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Course Syllabus

PubH 6613, Section 320 Children and Youth with Special Health Care Needs Fall Semester, 2014 Credits: 2 Meeting Days: 9/2-12/10/2014 Meeting Time: Online at http://moodle.umn.edu Meeting Place: Online at http://moodle.umn.edu Instructor: Peter Scal Office Address: 717 Delaware St SE, Room 359, Minneapolis, MN 55414 Office Phone: 612-624-7141

Email: scal0005@umn.edu Office Hours: By appointment

I. Course Description

Children and Youth living with Special Health Care Needs (CYSHCN) make up a large and increasing proportion of the US population. The increasing prevalence is due in part to advances in the treatments and community based services and supports. Yet, there is also an increase in the incidence of disabling and chronic conditions such as Autism, allergic conditions and obesity. Programmatic and policy responses to the needs of this population have been dramatic in scope, expense and impact. Yet many children and youth are not realizing their full potential. This course is designed to provide an overview of the population of CYSHCN including the epidemiology, and the policies, programs and services that address their needs.

II. Course Prerequisites (prereq Graduate-level student in [AHC programs or education or social work or psychology]) III. Course Goals and Objectives

Overall Course Objectives: This course applies a learner-centered approach. There is no minimum threshold of knowledge or skills that must be demonstrated in order to be successful. Rather, success in this class will be evaluated by the extent to which participants demonstrate improvement in their capacity to act on behalf of children with special health care needs as follows:

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● demonstrate your knowledge of the epidemiology and impact of childhood chronic illness

and disability, your ability to critically evaluate the current strategies for monitoring these changes

● demonstrate your knowledge of and ability to evaluate the strengths and limitations of the current systems of support that address the health and healthcare needs of CSHCN.

● Increase your knowledge and ability to apply current and future principles and paradigms in the setting in which you work (plan to work, or hope to influence):

○ These principles include: family centered, culturally competent, community based, ethically grounded.

○ The paradigms of a life course perspective, an ecological systems model, and the International Classification of Functioning.

IV. Methods of Instruction and Work Expectations This interactive course is taught completely online. There will be recorded lectures, readings, discussions, and student group projects. Each week will focus on a topic relevant to CYSHCN. Grading criteria will be found in each assignment.

V. Course Text and Readings There is no text to purchase, all readings will be available via eReserves or links on the course Moodle site.

Required and Optional Readings (see Course Outline/Weekly Schedule below) 1. Ghandour, R. M., Grason, H. A., Schempf, A. H., Strickland, B. B., Kogan, M. D., Jones, J. R., & Nichols, D. (2013). Healthy People 2010 Leading Health Indicators: How Children With Special Health Care Needs Fared. American Journal of Public Health, 103(6), e99-e106.

2. Lollar, D. J., & Crews, J. E. (2003). Redefining the role of public health in disability. Annual Review of Public Health, 24(1), 195-208.

3. McPherson, M., Arango, P., Fox, H., Lauver, C., McManus, M., Newacheck, P. W., . . . Strickland, B. (1998). A New Definition of Children With Special Health Care Needs. Pediatrics, 102(1), 137-123.

4. Bethell, C., Newacheck, P., Fine, A., Strickland, B., Antonelli, R., Wilhelm, C., . . . Wells, N. (2014). Optimizing Health and Health Care Systems for Children with Special Health Care Needs Using the Life Course Perspective. Maternal and Child Health Journal, 18(2), 467-477.

5. Forrest, C., Simpson, L., & Clancy, C. (1997). Child health services research. Challenges and opportunities. JAMA, 277, 1787 - 1793.

6. Spears, A. P. (2010). The Healthy People 2010 outcomes for the care of children with special health care needs: an effective national policy for meeting mental health care needs? Maternal and Child Health Journal, 14(3), 401-411.

7. McPherson, M., & Honberg, L. (2002). Identification of children with special health care needs: a cornerstone to achieving healthy people 2010. Ambulatory Pediatrics, 2(1), 22-23.

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8. van der Lee, J. H., Mokkink, L. B., Grootenhuis, M. A., Heymans, H. S., & Offringa, M. (2007). Definitions and Measurement of Chronic Health Conditions in Childhood. JAMA: The Journal of the American Medical Association, 297(24), 2741-2751.

