, G. L. (1993). Persons with disability and organizational fit. Paper presented at
NCA convention, Miami, FL.

Kriegel, L (1969). Uncle Tom and Tiny Tim: Some reflections on the cripple as negro. The American Scholar, 38, 412-430.

Maddox, S (May-June, 1994). I don't do crips & other stories of love and lust. New Mobility, 39-41.

Phiips, M. J. (1990). Damaged Goods: Oral narratives of the Experiences of disability in American Culture. Social science and Medicine., 30, 849-57

Setter, J. S., Larsen, J., Skinner, J. (1998). "Handicapped" or Hanicapable?": The effects of language about persons with disabilities on perceptions of source credibility and persuasiveness. Communication Reports, 11(1), 21-31.

Shakespeare, T. (1993). Disabled people's self-organization: A new social movement? Disability, Handicap & Society 8 (3) 249-264.

Westhaver, S. M. (1997). In the eyes of the beholder: How women with disabilities
read women’s popular magazines. Paper presented to the national Communication Association annual convention. Chicago, IL.

Wiss, K. A. (1997). Redefinition or re-marginalization of people with disabilities?: An analysis of disability as culture. Paper presented to the national Communication Association annual convention. Chicago, IL.

Zola, I, K (1982). Ordinary Lives: Voices of disability and disease. Cambridge MA,
Applewood Books.

The above course description does not preclude future revisions of course content, texts used, methods of instruction and forms of evaluation.

B. Provide a rationale for the new course. 

Rationale

The study of disability as a culture is exploding across the country. Several institutions are offering BA’s, MA’s, and Ph D’s in social Science based disability studies. Students from the College of Liberal Education are especially attracted to the study of disability as a cultural, political, economic, psychological, and social phenomena. With over 900 million persons with disabilities worldwide, and with more students than ever before with disabilities, and more persons with disabilities joining the work force it is 100% probable that our students will be intimately involved with a culture that they know little about. For example, few appreciate that it makes a difference if you refer to persons with disabilities as persons with disabilities [PWD]. To refer to PWD as challenged, handicapped, or special is insensitive, inaccurate and labels persons with disabilities from the dominant nondisabled paradigm. While some believe that disability as a culture has no history, music, language, political or social footing, forty eight million Americans and the 900 million persons with disabilities from around the world would argue otherwise.

Cultural identity for persons with disabilities provides many perplexing paradoxes such as; pride and shame, out-group versus in-group membership, uninvited dependence and defiant independence, civil rights versus even playing field anonymity. Undoubtedly there is an infinite degree of disability spread across this diverse culture. This degree of diversity is further exasperated by the paradoxical membership. However, the study of disability culture has grown dramatically while points of cultural similarity become salient. For example, persons with disabilities [PWD] are the largest minority worldwide, and as a result experience – the highest unemployment, and face the most discrimination in terms of housing, education, transportation and social acceptance.

Disability culture is further marginalized when PWDs are considered to be a drag on the mainstream culture. Students will learn in this class that PWDs have a long history of discrimination – from disparaging inferences in the bible to being the first to be executed during the holocaust, and today are the last to given educational opportunities. Students will examine the paradoxes already mentioned and learn the communication strategies that PWDs employ to manage their "spoiled identity" in an attempt to become central rather than marginal in the eyes of the dominant culture. Students will find that as PWDs discover their identity and make adjustments to their combat their second-class citizenry and also learn to employ strategic communication to even the playing field.

1. How this course will contribute to the Departmental curriculum

This course will contribute to our department by providing students with an opportunity to study communication and disability beyond the medical model. In our department our goal is to provide a curriculum that is diversified and accessible. We believe this course fits a void by studying one of the most significant and disenfranchised cultural groups.

2. Courses which would be dropped or banked if this course is implemented:

None

C.  Notification: Provide a statement of the impact of this course on other
    departments, programs, majors, and minors.

1. This course will NOT have impact other programs, departments or majors,
    or minors, except to provide another choice for their university studies
    experience.

   This course does not duplicate any other course and has no impact on other programs.

2. Would approval of this course change the total number of credits required
    by any major or minor of any department?  If so, the Department must
    indicate which departments are affected and explain carefully the effects of
    the course.

     No.

3. If this course has an impact on the major or minor of any other department
    or any program, it is the responsibility of the Department submitting the
    course proposal to send written notification to the departments or programs
    affected.  State clearly which other majors or minors are affected by this
    proposal and whether the other departments have been notified and/or
    consulted.

     Not applicable

D. If this course will be included in the General Education Curriculum, provide a
    brief justification of how the course fulfils General Education requirements.

WINONA STATE UNIVERSITY

FINANCIAL AND STAFFING DATA SHEET

Include a Financial and Staffing Data Sheet with any proposal for a new course, new program, or revised program.

Please answer the following questions completely.  Provide supporting data.

