Advanced Certificate International Health and Human Rights, 2015

Online content

New Program Proposal:

Certificate or Advanced C ertificate Program
Form 2C

This form should be used to seek SUNY’s approval and the State Education Department’s (SED) registration of a proposed
new academic program leading to a certificate (undergraduate) or an advanced certificate (graduate). Approval and
registration are both required before a proposed program can be promoted or advertised, or can enroll students. The campus
Chief Executive or Chief Academic Officer should send a signed cover letter and this completed form (unless a different
form applies’), which should include appended items that may be required for Sections 1 through 3 and Section 10 of this
form to the SUNY Provost at program.review@suny.edu. The completed form and appended items should be sent as a single,
continuously paginated document.? Guidance on academic program planning is available at
http://www.suny.edu/provost/academic_affairs/app/main.cfm.

Table of Contents

NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put the
cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and then
“Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or Accompanying Items,
but the actual appended items should continue the pagination.

Section 1. General Information

Section 2. Program Informatio:

2.1, Program Format
2.2. Related Degree Programs
2.3 Program Description, Purposes and Plannin
ZAv A OMISSIONS tesccssssvesvarreorrreanencesseuety

2.5. Academic and Other Support Services
2.6. Prior Learning Assessment...............
2.7.Program Assessment and. Improve entts.:ssseseussecssiversssvocvenseovssssvonsosecannversestivennoreasrnmnesecaseansesneevenn LZ

Section 3. Sample Program Schedule and Curriculum
Section 4. Faculty..

Section 5. Financial Resources and Instructional Facilities

Section 6. Library Resources

Section’ 7. Extertial-Evaluationtsissssssssvsvscovssessissssscavsssssasssassuusconssessissssavssssessuusssswwcsceusstsciusssatssssossuusesssuisceusstackssssacssssaetuusesss 21
Section 8. Institutional Response to External Evaluator Reports.......c..ssssssssesssessnsecsecssecsssessseessecssseesueessecsueesseeesneesneetseeesee 21
Section'9: SUNY: Undergraduate Dranst ett sescccssssecesssvvicaxsvecsnseenesersevesvexnvzsvesatveseusesvestscestvsveeveswsan eve teusvaveovecsatenvteseuestiw eave 21
Section 10. Application for Distance Education

Section MPA-1. Need for Master Plan Amendment and/or Degree A uthorization..........cessssessssseesssseecsseeesssseecssseeesssneessss 22
List of A ppended Items...........scessesssessecsuecsssessseesseessusesneecsueesueesssecsnecsuscssuessueessusssueeceecsusesnsessuecsnsessucssueessessnueesneecneeenneetees 22

1Use a different form if the proposed new program will lead to a degree; be a combination of existing registered programs (i.e. fora
multi-award or multi-institution program); be a breakout of a registered track or option in an existing registered program; or lead to
certification as a classroom teacher, school or district leader, or pupil personnel services professional (e.g., school counselor).
2This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds that limit, it should be
emailed in parts.

1
Section 1. General Information

Ttem Response (type in the requested information)

a) Date of Proposal: | February 7, 2014; updated February 18, 2015

ne Hiiiterell Institution’s 6-digit SED Code: |210500

Information

Institution’s Name: | University at Albany
Address: | 1400 Washington Ave, Albany, NY 12222
Dept of Labor/Regent’s Region: | Capital Region

b) List each campus where the entire program will be offered (with each institutional or branch campus

Program 6-digit SED Code): University at Albany (210500)

Locations List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [ v ] if not applicable:?

(9) Program Title: | International Health and Human Rights

Proposed Award(s) (e.g., Certificate): | Graduate Certificate

Program

Information Number of Required Credits: | Minimum [16 ] If tracks or options, largest minimum [ ]

Proposed HEGIS Code: | 2106 International Public Service (other than diplomatic
service)
Proposed 6-digit CIP 2010 Code: | 44.0401 Public Administration

If the program will be accredited, list the accrediting agency and expected date of accreditation:
na
If applicable, list the SED professional licensure title(s)’ to which the program leads:?
n/a

d) Contact Name and title:

Person for This | David Rousseau, Dean, Rockefeller College of Public Affairs & Policy, University at Albany

Proposal Telephone: (518)442-5245 E-mail: drousseau@ albany.edu

e) Signature affirms that the proposal has met all applicable campus administrative and shared governance

Chief Executive | procedures for consultation, and the institution’s commitment to support the proposed program.

or Chief E-signatures are acceptable.

pnoa Name and title: Susan Phillips, Provost, University at Albany

oadl Signature and date: included on the original transmittal
If the program will be registered jointly’ with one or more other institutions, provide the following
information for each institution:
na
Partner institution’s name and 6-digit SED Code:
Name and title of partner institution’s CEO:
Signature of partner institution’s CEO (or append a signed letter indicating approval of this proposal):

3 If the proposed program leads to a professional license, a specialized form for the specific profession may need to accompany this proposal.
4 If the partner institution is non-degree- granting, see SED’s CEO Memo 94-04.

Version 2013-10-17

[Section 2. Program Information

[ 2.1. Program Format

Check all SED-defined format, mode and other program features that apply to the entire program.

a) Format(s): [V ]Day [v JEvening [ ]Weekend [ ]Evening/Weekend [ ]Not Full-Time

b) Modes: [v ]Standard [ ]Independent Study [ JExternal [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements through
distance education, check Distance Education, see Section 10, and append a Distance Education Format Proposal.

c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year[ ] 5 year

[ 2.2. Related Degree Programs ]

All coursework required for completion of the certificate or advanced certificate program must be applicable to a
currently registered degree program at the institution (with the possible exception of post-doctoral certificates in
health-related fields). Indicate the registered degree program(s) by title, award and five-digit SED Inventory of
Registered Programs (IRP) code to which the credits will apply:

Title - Public Administration
Award —MPA
IRP Code — 03038

[2.3 Program Description, Purposes and Planning

BACKGROUND:

To address the growing demand for interdisciplinary solutions to our contemporary world challenges, the Global Institute
for Health and Human Rights (GIHHR) in collaboration with the University at Albany School of Public Health (SPH) and
the Rockefeller College of Public A ffairs and Policy is proposing the creation of a Graduate Certificate in International
Health and Human Rights to be offered to students and professionals (health care professionals, lawyers, policy makers
etc.). The certificate program will be administered by Rockefeller College at the University at Albany.