9. Newacheck, P. W., Strickland, B., Shonkoff, J. P., Perrin, J. M., McPherson, M., McManus, M., . . . Arango, P. (1998). An Epidemiologic Profile of Children With Special Health Care Needs. Pediatrics, 102(1), 117-123.

10. Perrin, J. M., Bloom, S. R., & Gortmaker, S. L. (2007). The Increase of Childhood Chronic Conditions in the United States. JAMA: The Journal of the American Medical Association, 297(24), 2755-2759.

11. National Library of Medicine. (2008). Tutorial on Newborn Screening Retrieved from http://www.nlm.nih.gov/medlineplus/tutorials/newbornscreening/htm/index.htm

12. Houtrow, A. J., Larson, K., Olson, L. M., Newacheck, P. W., & Halfon, N. (2014). Changing Trends of Childhood Disability, 2001-2011. Pediatrics.

13. Rauch, S. A., & Lanphear, B. P. (2012). Prevention of disability in children: elevating the role of environment. Future of Children, 22(1), 193-217.

14. Blackburn, C. M., Spencer, N. J., & Read, J. M. (2013). Is the onset of disabling chronic conditions in later childhood associated with exposure to social disadvantage in earlier childhood? A prospective cohort study using the ONS Longitudinal Study for England and Wales. BMC Pediatrics, 13, 101.

15. Ben-Shlomo, Y., & Kuh, D. (2002). A life course approach to chronic disease epidemiology: conceptual models, empirical challenges and interdisciplinary perspectives. International Journal of Epidemiology, 31(2), 285-293.

16. Woodruff, T. J., Axelrad, D. A., Kyle, A. D., Nweke, O., Miller, G. G., & Hurley, B. J. (2004). Trends in environmentally related childhood illnesses. Pediatrics, 113(4 Suppl), 1133-1140.

17. Looman, W. S., Presler, E., Erickson, M. M., Garwick, A. W., Cady, R. G., Kelly, A. M., & Finkelstein, S. M. (2013). Care Coordination for Children With Complex Special Health Care Needs: The Value of the Advanced Practice Nurse's Enhanced Scope of Knowledge and Practice. Journal of Pediatric Health Care, 27(4), 293-303.

18. Council On Children With, D., & Medical Home Implementation Project Advisory, C. (2014). Patient- and Family-Centered Care Coordination: A Framework for Integrating Care for Children and Youth Across Multiple Systems. Pediatrics.

19. Perrin, J., Romm, D., Bloom, S., Homer, C., Kuhlthau, K., & Cooley, C. (2007). A Family-Centered, Community-Based System of Services for Children and Youth With Special Health Care Needs. Archives of Pediatrics and Adolescent Medicine, 161, 933 - 936.

20. Palfrey, J. S., Sofis, L. A., Davidson, E. J., Liu, J., Freeman, L., Ganz, M. L., & Pediatric Alliance for Coordinated, C. (2004). The Pediatric Alliance for Coordinated Care: evaluation of a medical home model. Pediatrics, 113(5 Suppl), 1507-1516.

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21. Brosco, J. P. (2012). NAVIGATING the future through the past: the enduring historical legacy of federal children's health programs in the United States. American Journal of Public Health, 102(10), 1848-1857.

22. Golden, J., & Brosco, J. P. (2012). The United States Children's Bureau and pediatric medicine: a retrospective analysis. Pediatrics, 130(6), 993-995.

23. Hitchcock, L. I., & Mulvihill, B. A. (2011). The early years of Title V: extending and improving care for children with special health care needs, 1935-1941. Maternal and Child Health Journal, 15(2), 139-147.

24. Lakin, K. C., Scott, N., Larson, S., & Salmi, P. (2009). The 10th anniversary of olmstead (1999): has it made a difference for people with developmental disabilities? Intellect Dev Disabil, 47(5), 403-406.

25. Cottrell, R. P. (2005). The Olmstead decision: landmark opportunity or platform for rhetoric? Our collective responsibility for full community participation. American Journal of Occupational Therapy, 59(5), 561-568.

26. Services, M. D. o. H. (2014). Minnesota's Olmstead Report, 2014, from http://www.dhs.state.mn.us/main/idcplg?IdcService=GET_DYNAMIC_CONVERSION&RevisionSelectionMethod=LatestReleased&dDocName=opc_home

27. Szilagyi, P. G. (2012). Health insurance and children with disabilities. Future of Children, 22(1), 123-148.

28. Oswald, D. P., Bodurtha, J. N., Willis, J. H., & Moore, M. B. (2007). Underinsurance and key health outcomes for children with special health care needs. Pediatrics, 119(2), e341-347.

