Senate Committee on Educational Policy s1

Final Version - March 30, 2005

March 30, 2005

TO: Robert Mrtek, Chair Senate Committee on Educational Policy

FROM: Roger Nelson Assistant Vice Chancellor for Academic Affairs

I am submitting for review and action by the Senate Committee on Educational Policy the attached proposal for the Specialist in Blood Bank Technology (SBB) Campus Certificate.

Offered since 1976, this certificate program is being sent to you for approval under the new guidelines for certificate programs. Requiring 13 or 17 hours (depending upon course of study chosen), this post- baccalaureate certificate should be classified as a campus certificate. Please note that because this is an existing certificate program, only line 1 of the table “Total Resource Requirements for the New Unit” has been completed.

The certificate was approved by the College of Applied Health Sciences in 1976, but the exact date of approval is not known. The College of Applied Health Sciences fully endorses the certificate program as it is currently being offered. The certificate program also carries the endorsement of the Graduate College.

RN: Attachment

Cc: C. Hulse R. Betts C. Tate J. Wencel-Drake J. Livermore A. Valenta V. Lewis L. Smith

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REQUEST FOR A NEW UNIT OF INSTRUCTION: Certificate

BACKGROUND

1. Name of Institution: University of Illinois at Chicago

Department and/or College Sponsor: College of Applied Health Sciences Department of Biomedical and Health Information Sciences

List unit approvals with dates:_Department of Biomedical and Health Information Sciences and College of Applied Health Sciences, Approved Effective Date: Spring 1976

2. Title of Proposed Certificate: Specialist in Blood Bank Technology Campus Certificate

3. Contact Person: Veronica N. Lewis

3.1. Telephone 312-996-6721 3.2. E-mail [email protected] 3.3. Fax 312-996-8342

4. Level of Proposed Certificate

__ Undergraduate Certificate (1-2 years) X Post-Baccalaureate Certificate __ Undergraduate Certificate (2-4 years) __ Post-Master’s Certificate __ First Professional Certificate

5. Requested CIP Code (6-digits) ______(to be supplied by the Office of Academic Programs)

6. Proposed Date for Implementation: Currently active; formalize program for Summer, 2005

7. Location Offered1: On-Campus _____ Off-Campus ___: Region Number(s)______or Statewide___ Online: X__

8. MISSION, OBJECTIVES AND PRIORITIES

Type of Program: Offered since 1976, the Specialist in Blood Bank Technology (SBB) Certificate Program currently exists as a non-degree cluster of courses within Biomedical and Health Information Sciences, developed specifically for experienced post-baccalaureate professionals seeking advanced understanding of blood bank technology and its related disciplines, such as histocompatibility and immunogenetics, alternative cell (such as stem cell)-based research, processing, manipulation and clinical translation, and molecular biology.

Audience: The professionals interested in this certification program are the technical and support personnel routinely involved with the operation of blood donor and/or transfusion services. Beyond its primary audience of students registered in the formal SBB Program, courses and topics in this SBB program sequence are

2 Final Version - March 30, 2005 valuable to those interested in the theoretical aspects and current practices of blood donation and transfusion. The SBB Program lends itself to a system for continuing education for current professionals, thereby increasing the number of graduates in a high demand field of study. Students from rural and other communities who do not have local access to this type of program are able to participate because this is an online program.

Accreditation: The SBB Certificate Program is accredited by the Commission on Accreditation of Allied Health Education Programs (CAAHEP) upon the recommendation of the American Association of Blood Banks’ Committee on Accreditation of Specialist in Blood Bank Technology Schools (AABB/CoA). The American Association of Blood Banks currently lists 13 accredited SBB programs on its website, only 12 of which are currently active.

Certification: The American Association of Blood Banks (AABB), in collaboration with the American Society of Clinical Pathologist Board of Registry (ASCP BOR), offers the Specialist in Blood Bank Technology (SBB(ASCP)) Certification Examination. Individuals certified as Specialist in Blood Banking are knowledgeable in all aspects of blood banking, transfusion medicine, hematopoietic, cellular and gene therapies and tissue transplantation. These individuals are subject matter experts on a variety of subjects including regulatory and quality systems, genetics, immunology, blood groups, collection and storage of blood and components, donor processing, immune mechanisms, component therapy, transfusion of the newborn, complications of transfusion, general administration, personnel administration, education and automated data processing.