The topic of health and human rights is gaining more exposure in the political and public sphere as questions are raised
about heath disparities in minority populations, access to healthcare for vulnerable populations and health care for
prisoners, among others, that beg us to look into the undeniable links between health and human rights. Additionally,
throughout the world, there have been conflicts that have resulted in the removal of basic human rights from civilian
populations and have had a detrimental effect on the health status of a large number of people. Professionals who are able
to analyze, prosecute, treat or make any difference in these situations must be given the right tools to be able to do so.
This is of particular importance to students and professionals in health and/or human rights as well as students and
professionals in related disciplines, such as those pursuing the proposed Master of International A ffairs degree from
Rockefeller College.

Furthermore, there are many international organizations that are looking to health and law professionals for global human
rights and health work. However, there are few universities in the United States that offer a consolidated, comprehensive
health and human rights curriculum for students and professionals hoping to gain information on the links between the
two fields. Figure 1 from the World Health Organization (W HO) examines the links that exists between health and human

rights.
ouduee SLAVERY

HARMFUL ‘ t
\ VIOLENCE

‘AGAINST
WOMEN

RESULTING IN
ILL-HEALTH

REDUCING .

VULNERABILITY

FREEDOM FROM
DISCRIMINATION

etn ey
So ree00u oF
— ‘ ovevent

RIGHT TO WATER RIGHTTO
PRIVACY

Figure 1: Examining the Links between Health and Human Rights
Source; WHO - http://www.who int/hhr/HHR% 20linkages. pdf

Dr. Margaret Chan, the Director-General of the World Health Organization (WHO) has stated that, “The world needs a
global health guardian, a custodian of values, a protector and defender of health, including the right to health.” The WHO
constitution put out the first statement regarding the right to health for all by stating, “‘...the enjoyment of the highest
attainable standard of health is one of the fundamental rights of every human being...” Furthermore, the Universal
Declaration of Human Rights (1948) stated that the right to an adequate standard of living includes the right to health. In
1966, the International Covenant on Economic, Social and Cultural Rights established that signatory states must recognize
“,.the right of everyone to the enjoyment of the highest attainable standard of physical and mental health.” Health and
human rights have been intertwined because of the highly personal nature of healthcare and health-related issues.
However, many nations around the world have health systems that do not allow for this basic right to be realized by a
majority of the population. Specifically, many minority groups in these nations face discriminatory health practices,
including inaccessibility of healthcare itself.

According to the WHO and the United Nations Office of the High Commissioner for Human Rights (OHCHR), it is
necessary to develop outlines for health policy making guided by international human rights standards and principles.
Using a human rights framework, the underlying inequality and discriminatory practices that affect people’s health can be
better understood. With this understanding, physicians, lawyers, policy makers and other essential constituencies can
begin to create health policies that are not discriminatory and are scientifically sound. Given the complex nature of health
and human rights, in order to design effective, human rights based health policies, professionals from different fields must
come together in a cross-disciplinary setting to establish a continuing dialog. The issue in bringing different professionals
together is that each speaks his/her own professional language and often understands important issues based solely on the
lessons of his/her discipline. To examine the causes of injustice in health systems and to design policies, it is necessary for
professionals from different fields to speak a common health and human rights language that is informed by multiple
disciplines.

The University at Albany’s GIHHR was founded in 2012 with the mission to facilitate a deeper understanding of the
intersection between health and human rights, and to promote innovative and interdisciplinary solutions to contemporary
challenges in this arena through research, education, policy, advocacy and development. Although Rockefeller College
and the SPH are key collaborators with GIHHR, faculty from across the University at Albany participate in the
interdisciplinary effort (including the College of Arts and Sciences, the School of Criminal Justice, and School of Social
Welfare). The GIHHR advisory board draws on faculty and practitioners from across the region, state, nation and globe.
Founded as a research and training institute, the GIHHR reports to UAlbany’s Vice President for Research.

In order to pursue its goal of creating a credit bearing graduate certificate, GIHHR has partnered with Rockefeller
College. The Rockefeller College Graduate Certificate in International Health and Human Rights is a consolidated health

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and human rights certificate program for students and professionals who hope to gain practical knowledge in the fields of
health and human rights. The proposed program is a University at Albany program, but given the subject matter’s
interdisciplinary character it will involve collaboration with several academic institutions in the Capital District (including
Albany Law School, Albany Medical College, Union Graduate College, and the Albany College of Pharmacy and Health
Sciences). The goal of the collaboration is to give students access to faculty expertise and allow transfer credit for
relevant courses from these institutions (subject to existing university policy on transfer credits). The certificate is not a
“multi-institution” program in SUNY terminology, because the administration of the program will take place entirely at
the University at Albany and the degree will be awarded by the University at Albany only.

The Rockefeller College Graduate Certificate in Intemational Health and Human Rights and the research and training
offered by the GIHHR employ a collaborative and interdisciplinary approach towards education. First and foremost it
seeks to reconcile different academic perspectives with one another. Political scientists, public health professionals, public
policy analysts, doctors and lawyers often view problems through very different lenses; our interdisciplinary program
allows researchers and practitioners to approach problems from an integrated perspective. This approach, coupled with
GIHHR’s position at UAlbany, provides a unique vantage point from which to engage the intersection of health and
human rights from a variety of angles, integrating fields of study ranging from philosophy to urban planning to law and
public health. Further, a primary goal of the Institute is to empower the next generation of health activists and
professionals to become engaged in the international promotion of health and human rights. The realization of social
justice in health requires effective health policy and the protection of basic human rights, codified into law. The Institute’s
focus is on vulnerable populations and those from the comers of society least able to advocate for themselves due to
social, political and/or cultural marginalization. The Institute’s health policy work is a call to action to all those who shape
public policy to remain aware of the needs of those who suffer most in society, and to enact laws that will protect their
rights and well-being.

a) What is the description of the program as it will appear in the institution’s catalog?

The Graduate Certificate in International Health and Human Rights is a program for students and professionals who hope to
gain practical knowledge in the fields of health and human rights. The primary objective of the program is to provide
professionals and students with a framework for understanding health and human rights as a single issue area and for
advocating that access to quality health care is a human right — regardless of wealth, power, status, standing or tradition.