29. Committee On Child Health, F. (2014). High-Deductible Health Plans. Pediatrics.

30. Smith, A. J., & Chien, A. T. (2014). Massachusetts Health Reform and Access for Children With Special Health Care Needs. Pediatrics, 134(2), 218-226.

31. Winitzer, R. F., Bisgaier, J., Grogan, C., & Rhodes, K. (2012). "He only takes those type of patients on certain days": specialty care access for children with special health care needs. Disabil Health J, 5(1), 26-33.

32. Kempe, A., Beaty, B. L., Crane, L. A., Stokstad, J., Barrow, J., Belman, S., & Steiner, J. F. (2005). Changes in Access, Utilization, and Quality of Care After Enrollment Into a State Child Health Insurance Plan. Pediatrics, 115(2), 364-371.

33. Kogan, M. D., Strickland, B. B., & Newacheck, P. W. (2009). Building systems of care: findings from the National Survey of Children With Special Health Care Needs. Pediatrics, 124 Suppl 4, S333-336.

34. Strickland, B. B., Jones, J. R., Newacheck, P. W., Bethell, C. D., Blumberg, S. J., & Kogan, M. D. (2014). Assessing Systems Quality in a Changing Health Care Environment: The 2009-10 National Survey of Children with Special Health Care Needs. Maternal and Child Health Journal.

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35. Lucile Packard Foundation for Children's Health. (2012). Six Models for Understanding How Families Experience the System of Care for Children with Special Health Care Needs.

36. Homer, C. J., Klatka, K., Romm, D., Kuhlthau, K., Bloom, S., Newacheck, P., . . . Perrin, J. M. (2008). A review of the evidence for the medical home for children with special health care needs. Pediatrics, 122(4), e922-937.

37. Health, L. P. F. f. C. s. (2014). Standards for Systems of Care for Children and Youth with Special Health Care Needs, from http://lpfch-cshcn.org/publications/research-reports/developing-structure-and-process-standards-for-systems-of-care-serving-children-and-youth-with-special-health-care-needs/

38. Kelly, A., Golnik, A., & Cady, R. (2008). A medical home center: specializing in the care of children with special health care needs of high intensity. Maternal and Child Health Journal, 12(5), 633-640.

39. Zuckerman, K. E., Lindly, O. J., Bethell, C. D., & Kuhlthau, K. (2014). Family impacts among children with autism spectrum disorder: the role of health care quality. Acad Pediatr, 14(4), 398-407.

40. Garwick, A., Kohrman, C., Wolman, C., & Blum, R. (1998). Families' recommendations for improving services for children with chronic conditions. Arch Pediatr Adolesc Med, 152, 440-448.

41. Szilagyi, P. G., Dick, A. W., Klein, J. D., Shone, L. P., Zwanziger, J., Bajorska, A., & Yoos, H. L. (2006). Improved asthma care after enrollment in the state children's health insurance program in New York. Pediatrics, 117(2), 486-496.

42. U.S. Department of Health and Human Services, H. R. a. S. A., Maternal and Child Health Bureau. (2013). The National Survey of Children with Special Health Care Needs Chartbook 2009–2010. Retrieved from http://mchb.hrsa.gov/cshcn0910/.

43. Aron, L., & Loprest, P. (2012). Disability and the education system. Future of Children, 22(1), 97-122.

44. Forrest, C. B., Bevans, K. B., Riley, A. W., Crespo, R., & Louis, T. A. (2011). School Outcomes of Children With Special Health Care Needs. Pediatrics, 128(2), 303-312.

45. Houtrow, A., Jones, J., Ghandour, R., Strickland, B., & Newacheck, P. (2012). Participation of children with special health care needs in school and the community. Acad Pediatr, 12(4), 326-334.

46. Bethell, C., Forrest, C. B., Stumbo, S., Gombojav, N., Carle, A., & Irwin, C. E. (2012). Factors promoting or potentially impeding school success: disparities and state variations for children with special health care needs. Maternal and Child Health Journal, 16 Suppl 1, S35-43.