1. Would this course/program be taught with existing staff or with
    new/additional staff?  If this course would be taught by adjunct faculty,
    include a rationale.

     Existing Staff

2. What impact would approval of this course/program have on current
    course offerings.  Please discuss number of sections of current offerings,
    dropping of courses, etc.

   Disability Communication and Culture would be added into a bi-yearly
   rotation of general education courses offerings. It is not replacing any
   course, but is fulfilling a need for our majors, many of whom are
   interested in the study of Disability. In addition, career opportunities in
   Disability Advocacy, Disability Law, Disability Protection, Guardianship
   and Disability Education makes this especially attractive to many of our majors and non-majors alike.

3. What effect would approval of this course/program have on the department
    supplies.  Include data to support expenditures for staffing, equipment,
    supplies, instructional resources, etc.

There is no increased budgetary demand for the course.

Department Chair______________________________                                                                                          

Dean of College______________________________

 Note:  if any of the requested information is missing, the proposal will not be reviewed
by the A2C2 Course/Program Subcommittee/ Graduate Council, but will instead be
returned to the Department.

DIRECTIONS FOR THE DEPARTMENT

This form, Proposals for New Courses, is to be used to submit course proposals for any new graduate or undergraduate courses. Read the directions below for information on providing course descriptions and impact of approval on other departments.  The Department must include a Financial and Staffing Data Sheet and an Approval Form with this proposal.  Copies of each of these forms are attached. Refer to Regulation 3-4, Policy for Changing the Curriculum, for complete information on submitting proposals for curricular changes.

When submitting a new course proposal, you must provide all background information requested.  You must also do the following:

A.  Provide a description of the course.  This description must include the following information:

1. a description of the course as it will appear in the WSU catalog.  Limit this description to approximately 50 words.

2. a course outline of the major topics, themes, subtopics, etc., to be covered in the course.  This outline should be, at a minimum, a two level outline, i.e., consisting of topics and subtopics.

3. a statement of the basic instructional plan and methods used.  For example:  lectures, discussion, etc.

4. course requirements and means of evaluation.

5. a list of materials to be used in the course.  This list may include textbooks, articles, monographs, software, etc.

6. a bibliography, including author, title, date, for a reasonable number of  scholarly materials such as articles and books.

The above course description does not preclude future revisions of course content, texts used, methods of instruction and forms of evaluation.

B. Provide a rationale for the new course.  The rationale should include:

1. a statement of the major focus and objectives of the course,

2. a statement specifying how this course will contribute to the Departmental curriculum, and

3. courses which would be dropped if this course is implemented.

C.  Provide a statement of the impact of this course on other departments, programs, majors, and minors.

1. In this statement the Department should clearly state the impact of this
   course on other courses taught in other departments.  Does this course
   duplicate the content of any other course? Is there an effect on
   prerequisites?

2. Would approval of this course change the total number of credits required
    by any major or minor of any department?  If so, the Department must
    indicate which departments are affected and explain carefully the effects of
    the course.

3. If this course has an impact on the major or minor of any other department
    or any program, it is the responsibility of the Department submitting the
    course proposal to send written notification to the departments or programs
   affected.  State clearly which other majors or minors are affected by this
   proposal and whether the other departments have been notified and/or consulted.

D. If this course will be included in the General Education Curriculum, provide a
    brief justification of how the course fulfils General Education requirements.

Note:  if any of the requested information is missing, the proposal will not be reviewed
  by the A2C2 Course/Program Subcommittee/ Graduate Council, but will instead be
  returned to the Department.

WINONA STATE UNIVERSITY

APPROVAL FORM

The attached proposal was approved by the Department on ____/____/____

Department Chair______________________________

Recommendation of Dean of College: ____ Approved____ Disapproved on     ____/____/____

Dean of College______________________________

Recommendation of A2C2 Committee: ____ Approved____ Disapproved on      ____/____/____

For  ____ Major ____ Minor ____ General Education

Chair of A2C2______________________________

Recommendation of Graduate Council____ Approved____ Disapproved on         ____/____/____

Chair of Graduate Council______________________________

 Director of Graduate Studies______________________________

Recommendation of Faculty Senate: ____ Approved ____ Disapproved on     ____/____/____

President of Faculty Senate______________________________

Recommendation of Academic Vice-President: ____ Approved ____ Disapproved on     ____/____/____     

Academic Vice-President______________________________                                                        

Decision of President:____ Approved ____ Disapproved on ____/____/____

President______________________________

WINONA STATE UNIVERSITY

PROPOSALS FOR REVISED PROGRAMS

Use this form to submit proposals for revised majors, minors, concentrations, options, etc.,

Note:  A department, with its dean’s approval, may change up to two courses per year within an existing major, minor, concentration, option, etc., per year without seeking review of the A2C2 Committee or Graduate Council, provided that (1) the total credits do not increase or decrease for the major, minor, concentration, option, etc., and (2) the change does not affect other departments or the General Education Program.   The A2C2 Committee and/or Graduate Council do, however, wish to be informed of these changes.  Use form Notifications.