The certificate program in health and human rights requires the completion of five courses, including three required
courses and two electives. The required courses include 1) HPM645 Global Health, 2) RPOS568/RPAD 568 Foundations
of Human Rights, and 3) HPM 586/RPOS 586 Health and Human Rights: An Interdisciplinary Approach. The Global
Health course is an offering in the School of Public Health and the Foundations of Human Rights course will be an
offering in Rockefeller College. The Health and Human Rights course focuses on the intersection of these two traditional
issues areas. The required courses will be offered at least annually. The elective courses can be selected from a list of
offered courses at UAlbany or the partner institutions in the Capital Region (including Albany Law School, Albany
College of Pharmacy and Health Sciences, and Union Graduate College). Students can transfer one of the elective
courses from a non-partner institution if proof of completion can be shown (up to 3 credits).

There will be two tracks that students can follow through the certificate program. Track one is geared towards traditional
students and track two is designed for professionals who are not able to take courses during the fall or spring semesters of
the academic year.

The first track will involve taking courses, both core and electives, during the regular semester. These classes will be
completed over their allotted fifteen week time period and credit will be given at the end of that period. After completing the
three core courses at UA lbany, students will have the option to complete two elective courses at the partner institutions or at
UAlbany. Although it is preferred that UA lbany students take courses offered at partnering institutions to gain breadth, the
two electives can be taken at UAlbany to complete the certificate.

The second track will involve taking courses outside of the traditional academic year. Professionals working full time (e.g.,
doctors, lawyers, and public health workers) often cannot spend 10-15 weeks in a residential program. Moreover, we believe
that demand for this program will come from professionals located around the globe. Therefore, the certificate courses will
be offered during summer sessions and online. This will allow professionals, both local and at a distance, to take a

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combination of online and on-site courses. Students will only be allowed to take a maximum of two online courses.

b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student learning
outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education in the Characteristics
of Excellence in Higher Education as “clearly articulated written statements, expressed in observable terms, of key learning
outcomes: the knowledge, skills and competencies that students are expected to exhibit upon completion of the program.”

The overall educational objective of the Graduate Certificate in International Health and Human Rights is to have students
develop a framework to understand health and human rights not as two separate issues, but as one single issue with two
components, mainly, the right of every human to quality health care. The curriculum components of the Graduate Certificate
in International Health and Human Rights indicate the general competencies that must be acquired in the program to meet
this goal. The components will develop students’ general competencies that are consistent with the Certificate’s mission to
provide specific knowledge and to develop skills and capabilities across various disciplines including health, law, medicine,
science, social sciences and advocacy that enrich students’ perspective and performance capabilities with regard to future
employment and career.

Upon completion of this program, students will be able to:

e Understand the principles and institutions of national, regional, and international human rights laws, including
their origins, assumptions, contents, limits and potential (RPOS 568/RPAD 568);

e Analyze human rights issues within the context of particular countries or international situations and formulate
and evaluate human rights-based initiatives and policies (RPOS 568/RPAD 568);

e Understand and evaluate the major issues confronting global health, including their levels and trends, their
determinants, and their effect on individuals and populations (HPM 645);

e Develop in-depth skills to design, implement, monitor and/or evaluate health programs and health systems,
including their inputs, outputs, effectiveness, cost-effectiveness, and financial management (HPM 645);

e Understand the critical relationship between health and human rights and the rationale for viewing quality health
care as a basic human right (HPM 586/RPOS 586);

e Formulate and evaluate human rights policies within the health issue area (HPM 586/RPOS 586);

e Identify the human rights dimension hidden in everyday health care practice and formulate new procedures in
everyday work to enhance the protection of human rights (HPM 586/RPOS 586); and

e Develop culturally-relevant professional leadership and communication skills to work collaboratively to motivate
and inspire others to help solve human rights problems in the health issue area (HPM 586/RPOS 586).

c) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities? What is the
program’s importance to the institution, and its relationship to existing and/or projected programs and its expected impact on
them? As applicable, how does the program reflect diversity and/or international perspectives?

This proposal intends to invest in the development of a graduate certificate program in support of initiatives contained in
UAlbany’s strategic investment plan that was written in response to Governor Andrew Cuomo and SUNY Chancellor
Nancy Zimpher’s NYSUNY Challenge Grant Initiative, UAlbany Impact, specifically Strategic Initiative #1: Human
Health and Biomedical Sciences: Translating Science into Human Health and Strategic Initiative #4: Public Service
and Policy: Improving the Human Condition through Research on Policy and Practice. This proposal can increase
opportunities for students regionally and intemationally through interdisciplinary training to build up their experience and
knowledge in the growing field of health and human rights. By bringing faculty and students together from different fields
this certificate will highlight the University at Albany as a center for excellence in the important and growing field of
health and human rights.

The proposed certificate program will concentrate on different aspects of public health, especially with regard to Human
Rights. The program will not overlap with or negatively impact any certificate programs offered at the University at
Albany, including the School of Public Health and Rockefeller College. In fact, we anticipate that this certificate will be a
concentration within the proposed Master of International A ffair (MIA) degree at Rockefeller. Additionally, as the main
focus of this certificate is on the issue of Human Rights, it is expected that the program will attract students and
professionals from other fields and departments (e.g., Law, Criminal Justice etc.).

In terms of diversity and/or international perspectives, the GIHHR, through its global network and by supporting various
intemational projects, creates research opportunities for motivated students and health professionals enrolled in the program
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to work together across borders and disciplines to gain practical experience while emphasizing the connectedness and
importance of health and human rights.

d) How were faculty involved in the program’s design?

Asan interdisciplinary program, the Graduate Certificate in International Health and Human Rights has, from the beginning,
benefited from collaboration and consultation with the chairs of the involved UAlbany departments and their respective
faculty in terms of program design and planning. In particular, the chairs aided in the identification of courses that could
serve as electives for the certificate.