47. Chung, P. J., Garfield, C. F., Elliott, M. N., Vestal, K. D., Klein, D. J., & Schuster, M. A. (2013). Access to leave benefits for primary caregivers of children with special health care needs: a double bind. Acad Pediatr, 13(3), 222-228.

48. Hauge, L. J., Kornstad, T., Nes, R. B., Kristensen, P., Irgens, L. M., Eskedal, L. T., . . .

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Vollrath, M. E. (2013). The impact of a child's special health care needs on maternal work participation during early motherhood. Paediatric and Perinatal Epidemiology, 27(4), 353-360.

49. Wolfe, B., Song, J., Greenberg, J. S., & Mailick, M. R. (2014). Ripple effects of developmental disabilities and mental illness on nondisabled adult siblings. Social Science & Medicine, 108(0), 1-9.

50. Wise, P. H. (2012). Emerging technologies and their impact on disability. Future of Children, 22(1), 169-191.

51. McDonald, K. E., & Raymaker, D. M. (2013). Paradigm shifts in disability and health: toward more ethical public health research. American Journal of Public Health, 103(12), 2165-2173.

52. Brecher, B. (2011). What is Wrong with Eliminating Genetically Based Disability? Public Health Ethics, 4(3), 218-225.

53. Cooley, W. C., & Sagerman, P. J. (2011). Supporting the health care transition from adolescence to adulthood in the medical home. Pediatrics, 128(1), 182-200. 54. McManus, M. A., Pollack, L. R., Cooley, W. C., McAllister, J. W., Lotstein, D., Strickland, B., & Mann, M. Y. (2013). Current status of transition preparation among youth with special needs in the United States. Pediatrics, 131(6), 1090-1097. 55. Sawyer, S., Drew, S., Yeo, M., & Britto, M. (2007). Adolescents with a chronic condition: challenges living, challenges treating. Lancet, 369, 1481–1489. 56. Young, N. L., Sheridan, K., Burke, T. A., Mukherjee, S., & McCormick, A. (2013). Health Outcomes among Youths and Adults with Spina Bifida. The Journal of pediatrics, 162(5), 993-998.

VI. Course Outline/Weekly Schedule

Week Lesson Due Dates/Times (Central Time)

Readings

1 9/2-7/14

Why are we talking about CYSHCN and who are they?

Introductions (due 9/7/14) Discussion 1 (due 9/4/14 and 9/7/14) Intro Assignment (due 9/7/14)

1, 2, 3, 4 Optional 5, 6

2 9/8-14/14

Identifying and monitoring individuals and populations of CYSHCN

Assignment 1 assigned Discussion 2 (due 9/11/14 and 9/14/14)

7, 8, 9, 10, 11, 12

3 9/15-21/14

Etiology of chronic illness and disability

Discussion 3 (due 9/18/14 and 9/21/14)

13, 14, 15, 16

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4 9/22-28/14

Fundamental principles for serving CYSHCN and their families

Assignment 1 (due 9/28/14) 4, 17, 18, 19, 20

5 9/29-10/5/14

Public policies and programs that impact CYSHCN I

Assignment 2 assigned Discussion 4 (due 9/25/14 and 10/5/14)

21, 22, 23

6 10/6-12/14

Public policies and programs that impact CYSHCN II: Exploring the Olmstead Decision

Discussion 5 (due 10/9/14 and 10/12/14)

24, 25, 26

7 10/13-19/14

Financing needed services and the Affordable Care Act of 2010

Assignment 2 (due 10/19/14) 27, 28, 29, 31, 31, 32

8 10/20-26/14

Is it all about systems of care?

Discussion 6 (due 10/23/14 and 10/26/14)

33, 34, 35, 36 Optional 37, 38

9 10/27-11/2/14

Health and healthcare services: access, cost and quality

Discussion 7 (due 10/30/14 and 11/2/14)

39, 40, 41, 42

10 11/3-9/14

CYSHCN in educational settings: needs and services

Assignment 3 assigned Discussion 8 (due 11/6/14 and 11/9/14)

43, 44, 45, 46

11 11/10-16/14

Family impacts Discussion 9 (due 11/13/14 and 11/16/14)

42, 47, 48, 49

12 11/17-23/14

Conundrums in policies, programs and services for CYSHCN

Discussion 10 (due 11/20/14 and 11/23/14)

50, 51, 52

13 11/24-30/14

Growing up, moving ahead

Assignment 3 (due 11/30/14) 53, 54, 55, 56

14 12/1-7/14

Student presentations None None

15 12/8-14/14

Student presentations None None

VII. Evaluation and Grading

In order to receive a passing grade (A, B, C, or S) all work must be completed and turned in no later than the due date assigned.