If a department wishes to make more extensive revisions to an existing major, minor, concentration, option, etc., it must complete form Proposals for Revised Programs.

See Regulation 3-4, Policy for Changing the Curriculum, for further information on proposals for curricular changes.

Department: ______________________________

Title of Program: ______________________________

Revised: ____ Major____ Minor____ Concentration ____ Option ____ Other

Total credit hours________ Classroom Hours________ Lab Hours________

Proposed Implementation Date__________

Please attach to this proposal a narrative with the following information:

A. Statement of major focus and objectives of the revised program.

B. New Catalog Content

1. Provide a list of program content as it would appear in the catalog

including required courses, electives, etc., by number and name. 

Include the number and name for each prerequisite, and all

prerequisites of proposed prerequisites.  All such prerequisites, and

prerequisites of prerequisites, should be included in the total credit

hour calculations for the revised program.

2. New catalog narrative, if any.

C. Description of Revisions, to include

1. A display of current program requirements next to proposed new

requirements for clear, easy comparison.

2. A clear identification of each proposed change.

3. The following information for each required or elective course:

a. Course number and name,

b. A brief course description, and

c. A brief statement explaining why the program should

include the course.

Attach a Financial and Staffing Data Sheet.

Attach an Approval Form.

Departmental Contact Person for this Proposal:

______________________________ ____________ _______________

Name (Please Print)                                 Phone                   Email

WINONA STATE UNIVERSITY

PROPOSALS FOR REVISED COURSES

Department______________________________

Date____________________

A. Please complete the information below for the course as it presently exists.

Course Name______________________________

Course No.__________ Credits__________

This Proposal is for a____ Graduate Course ____ Undergraduate Course

Applies to_____ Major _____Minor _____ General Education

___ Required         ___ Required           ___ Humanities

___ Elective           ___ Elective                ___ Natural Science     

___ Social Science    

___ Different Culture

___ Allied Studies

Prerequisites______________________________           

Grading________ Grade only ________ P/NC only________ Grade and P/NC Option

Frequency of Offering____________________

If your proposal changes any of the information provided above, please show those requested changes below.

Course Name______________________________

Course No.__________ Credits__________

This Proposal is for a____ Graduate Course ____ Undergraduate Course

Applies to_____ Major _____Minor _____ General Education

___ Required         ___ Required                ___ Humanities                  

___ Elective            ___ Elective                 ___ Natural Science          

___ Social Sciences

___Different Culture

___ Allied Studies

Prerequisites______________________________

Grading________ Grade only________ P/NC only________ Grade and P/NC Option

Frequency of Offering____________________

B. If the proposal requests any changes in the course description as listed below,

please list both the present description and the proposed change.

1. Catalog description.

2. Course outline of the major topics and subtopics.

3. Basic instructional plan and methods utilized.

4. Course requirements (papers, lab work, projects, etc.) and means of

evaluation.

C. Please include a rationale for the changes proposed.

D. Please describe any impact of this proposal on other Departments, Programs,

Majors, or Minors.

E. Please describe any impact that this proposal may have on the General Education

Curriculum.

Attach an Approval form.

Departmental Contact Person for this Proposal:

______________________________ ____________ _______________

Name (Please Print)                                 Phone                   Email

DIRECTIONS FOR THE DEPARTMENT

Some curricular changes involving already-existing courses require only notification rather than approval by A2C2 and/or the Graduate Council.  These changes are submitted to the A2C2 Committee and/or the Graduate Council in writing using the form Notifications.  See Regulation 3-4, Policy for Changing the Curriculum, for further information on proposals for curricular changes.

Curricular changes which may be accomplished by Notification include: a change in course title; a change in course description; a change in course prerequisites; a change in course number so long as the course number does not change to a higher level (for example, a change in course number from 120 to 135 is permitted, but from 120 to 220 is not), and an increase in hours and/or credits in an independent study course.

A department, with its dean’s approval, may also change up to two courses within a major, minor, option, concentration, etc., per year without seeking review from A2C2 or Graduate Council, provided that the total number of credits does not increase or decrease and provided that the change does not affect other departments or the General Education Program.  These changes are also submitted using the form Notifications.

The notification will be presented in writing at the next A2C2 Committee/Graduate Council as part of the agenda under Notifications.  Please send an e-mail copy or disk copy of the change to the A2C2 Chair/Graduate Council Chair as you would like to see it appear on the agenda.

________________________________________________________________________

Department______________________________

Course Number and Title______________________________

Describe the change you request as you wish to see it on the A2C2 and/or Graduate Council Agenda. Also send an e-mail or disk copy of this information to the A2C2/Graduate Council Chair.