In addition, many faculty members from across UAlbany have been involved in the founding of the GIHHR and the
development of the strategic plan for the institute’s research, teaching, training, and advocacy missions. The GIHHR Board
of Directors is composed of faculty from UA lbany (Victor Asal, Katharine Briar-Lawson, Ray Bromley, Samantha
Friedman, Alan Lizotte, John Mandle, Vivian Ng, Karl Rethemeyer, David Rousseau, Lawrence Shell, Carol Whittaker,
Kevin Williams, and Elga Wulfert). The board as whole supported the creation of the academic certificate and a team of
GIHHR, SPH and Rockefeller College faculty, staff, and researchers developed the details of the plan.

e) How did input, if any, from extemal partners (e.g., educational institutions and employers) or standards influence the
program’s design? If the program is designed to meet specialized accreditation or other external standards, such as the
educational requirements in Commissioner’s Regulations for the profession, append a side-by-side chart to show how the
program’s components meet those external standards. If SED’s Office of the Professions requires a specialized form for the
profession to which the proposed program leads, append a completed form at the end of this document.

The program is not designed to meet accreditation. However, a number of external partners have been consulted about the
need for the certificate and the ideal content for it. In order to maximize external input on the Institute’s research, teaching,
training and advocacy missions, the GIHHR created an A dvisory Board drawn from practitioners and academics. This body,
which helped formulate the strategic direction of the Institute, includes the following members: Ladan Alomar, Executive
Director, Centro Civico of Amsterdam; Joseph Amon, Director of Health and Human Rights Division, Human Rights
Watch; Penelope Andrews, President and Dean, Albany Law School; Chris Beyrer, Director/Professor, JHU Center for
Public Health and Human Rights; David Bloom, Professor, Harvard Dept. of Global Health; Nazanin Boniadi, Actress,
Spokesperson for Amnesty Intemational USA; Sophie Cook, Executive Director, Committee of Concemed Scientists; Henry
Greenberg, Former Chair of Human Rights, NY Academy of Sciences; Kaveh Khoshnood, Associate Professor, Y ale
University School of Public Health; Joel Lamstein, President, John Snow, Inc.; Robert Lawrence, Professor, Johns Hopkins
University, Bloomberg School of Public Health; Jamie Metzel, former Vice President, Asia Society; Suzanna Nossel JD,
Executive Director, USA/Amnesty International; and Susannah Sirkin Director of International Policy and Partnerships,
Physicians for Human Rights. In addition, the GIHHR consulted James Gozzo, PhD — President, Albany College of
Pharmacy & Health Sciences and Alicia Ouelette, JD — Associate Dean and Professor, Albany Law School. Although this
body did not review the details of the proposal, it did support the need to develop curriculum to train professionals to identify
the human rights dimension of health care and develop policies and programs to increase protections for vulnerable,
marginalized and at risk populations. The Advisory Board will also annually review the curriculum, marketing, and
assessment of the certificate program at its annual meeting.

f) Enter anticipated enrollments for Y ears 1 through 5 in the table below. How were they determined, and what assumptions
were used? What contingencies exist if anticipated enrollments are not achieved?

As discussed above, we anticipate three types of students enrolling in the certificate program: 1) students concurrently
enrolled in a masters program taking certificate classes as part of a concentration; 2) part-time students working full-time
in the fields of law, medicine, or public health taking approximately one course per term over the two year period; and 3)
professionals taking two or three courses during an intensive summer session.

The enrollment figures in the table below are based on several assumptions. First, the program will be begin with a
modest number of students and grow slowly over time as more public health organizations, students and professionals in
the field of human rights and public health, and students from other fields become familiar with this certificate program.
Second, we anticipate that the vast majority of students will be part-time students taking the courses over two years. In
order to keep our estimates conservative, we have indicated that 100% of the students will be part-time in the table below.
Third, enrollments should increase when the proposed Rockefeller College Master of International A ffairs (MIA) program

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is launched. The International Health and Human Rights Certificate will be a concentration within this program. Fourth,
the addition of a summer school program hosted by the GIHHR will have a significant impact on annual enrollments,
particularly with students that are new the University. Fifth, two of the three core courses will be taught in a distance
learning format: the asynchronous distance learning format used by the SPH for the Global Health course and the
synchronous distance learning format that will be used for all MIA courses including the Foundations of Human Rights
course.

Estimated
Year | Tuk | Part | Total | FTE
1 0 8 8 3
2 0 18 18 6
3 0 29 29 10
m1 0 40 10 13
5 0 51 51 17

If enrollments are not achieved, Rockefeller College can place greater emphasis on the program in its marketing and
recruitment activities. The GIHHR can also increase recruitment efforts at its other activities (research conferences,
training workshops, and advocacy efforts). However, if enrollments fall drastically short, the certificate could be reduced
or eliminated at little or no cost. Two of the three core courses are already regularly taught (or will be) in other programs
(Global Public Health in the MPH and Foundations of Human Rights in the MIA), and the third core course (Health and
Human Rights) will be regularly taught by the faculty from GIHHR beginning in Fall 2014. Similarly, the elective
courses are currently taught across UA lbany and/or other academic institutions in the Capital Region. Therefore, offering
these courses to certificate students will not involve additional teaching hours on the part of faculty. In the event that
courses are unavailable at the affiliated institutions, the GIHHR has the ability to offer many of these courses itself
through affiliated faculty members who are qualified to teach in these areas. The elective courses may be completed
online if the option is available. In the future, we hope to have all the courses offered as part of the curriculum available
online.

Finally, to facilitate timely completion of the certificate, the participating faculty members and administrators at each
partner institution will make every effort to reserve seats for certificate students. In the event that interest in the program
greatly exceeds estimates, enrollment caps will be discussed with participating professors and institutions to determine if
limits for registration in the certificate program should be utilized to ensure that all certificate students are able to register
for courses. In terms of course timing, coordination will be made between the GIHHR and the affiliated institutions to
ensure that it is possible for students to enroll in onsite courses without scheduling conflicts. The same measures will be
taken in terms of coordination of exam dates and/or paper deadlines.

g) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization (track,
concentration), capstone, and any other relevant component requirements, but do not list each General Education course.

The certificate itself does not include any prerequisites, specializations, concentrations, capstones, or other requirements.
While the core courses do not require prerequisites, the students will be advised that some of the elective courses may
have prerequisites. However, these prerequisites may be waived by the program director if the student can demonstrate
expertise and proper qualifications for the course.

As stated in Section 2.3a, the Certificate Program in Intemational Health and Human Rights requires the completion of
five courses, including three core courses and two electives. The core courses include 1) HPM645 Global Health, 2)
RPOS568/RPA D 568 Foundations of Human Rights, and 3) HPM 586/RPOS 586 Health and Human Rights: An
Interdisciplinary Approach. The Global Health course is an annual offering in the School of Public Health and the
Foundations in Human Rights course will be an annual offering in Rockefeller College. The Health and Human Rights
course focuses on the intersection of these two traditional issues areas.