Specialists in Blood Banking serve in many roles within the transfusion medicine field such as regulatory experts, technical/procedural advisors, laboratory administrators, quality assessors and managers, educators within their field for technical and scientific training in blood transfusion medicine and researchers in transfusion medicine.

The ASCP provides four eligibility routes in order to be qualified to sit for the SBB certification exam. For listing of eligibility routes, please refer to the ASCP web site at: http://www.ascp.org/bor/application/procedures/sbb.asp

 Route 1 requires the completion of a traditional CAAHEP accredited SBB program. No clinical laboratory experience in blood banking is required in this category. Traditional accredited programs require clinical rotations, testing of unknown blood samples, independent research, technical writing and the ability to perform a presentation.  The remaining Routes 2, 3, and 4 allow individuals who possess additional ASCP certification or advanced degrees to sit for the SBB exam without participating in a traditional accredited program. Along with the supplemental qualifications, these individuals require three years of full time clinical laboratory experience in blood banking within the last ten years or, for those with doctorate degrees, two years of post-doctoral fellowship in blood banking within the last ten years.

Certification by the ASCP is required for designation as a Specialist in Blood Banking.

Program Mission Statement: The mission of the specialist in blood bank program is to provide a quality academic program in blood group serology, transfusion medicine, and their related topics that will enable students successfully completing the program to meet the changing needs of the health care industry in the management of clinical laboratory information, personnel, and technologies.

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Program Goal: The goal of the specialist in blood bank program is to prepare competent entry level Specialist in Blood Bank Technology/Transfusion Medicine (SBBT/TM) in the cognitive, psychomotor, and affective learning domains.

Priorities: The curriculum must ensure the achievement of program goals and learning domains described above. Instruction must be an appropriate sequence of classroom, laboratory, and clinical activities. Instruction must be based on clearly written course syllabi describing learning goals, course objectives, and compe- tencies required for completion of the program. Students must be provided with adequate knowledge, skills and professional appreciation for Blood Bank Technology/Transfusion Medicine in order to pass the ASCP SBB certification examination.

Critical need for blood bank professionals: According to the American Society for Clinical Pathology, qualified medical laboratory practitioners are in critically short supply. The shortage is on a par with the most severe shortages affecting allied health professions. The ASCP Board of Registry's recent wage and vacancy survey found increased vacancy rates of at least 10 percent for all laboratory personnel categories tracked. Although specific statistics for blood bank specialists are not available, it can be assumed that the shortage is at least as severe or probably exceeds those of general laboratory personnel. See: http://www.futurehealth.ucsf.edu/pdf_files/WageVacSurvey2002_2.pdf

9. PROGRAM DESCRIPTION

9.1 Background & Mode of Delivery: The SBB Certificate Program is offered online, providing an excellent method of course delivery unbound by time or location allowing for accessibility to instruction at anytime from anywhere. The curriculum has been converted over the last 5 years from a traditional format to a fully distance online design with no face-to-face interaction. The first fully online course began in Fall 2003.

The traditional SBB curriculum consists of a series of 6 courses that fulfill requirements for eligibility to take the SBB certification examination given by the American Society of Clinical Pathologists (ASCP) Board of Registry (BOR) through Route 1. The traditional SBB certificate specialization course sequence is a year-long curriculum consisting of 17 semester hours (SH).

Since its inception in 1976, the UIC SBB Program has graduated 58 students. Twenty-five students have graduated within the last 8 years. Pass rates of students taking the SBB certification exam have been consistently higher than the national average. The SBB program currently has 14 enrolled students.

Beyond its principal audience of students registered in the traditional SBB Program, elements of the SBB program sequence are especially valuable to individuals interested in sitting for the ASCP certification exam through Routes 2, 3, or 4. These individuals are already eligible to sit for the SBB certification exam; however, historically, they perform worse on exams, with national pass rates of 34%, compared to national pass rates of 67% for individuals who participate in traditional SBB programs. In the last five years, the UIC SBB program has had pass rates of approximately 80% to 100% depending on individual classes.