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You are responsible for checking the Course Outline/Weekly Schedule for exact due dates and times. WORK WILL NOT BE ACCEPTED AFTER THE LAST DAY OF THE SEMESTER except in extraordinary situations, and only with a prior written agreement between the instructor and the student! A letter grade will be determined based on total effort as follows:

B+ 87-89 points C+ 77-79 points

A 95-100 points

B 83-86 points C 73-76 points D 60-69 points

A- 90-94 points B- 80-82 points C- 70-72 points F

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the instructor, the student in consultation with the instructor, will specify the time and manner in which the student will complete course requirements. Extension for completion of the work will not exceed one year (or earlier if designated by the student’s college). For more information and to initiate an incomplete contract, students should go to SPHGrades at: www.sph.umn.edu/grades. University of Minnesota Uniform Grading and Transcript Policy A link to the policy can be found at onestop.umn.edu.

VIII. Other Course Information and Policies

Grade Option Change (if applicable) For full-semester courses, students may change their grade option, if applicable, through the second week of the semester. Grade option change deadlines for other terms (i.e. summer and half-semester courses) can be found at onestop.umn.edu. Course Withdrawal Students should refer to the Refund and Drop/Add Deadlines for the particular term at onestop.umn.edu for information and deadlines for withdrawing from a course. As a courtesy, students should notify their instructor and, if applicable, advisor of their intent to withdraw. Students wishing to withdraw from a course after the noted final deadline for a particular term must contact the School of Public Health Office of Admissions and Student Resources at sph-ssc@umn.edu for further information. Student Conduct Code: The University seeks an environment that promotes academic achievement and integrity, that is protective of free inquiry, and that serves the educational mission of the University. Similarly, the University seeks a community that is free from violence, threats, and intimidation; that is respectful of the rights, opportunities, and welfare of students, faculty, staff, and guests of the University; and that does not threaten the physical or mental health or safety of members of the University community.

As a student at the University you are expected adhere to Board of Regents Policy: Student Conduct Code. To review the Student Conduct Code, please see: http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf.

Note that the conduct code specifically addresses disruptive classroom conduct, which means "engaging in behavior that substantially or repeatedly interrupts either the instructor's ability to teach or student learning. The classroom extends to any setting where a student is engaged in work toward academic credit or satisfaction of program-based requirements or related activities."

Use of Personal Electronic Devices in the Classroom: Using personal electronic devices in the classroom setting can hinder instruction and learning, not only for the student using the device but also for other students in the class. To this end, the University establishes the right of each faculty member to determine if and how personal electronic devices are allowed to be used in the classroom. For complete information, please reference: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Scholastic Dishonesty: You are expected to do your own academic work and cite sources as necessary. Failing to do so is scholastic dishonesty. Scholastic dishonesty means plagiarizing; cheating on assignments or examinations; engaging in unauthorized collaboration on academic work; taking, acquiring, or using test materials without faculty permission; submitting false or incomplete records of academic achievement; acting alone or in cooperation with another to falsify records or to obtain dishonestly grades, honors, awards, or professional endorsement; altering, forging, or misusing a University academic record; or fabricating or falsifying data, research procedures, or data analysis. (Student Conduct Code:

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http://regents.umn.edu/sites/default/files/policies/Student_Conduct_Code.pdf) If it is determined that a student has cheated, he or she may be given an "F" or an "N" for the course, and may face additional sanctions from the University. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/INSTRUCTORRESP.html.

The Office for Student Conduct and Academic Integrity has compiled a useful list of Frequently Asked Questions pertaining to scholastic dishonesty: http://www1.umn.edu/oscai/integrity/student/index.html. If you have additional questions, please clarify with your instructor for the course. Your instructor can respond to your specific questions regarding what would constitute scholastic dishonesty in the context of a particular class-e.g., whether collaboration on assignments is permitted, requirements and methods for citing sources, if electronic aids are permitted or prohibited during an exam.