Given that the partner institutions in the region offer classes at the intersection of health and human rights and these
partner institutions are interested having their students exposed to the field of health and human rights, the program will

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permit but not require up to two classes to be transferred to the University at Albany under standard credit transfer
procedures.

h) Program Impact on SUNY and New Y ork State

h)(1)_ Need: What is the need for the proposed program in terms of the clientele it will serve and the educational and/or
economic needs of the area and New Y ork State? How was need determined? Why are similar programs, if any,
not meeting the need?

The global focus of the GIHHR means that its research, teaching, training and advocacy missions are not bound by political
or geographic boundaries. Quality health care is a human right for a prisoner in Rwanda, a refugee in Italy, a child in
Brooklyn, and a Native American on the St. Regis Mohawk Reservation in Franklin County, New York. Globally, the topic
of health and human rights has been gaining increased exposure in the political and public sphere as questions are raised
about the use of chemical weapons, civilian targeting, torture, prisoner’s rights, health disparities, etc. that beg us to look into
the undeniable links between health and human rights. Additionally, throughout the world, there have been conflicts that
have resulted in the removal of basic human rights from civilian populations and have had a detrimental effect on the health
status of a large number of people. The need, for example, of physicians who are knowledgeable on human rights and
lawyers who have basic health knowledge is growing. Furthermore, international policy makers and consultants who are
aware of both human rights and health related issues will be in demand for international organizations hoping to aid nations
in the development of health policies. A study from Cotter et al. (2009) found that most deans at medical schools and public
health schools valued human rights knowledge in their students. For example, 62% of respondents believed it was important
to offer, in the very least, a health and human rights training module for students. However, only about one-third of deans
reported that they offered some type of health and human rights training. The major issue that the deans raised is that
students lack time to be able to get human rights and health training.

Therefore, the Graduate Certificate in International Health and Human Rights has been designed to provide students with the
tools required to identify, analyze and rectify systematic violations of human rights. Professionals who are able to analyze,
prosecute, treat or make any difference in these situations must be given the right tools to be able to do so. Many
intemational organizations are looking to health and law professionals for global human rights and health work. However,
there are only two universities (Johns Hopkins and Columbia) in the United States that offer a consolidated, comprehensive
health and human rights curriculum for students and professionals hoping to gain information on the links between the two
fields. The proposed program will help to fill this void by highlighting the undeniable links between health and human
rights, and opens up an opportunity for students and professionals to gain the necessary knowledge on the interrelation
between the two fields.

Moreover, due to the lack of availability of similar programs, we anticipate that the International Health and Human
Rights Graduate Certificate at UAlbany with attract many out of state and international students and professionals, which
will contribute to the revitalization of New York State’s economy.

In spring 2013 the honors course “Health and Human Rights: An Interdisciplinary Approach” was offered. The course was
cross-listed between the School of Public Health and Rockefeller College and was offered as a course in the Honors College.
The response to the course was very good. The course filled in just two days, and enrollment caps were increased because of
the high demand for the course. Students reviewed the course very positively in their semester-end evaluations; they
appreciated the interdisciplinary and applied nature of the course, and many described it as the best course they have taken at
UAlbany. The faculty members who guest lectured also were very pleased with the experience and every one of them has
agreed to participate the next time the course is offered. Based on the success of the course, the director of the Honors
College and the deans of the participating schools are very eager to offer the course again next spring.

h)(2) Employment: For programs designed to prepare graduates for immediate employment, use the table below to list
potential employers of graduates that have requested establishment of the program and describe their specific
employment needs. If letters from employers support the program, they may be appended at the end of this form.
As appropriate, address how the program will respond to evolving federal policy on the “gainful employment” of
graduates of certificate programs whose students are eligible for federal student assistance.

As discussed in section 2.3e, the GIHHR Board of A dvisors includes a large number of practitioners who view the certificate
as providing critical skills for professionals in the health field. The purpose of the Graduate Certificate in International

9
Health and Human Rights is to increase the knowledge and skills of professionals across many different fields from law and
medicine to public health and social work. Graduates of this program will be more effective in their current job which could
lead to more rapid advancement within the organization or the field. Students are expected to be drawn from and return to
many fields including the following (with occupational codes from O*NET)

21-1094 Community Health Workers
21-1022 Healthcare Social Workers
29-1141 Registered Nurses

23-1011 Lawyers
23-2011 Paralegals and Legal Assistants
23-1022 Arbitrators, Mediators, and Conciliators

29-1063 Internists, General
29-1065 Pediatricians, General
29-1071 Physician Assistants

21-1022 Healthcare Social Workers
21-1029 Social Workers, All Other
21-1021 Child, Family, and School Social Workers

In terms of gainful employment, students in the program will be treated like all the professional masters and certificate
students in Rockefeller College. First, all students in the program will have access to full time career services support in the
College. Second, all graduates have an exit interview to discuss job placement and debt mitigation (e.g., how loan
forgiveness works for those working in the public sector). Third, our career services office tracks employment information
for all graduates at graduation, 3 months, 6 months, 9 months, and 12 months. For the Master of Public Administration class
graduating in May 2012 (which includes many but not all of our graduating certificate students), the percentage employed
full-time in a position in their field was 84% at 3 months, 89% at 6 months, 95% at 9 months and 96% in 12 months. We will
collect similar employment (and debt) data for the health and human rights certificate program.

Need: Projected positions
Employer In initial year In fifth year

h)(3) Similar Programs: Use the table below to list similar programs at other institutions, public and independent, in
the service area, region and state, as appropriate. Expand the table as needed. NOTE: Detailed program-level
information for SUNY institutions is available in the Academic Program Enterprise System (APES) or Academic
Program Dashboards. Institutional research and information security officers at your campus should be able to
help provide access to these password-protected sites. For non-SUNY programs, program titles and degree
information — but no enrollment data — is available from SED ’s Inventory of Registered Programs.

Institution Program Title Degree Enrollment
Columbia University Health and Human Rights Advanced | 13
Mailman School of Public Certificate
Health
Johns Hopkins Bloomberg | Health and Human Rights Graduate 10
School of Public Health Certificate

h)(4) Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If so, what
was that consultation and its result?