Currently across the nation, no blood bank-related graduate level courses are offered online. The existing UIC SBB Certificate Program is the only program nationally where the university holds the accreditation

4 Final Version - March 30, 2005 and offers specialized courses for graduate credit. Due to the unique course content offered by the SBB curriculum, no transfer credit from other institutions can be applied to the certificate program.

Admission Requirements:

The following are required of the applicant to be considered for admission:

 A baccalaureate degree from a regionally accredited college or university in medical laboratory, biological, or related science  A minimum grade point average of 2.75 (on a scale of 4.0) for the last 60 semester (90 quarter) hours of undergraduate study; or a cumulative GPA greater than 2.5 for all degree work  Official transcripts from institutions where degrees were earned, and transcripts from all post- baccalaureate institutional programs attended within the last eight years. Transcripts must be received directly from the institution or in a signed, sealed envelope  A minimum of one year full-time post-baccalaureate work experience relevant to an immunohematology area from an accredited institution.  Submission of three letters of recommendation from professional associates.  A personal interview with a faculty member to determine eligibility, interest, and purpose of graduate study. Interviews may be scheduled either in person or by phone.  Certification by a recognized medical laboratory science certification agency is recommended. Evidence should be submitted with the application.  International applicants whose native language is not English must pass the Test of English as a Foreign Language (TOEFL). Applicants who take the paper-based TOEFL MUST also take the Test of Written English (TWE). If the paper-based TOEFL is taken, minimum scores in the range of 585-600 will be considered, and scores of 5 or 6 must be submitted for the TWE. If the applicant has taken the computer-based TOEFL, minimum scores in the range of 240- 250 will be considered. In addition, if the applicant has taken the computer-based TOEFL, the Test of Written English is not required.

Academic Policies: The Department’s Committee on Academic and Educational Policy (CAEP) will function as the Committee on Admissions and Academic Progress for the certificate. Membership of CAEP includes the program coordinators for each of the five active curricula in the Department: Undergraduate Health Information Management, Graduate Biomedical Visualization and Health Informatics, Certificate in Health Informatics and Specialist in Blood Bank Technology. The Department’s Director of Graduate Studies serves as Chair of CAEP.

MLS 560 Blood Group Systems & Serology, MLS 561 Clinical Immunohematology & Transfusion, MLS 562 Principles & Methods in Immunohematology I, and MLS 563 Principles & Methods in Immunohematology II are core courses for the Specialist in Blood Banking Technology Certification Program (SBB). Students pursuing this certification must achieve a grade of B or better in these courses.

A traditional A to F grading system is used for all courses except MLS 564 Current Trends in Immunohematology and MLS 597 Project Research in Medical Laboratory Sciences. MLS 564 has a journal club / seminar format. MLS 597 is required only for Traditional students. Both courses are graded as Satisfactory / Unsatisfactory .

To receive a certificate of completion, students must complete all coursework, have an earned final cumulative GPA of 3.00, and grades of Satisfactory in MLS 564 and MLS 597.

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Due to prerequisites required to progress in the SBB program, SBB students who receive a grade of Incomplete, Unsatisfactory, or a grade below B for any course will not be allowed to register for subsequent SBB core courses, except when extenuating circumstances are present and documented. In these cases, corrective work must be completed at a satisfactory level by the end of the next term in which the student is registered (including summer). Students who do not complete the remedial work at a satisfactory level by this deadline will be dismissed from the SBB/TM Certificate Program for failure to meet minimum competency requirements.

Educational Pathways: Two options are available within the SBB Certificate Program:  The Traditional Curriculum is designed for the traditional student with limited blood bank experience and consists of 6 courses that provide clinical and didactic instruction to students. The curriculum consists of both clinical rotation and online lecture-discussion components. Clinical sites may consist of the student’s place of employment, local or regional blood centers, and/or major local or regional medical centers. Traditional accredited programs require clinical rotations, testing of unknown blood samples, independent research, technical writing and the ability to perform a presentation. These students obtain eligibility to sit for the SBB certification exam through Route 1 criteria.  The Professional Development Curriculum is designed for students who have certification in medical technology or advanced degrees and a minimum of three years of clinical laboratory experience in blood banking. These students are primarily interested in the theoretical aspects and current practices of blood donation and transfusion. This curriculum consists of 5 fully online courses that may be used as a structured review for participants interested in passing the ASCP SBB certification exam through Routes 2, 3, or 4. No clinical rotations, testing of unknown blood samples, independent research, technical writing or presentations are required for the Professional Development Curriculum.