Makeup Work for Legitimate Absences: Students will not be penalized for absence during the semester due to unavoidable or legitimate circumstances. Such circumstances include verified illness, participation in intercollegiate athletic events, subpoenas, jury duty, military service, bereavement, and religious observances. Such circumstances do not include voting in local, state, or national elections. For complete information, please see: http://policy.umn.edu/Policies/Education/Education/MAKEUPWORK.html. Appropriate Student Use of Class Notes and Course Materials: Taking notes is a means of recording information but more importantly of personally absorbing and integrating the educational experience. However, broadly disseminating class notes beyond the classroom community or accepting compensation for taking and distributing classroom notes undermines instructor interests in their intellectual work product while not substantially furthering instructor and student interests in effective learning. Such actions violate shared norms and standards of the academic community. For additional information, please see: http://policy.umn.edu/Policies/Education/Education/STUDENTRESP.html. Sexual Harassment "Sexual harassment" means unwelcome sexual advances, requests for sexual favors, and/or other verbal or physical conduct of a sexual nature. Such conduct has the purpose or effect of unreasonably interfering with an individual's work or academic performance or creating an intimidating, hostile, or offensive working or academic environment in any University activity or program. Such behavior is not acceptable in the University setting. For additional information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/SexHarassment.pdf Equity, Diversity, Equal Opportunity, and Affirmative Action: The University will provide equal access to and opportunity in its programs and facilities, without regard to race, color, creed, religion, national origin, gender, age, marital status, disability, public assistance status, veteran status, sexual orientation, gender identity, or gender expression. For more information, please consult Board of Regents Policy: http://regents.umn.edu/sites/default/files/policies/Equity_Diversity_EO_AA.pdf. Disability Accommodations: The University of Minnesota is committed to providing equitable access to learning opportunities for all students. The Disability Resource Center Student Services is the campus office that collaborates with students who have disabilities to provide and/or arrange reasonable accommodations.

If you have, or think you may have, a disability (e.g., mental health, attentional, learning, chronic health, sensory, or physical), please contact DRC at 612-626-1333 or ds@umn.edu to arrange a confidential discussion regarding equitable access and reasonable accommodations.

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If you are registered with DS and have a current letter requesting reasonable accommodations, please contact your instructor as early in the semester as possible to discuss how the accommodations will be applied in the course.

For more information, please see the DS website, https://diversity.umn.edu/disability/.

Mental Health and Stress Management: As a student you may experience a range of issues that can cause barriers to learning, such as strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities. University of Minnesota services are available to assist you. You can learn more about the broad range of confidential mental health services available on campus via the Student Mental Health Website: http://www.mentalhealth.umn.edu. The Office of Student Affairs at the University of Minnesota: The Office for Student Affairs provides services, programs, and facilities that advance student success, inspire students to make life-long positive contributions to society, promote an inclusive environment, and enrich the University of Minnesota community.

Units within the Office for Student Affairs include, the Aurora Center for Advocacy & Education, Boynton Health Service, Central Career Initiatives (CCE, CDes, CFANS), Leadership Education and Development –Undergraduate Programs (LEAD-UP), the Office for Fraternity and Sorority Life, the Office for Student Conduct and Academic Integrity, the Office for Student Engagement, the Parent Program, Recreational Sports, Student and Community Relations, the Student Conflict Resolution Center, the Student Parent HELP Center, Student Unions & Activities, University Counseling & Consulting Services, and University Student Legal Service.

For more information, please see the Office of Student Affairs at http://www.osa.umn.edu/index.html.

Academic Freedom and Responsibility: for courses that do not involve students in research: Academic freedom is a cornerstone of the University. Within the scope and content of the course as defined by the instructor, it includes the freedom to discuss relevant matters in the classroom. Along with this freedom comes responsibility. Students are encouraged to develop the capacity for critical judgment and to engage in a sustained and independent search for truth. Students are free to take reasoned exception to the views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled.*

Reports of concerns about academic freedom are taken seriously, and there are individuals and offices available for help. Contact the instructor, the Department Chair, your adviser, the associate dean of the college, or the Vice Provost for Faculty and Academic Affairs in the Office of the Provost.

* Language adapted from the American Association of University Professors "Joint Statement on Rights and Freedoms of Students".

Student Academic Success Services (SASS): http://www.sass.umn.edu: Students who wish to improve their academic performance may find assistance from Student Academic Support Services. While tutoring and advising are not offered, SASS provides resources such as individual consultations, workshops, and self-help materials.

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