Dr. Jack A. DeHovitz from SUNY Downstate Medical Center, who also serves in the GIHHR as an affiliated faculty, has
been consulted with regard to the program’s design. Dr. DeHovitz particularly emphasized the global components of
10
health and human rights and his insights into the structure of both the Global Health (HPM 645) and Health and Human
Rights (HPM 586/RPOS 586) core courses proved to be invaluable, especially his recommendations regarding the
globalization and practice of international health.

h)(5) Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how were they
resolved?

N/A

[ 2.4. Admissions

a) What are all admission requirements for students in this program? Please note those that differ from the institution’s
minimum admissions requirements and explain why they differ.

Admission into the Graduate Certificate in Intemational Health and Human Rights will be available for all currently
matriculated graduate students at UAlbany and partner institutions (master’s and doctoral students) as well as any
professionals meeting the following admission standards and requirements for graduate admission:

e Proof of a baccalaureate or graduate degree from academic institution(s) where degree was earned (an official
English translation should be provided if the original is not in English);

¢ Official transcripts from academic institution(s) where degree was earned (an official English translation should
be provided if the original is not in English);

e A letter of intent describing the applicant’s background and his/her reasons for pursuing the Certificate;

e Evidence of proficiency in English for international applicants; and

e A completed application and fee.

These admission requirements are the same as all graduate certificate programs in Rockefeller College.
b) What is the process for evaluating exceptions to those requirements?
There will be no exceptions to these requirements.

©) How will the institution encourage enrollment in this program by persons from groups historically underrepresented in the
institution, discipline or occupation?

The University at Albany has a demonstrated commitment to promoting diversity and inclusiveness among its student body,
faculty, and staff. The co-directors of the GIHHR will work with the admissions teams from the University at Albany’s
School of Public Health and Rockefeller College, as well as with partner institutions and affiliated faculty to conduct targeted
outreach to persons from historically underrepresented groups to encourage them to apply to the program. While no
individual will be given preferential treatment for admission to the program, all persons will have equal access to the
program and available resources. In order to increase recruitment of persons from historically underrepresented groups,
Rockefeller College is in the process of joining the Public Policy and Intemational A ffairs (PPIA) program) which is a not-
for-profit that has been supporting efforts to increase diversity in public service for over 30 years.

(2.5. Academic and Other Support Services

Summarize the academic advising and support services available to help students succeed in the program.

Upon acceptance into the Graduate Certificate in International Health and Human Rights program, every student will be
assigned an academic advisor. Typically, students will be initially assigned to the program director or deputy program
director who will help the student decide what electives best fits his or her professional interests. As students take courses
and meet faculty, many will choose to select a new advisor. To change advisors, the student should secure the agreement
of another faculty member to serve as the new advisor and then notify the program director who will execute the change
in the myUAlbany information system and record it in the student’s records and in program documents.

11
Advisors are expected to monitor the student’s progress and to ensure that the student complies with all procedural
requirements in a timely manner. At a minimum, these duties include helping the student select courses, providing the
student with an A dvisor Verification Number (AVN) to permit registration via the myUAlbany webpage each semester,
advising the student on other academic matters, discussing post-graduation career plans and writing letters of
recommendation. The advisor will also assist the student in the completion of the Completed Degree Program (CDP)
sheet, and other academic documents, as appropriate. The CDP sheet, which is a standard form for all certificate
programs in Rockefeller College, is a final document outlining how the student has met the requirements of the program.
During an in-person meeting, the sheet should be completed and signed by the student and the student’s advisor. This
must be done by the end of the fifth week of the student’s last semester in the program. The CDP sheet is used by the
director of graduate student services to review the student’s credentials for graduation. The CDP sheet will be available
for downloading from the Rockefeller College website.

At the end of each semester, the program director, affiliated faculty who serve as academic advisors and relevant
Rockefeller College staff will meet to review the progress and standing of all International Health and Human Rights
certificate students. Students who are not making adequate progress will receive notification from the program director
and receive additional counseling to identity and address problems. Students who do not maintain a 3.0 average will be
placed on academic probation. Those who are unable to bring their average up to this threshold within one year will be
administratively withdrawn from the program.

The certificate program must be completed within six years of the time a student is admitted into the program. While there
is no continuous registration requirement, students who choose not to enroll for a semester (or more) do not have access to
many services and they are unable to defer the repayment of prior college loans or qualify for financial aid.

(2.6. Prior Learning Assessment ]

If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the leaming and the
maximum number of credits allowed, or check here [ ~ ] if not applicable.

[ 2.7. Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy, including the
date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans for assessing
achievement of students’ learning outcomes during the program and success after completion of the program. Append at the
end of this form, a plan or curriculum map showing the courses in which the program’s educational and, if appropriate,
career objectives — from Item 2.3(b) of this form — will be taught and assessed. NOTE: The University Faculty Senate's
Guide for the Evaluation of Undergraduate Programs is a helpful reference.

The leaming objectives of the Graduate Certificate in Intemational Health and Human Rights will be assessed on a bi-annual
basis for the first year and a half after the program is initiated, with the first assessment completed in December 2014. One
core course per semester will be assessed to determine if student learning outcomes are being met. After this initial
assessment cycle, courses will be reviewed on an annual basis (courses will be assessed in the same order as they were
initially assessed). A fter each course assessment, the committee of affiliated faculty will determine if additional assessment
of the core courses is needed. Additional assessment would be required if it was determined during the initial assessment
that the learning objectives were not being met and changes to the course were recommended. If it is determined that an
additional assessment is needed, this would take place immediately following the semester in which the class was taught. If
it is determined that no additional assessments are immediately needed, the annual assessment of each core course (one per
year) will be continued according to schedule.

The attached program review plan lists the learning objectives of the International Health and Human Rights Graduate
Certificate Program, the corresponding course in which these objectives are met, and how the student learning outcomes are
assessed. In each case, examinations and major assignments will be used to determine if the student learning outcomes were
met. If student learning outcomes have not been met, it would be noted on this form.

Note: While all courses offered in this program will reinforce the framework of understanding health and human rights not as
two separate issues, but one single issue with two components - the right of every human to quality health care — only the
core courses which are required of every student will be assessed. Since a wide range of electives are offered under this

12
program, students will necessarily develop different knowledge, competencies and skills. However, by assessing the

program’s required core courses, we can ensure that all the students that complete the program will have met the same basic
learning outcomes.

[Section 3. Sample Program Schedule and Curriculum

Complete the SUNY Program Schedule for Certificate and Advanced Certificate Programs to show how a typical
student may progress through the program.

NOTE: For an undergraduate certificate program, the SUNY Sample Program Schedule for Certificate and Advanced
Certificate Programs must show all curricular requirements and the number of terms required to complete them.
Certificate programs are not required to conform to SUNY ’s and SED ’s policies on credit limits, general education,
transfer and liberal arts and sciences.

EXAMPLE FOR ONE TERM: Sample Program Schedule for Certificate Program
Term 2: Fall 20xx
Course Number & Title Cc
ACC 101 Principles of Accounting
MAT 111 College Mathematics
CMP 104 Introduction to Computers
HUM 110 Speech

ENG 113 English 102

New __|Prerequisite(s)

MAT 110

~ 4
BJ ele] ofeo} a!
x|

Term credit total:

NOTE: Fora graduate advanced certificate program, the SUNY Sample Program Schedule for Certificate and
Advanced Certificate Programs must include all curriculum requirements. The program is not required to conform with

the graduate program expectations from Part 52.2(c)(8) through (10) of the Regulations of the Commissioner of
Education.

a) If the program has fewer than 24 credit hours, or if the program will be offered through a nontraditional schedule
(ie., not on a semester calendar), what is the schedule and how does it impact financial aid eligibility? NOTE:

Consult with your campus financial aid administrator for information about nontraditional schedules and financial
aid eligibility.

The International Health and Human Rights Graduate Certificate requires the completion of 5 course, for a total of 16-18
credit hours, depending on the courses taken. The program will be offered on a traditional semester based schedule with
normal time to completion being one year. Students who are enrolled at least half-time (six credit hours) in the program
may be eligible for financial aid. This includes students who take class during the traditional academic year (fall and
spring semesters) as well as during the summer session.

b) For each existing course that is part of the proposed undergraduate certificate or the graduate advanced
certificate, append, at the end of this form, a catalog description.

c) For each new course in the certificate or advanced certificate program, append a syllabus at the end of this
document.

All courses are currently in the Graduate Academic Bulletin.

d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed Extemal Instruction form at the end of this document.

N/A
SUNY Sample Program Schedule for Certificate and Advanced Certificate Programs
Program/Track Title and Award: Graduate C ertificate in International Health and Human Rights
b) Indicate academic calendar type: [~] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
c) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
d) Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Complete all columns that apply to a course.

Term 1: Fall 1 Term 2: Spring 2

Course Number & Title Credits | New (X) Co/Prerequisites Course Number & Title Credits | New (x) | Co/Prerequisites

HPM 645 Global Health 3 Elective 1 3-4

RPOS 568/RPAD 568 Foundations of Human 4 x Elective 2 3-4

Rights

HPM 586/RPOS 586 Health and Human 3 xX

Rights: An Interdisciplinary Approach
Term credit totals: 10 Term credit totals: 6-8

Term 3: Term 4:

Course Number & Title Credits | New (X) Co/Prerequisites Course Number & Title Credits | New (X) | Co/Prerequisites
Term credit totals | Term credit totals es

Program Totals (in credits):

14
[Section 4, Faculty

a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.

NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects.
New York State's requirements for faculty qualifications are in Part 55.2(b) of the Regulations of the Commissioner of
Education.

c) What is the institution’s definition of “full-time” faculty?
A full-time faculty member in the Rockefeller College at the University at Albany, in addition to significant research and

service responsibilities, typically carries a teaching load of two graduate courses per term, plus dissertation research
supervision of one to four doctoral students.

15
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.

(a) ) © @) (6) (i)
Program
Courses Highest and
Faculty Member Name and % of Time | Which May Be | Other Applicable
Title/Rank Dedicated Taught Earned Degrees | Discipline(s) of Highest Additional Qualifications: List
(Include and identify Program to This (Number and (include College and Other Applicable related certifications, licenses and
Director with an asterisk.) Program Title) or University) Earned Degrees professional experience in field.
PRT line iA
Alicia Ouellette, Associate Dean for 12.5%* Human J.D.- Albany Law | Law
Academic A ffairs and Intellectual Life, Reproduction:
Albany Law School Legal and
Moral Issues
Allison Redlich, Associate Professor, 12.5%* CR] 720 PhD- UC, Davis Developmental
School of Criminal Justice, University Wrongful Psychology
at Albany Convictions
Barry DeCoster, Assistant Professor, 12.5%* ETH515 Ph.D —Michigan Philosophy
Albany College of Pharmacy Health, State University
Disease, and
Authority in
Medicine
Bonnie Steinbock, Professor, University | 12.5%* TBD PhD — UC, Philosophy
at Albany Berkeley
Carl Bon Tempo, Associate Professor, 12.5%* HIS 603 PhD. UVirginial 20" c. US History
University at Albany Human Rights,
the United
States and
International
History
Carol Whittaker, Assistant Dean for 12.5%* HPM 645 PhD — UAlbany Public Policy History
Global Health, School of Public Health, Global Health
University at Albany (core class)
Christian Sundquist, Professor of Law, 12.5%* Immigration J.D.—Georgetown | Law
Albany Law School Law and Policy
David Guinn, Senior Associate, Center | 12.5%* RPOS PhD - McGill Moral and Political
for International Development, 568/RPAD 568 | University Philosophy
Rockefeller College, University at Foundations of
Albany Human Rights
(core class)

16
(a) (b) © (d) (e) ()
Program
Courses Highest and
Faculty Member Name and % of Time | Which May Be | Other Applicable
Title/Rank Dedicated Taught Earned Degrees | Discipline(s) of Highest Additional Qualifications: List
(Include and identify Program to This (Number and | (include College and Other Applicable | related certifications, licenses and
Director with an asterisk.) Program Title) or University) Earned Degrees professional experience in field.
David Rousseau, Dean and Associate 12.5%* RPOS PhD- University of | Political Science
Professor, Rockefeller College, 568/RPAD 568 | Michigan
University at Albany Foundations of
Human Rights
(core class)
Edmund Russell Altone, Clinical 12.5%* HPM 642 JD- John Marshall | Law
Associate Professor, School of Public Health Law
Health, University at Albany
James Acker, Distinguished Teaching 12.5%* CRJ 720 PhD - UAlbany Criminal Justice
Professor, School of Criminal Justice, Wrongful
University at Albany Convictions
(co-taught by
Acker and
Redlich)
Janine Jurkowski, Associate Professor, 12.5%* HPM 620 PhD — Uillinois at | Community Health
School of Public Health, University at Health Chicago
Albany Disparities and
Vulnerable
Populations
Jennifer Burrell, Associate Professor, 12.5%* ANT 670 PhD - The New Anthropology
University at Albany Human Rights, | School
Humanitarianis
mand
Development
Kamiar Alaei, Director, Global Institute | 25% HPM 586/ MD- Isfahan Medicine
for Health and Human Rights, RPOS 586 Medical University | Health Policy and
University at Albany Health and Dr.Ph- UAlbany Management
Human Rights
(core class)
Kevin Hickey, Associate Professor, 12.5%* ETH 510 PhD- UAlbany English
Albany College of Pharmacy Health Care
and Human
Values
Malcolm Russell-Einhorn, Director, 12.5%* RPOS JD —Harvard Law | Law
Center for International Development 568/RPAD 568 | School

and Research Professor, Rockefeller
College, University at Albany

Foundations of
Human Rights
(core class)

(a) (b) © (d) (e) ()
Program
Courses Highest and
Faculty Member Name and % of Time | Which May Be | Other Applicable
Title/Rank Dedicated Taught Earned Degrees | Discipline(s) of Highest Additional Qualifications: List
(Include and identify Program to This (Number and | (include College and Other Applicable | related certifications, licenses and
Director with an asterisk.) Program Title) or University) Earned Degrees professional experience in field.
Mark Baskin, Research Professor, 12.5%* RPOS PhD — University Political Science
Rockefeller College, University at 568/RPAD 568 | of Michigan
Albany Foundations of
Human Rights
(core class)
Michelle N. Meyer, Assistant Professor | 12.5%* Bioethics J.D. — Harvard Law
and Director of Bioethics Policy, Union Seminar
Graduate College
Peter Halewood, Professor of Law, 12.5%* International LL.M — Columbia | Law
Albany Law School Human Rights | University
Law
Ray Bromley, Vice Provost for 12.5%* PLN PhD- Cambridge Social Geography,
Intemational Education, University at 529/LCS529/ University Regional Development &
Albany RPAD563 Latin American Studies
Planning for
Jobs, Housing
and
Community
Services in
Third World
Countries
Ray Chandrasekara, A ssociate 12.5%* ETH 510 PhD —- UC, South & Southeast Asian
Professor, Albany College of Pharmacy Health Care Berkeley Studies
and Human
Values
Rey Koslowski, Associate Professor, 12.5%* RPOS PhD - University | Political Science
Rockefeller College, University at 568/RPAD 568 | of Pennsylvania
Albany Foundations of
Human Rights
(core class)
Sean Philpott, Director of Research 12.5%* BIE 492 PhD — UC, Public Health
Ethics and Assistant Professor, Union Intemational Berkeley Microbiology
Graduate College Bioethics
Vincent M. Bonventre, Professors of 12.5%* International PhD — UVirginia Government (Public
Law, Albany Law School Law of War Law)
and Crime
Wendy Parker, Assistant Professor, 12.5%* ETH 510 PhD- Syracuse Sociology
Albany College of Pharmacy Health Care

*Calculations based on the assumption that faculty teach four classes per year and will teach a course in the certificate once every other year.
[Section 5. Financial Resources and Instructional Facilities ]

a) Whatis the resource plan for ensuring the success of the proposed program over time? Summarize
the instructional facilities and equipment committed to ensure the success of the program. Please
explain new and/or reallocated resources over the first five years for operations, including faculty
and other personnel, the library, equipment, laboratories, and supplies. Also include resources for
capital projects and other expenses.

The Graduate Certificate in International Health and Human Rights does not require any major
investments. As discussed above, two of the three core courses are already regularly taught (or will be) in
other programs (Global Public Health in the MPH and Foundations in Human Rights in the MIA).
Similarly, the two elective courses are currently taught across UA lbany and/or other academic institutions
in the Capital Region. Therefore, only the Health and Human Rights course, which will be taught by
faculty from the GIHHR, is a new course and would have to be suspended should reenrollments not be
achieved.

It should be noted that transportation schedules from both UA lbany and the Capital Distract
Transportation A uthority (CDTA) would readily facilitate student access to the onsite courses, making
transportation to onsite courses easy. These systems offer frequent, safe and inexpensive access to
transportation to and from the GIHHR and all affiliated institutions and are routinely used by students at
each of these institutions. Additionally, the GIHHR and each of the affiliated institutions are easily
accessible by car and parking can be arranged at each location. Thus, access to onsite courses would not
pose an issue to the completion of these courses within the required time period.

b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources that
will be engaged specifically as a result of the proposed program (e.g., a new faculty position or
additional library resources). If they represent a continuing cost, new resources for a given year
should be included in the subsequent year(s), with adjustments for inflation or negotiated
compensation. Include explanatory notes as needed.

The GIHHR is scheduled to hire two faculty members to conduct research, teaching, training and
advocacy. These faculty members would be required to teach two courses each per year in the fall/spring
terms and during the summer sessions. Each faculty member will be paid $85,000 per year. Each faculty
member will also be granted $25,000 per year for graduate student support. There are no additional staff
costs.

SUNY Program Expenses Table
(OPTION: You can paste an Excel version of this schedule AFTER this sentence, and delete the table below.)

Expenses (in dollars)
Program Expense Categories Before Academic | Academic | Academic Academic Academic
Start Year 1: Year 2: Year 3: Year 4: Year 5:
(a) Personnel (including
faculty and all others) 170,000 170,000 170,000 170,000 170,000

(b) Library 0 0 0 0 0 0

(©) Equipment 0 0 0 0 0 0

(d) Laboratories 0 0 0 0 0 0

20
(e) Supplies 0 0 0 0 0
() Capital Expenses 0 0 0 0 0
(g) Other (Specify):
-graduate student
support 50,000 50,000 50,000 50,000 50,000

(h) Sum of Rows Above

[ Section 6. Library Resources