Course of Study: The Specialist in Blood Bank Technology (SBB) Certification curriculum is a yearlong program that begins in fall semester, which generally starts at the end of August. Courses are offered once per year. Students with the necessary prerequisites may complete the SBB program in three semesters, including the summer session. A part-time program is available.

Traditional SBB Certificate Course Requirements MLS 560 Blood Groups: Systems & Serology 3 SH MLS 561 Clinical Immunohematology & Transfusion 3 SH MLS 562 Principles & Methods in Immunohematology I* 4 SH MLS 563 Principles & Methods in Immunohematology II* 4 SH MLS 564 Current Trends in Immunohematology 1 SH MLS 597 Project Research in Medical Laboratory Sciences** 2 SH Total Course Credit Hours Earned 17 SH

Professional Development Course Requirements MLS 560 Blood Groups: Systems & Serology 3 SH MLS 561 Clinical Immunohematology & Transfusion 3 SH MLS 562 Principles & Methods in Immunohematology I* 3 SH MLS 563 Principles & Methods in Immunohematology II* 3 SH MLS 564 Current Trends in Immunohematology 1 SH

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Total Course Credit Hours Earned 13 SH

All of the above courses currently exist. Course Sequence: Traditional Professional Fall 2005 Semester MLS 560 Blood Groups: Systems & Serology 3 SH MLS 564 Current Trends in Immunohematology 1 SH Fall SH 4 4

Spring 2006 Semester MLS 561 Clinical Immunohematology & Transfusion 3 SH MLS 562 Principles & Methods in Immunohematology I 3-4 SH* Spring SH 7 6

Summer 2006 Semester MLS 563 Principles & Methods in Immunohematology II 3-4 SH* MLS 597 Project Research in Medical Lab Sciences 2 SH** Summer SH 6 3

Total SH 17 13

*These courses include a clinical rotation component. Traditional students register for 4 hours and participate in both laboratory and lecture-discussion. Professional development students register for 3 hours and participate in lecture-discussion only. **Only Traditional students register for MLS 597 Project Research in Medical Laboratory Sciences. Professional development students do not need to take this course.

Clinical Experience: MLS 562 and MLS 563, although online, include a clinical component consisting of rotations at local blood centers and hospitals where clinical facilitators evaluate and/or demonstrate practical psychomotor skills and discuss laboratory protocols involved with the performance of laboratory procedures. Clinical experience is a criteria set forth by the accrediting agency, CAAHEP. Former clinical affiliates for the existing UIC SBB program in the Chicago area have included Northwestern Memorial Hospital, University of Chicago Hospital, LifeSource Blood Services, Inc., Rush-Presbyterian-St. Lukes Medical Center, and the Regional Organ Bank of Illinois. SBB students recently completed a clinical rotation at the University of Illinois Hospital Blood Bank.

The student is responsible for identifying local clinical sites willing to train the student. Clinical sites may consist of the students place of employment, local or regional blood centers, and/or major local or regional medical centers. Each student may need to visit two or more sites to complete all clinical experience requirements. The student is also responsible for initial contact with each clinical site facility to confirm the identity of clinical experience preceptors and other key personnel necessary for clinical rotation coordination.

The student is responsible for making sure the Clinical Experience Information Form and the Clinical Experience Preceptors Agreement are completed and submitted to the UIC clinical experience coordinator. A Student Placement Agreement (SPA) must be in place between any clinical site and the University of Illinois before the student begins their clinical rotation experience.

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Computer Literacy: All students enrolled in the UIC SBB Certificate Program are expected to have working knowledge of the following:

• microcomputer operating system • word processing • spreadsheets • electronic mail • internet browers

Technical Requirements: The student should have access to a computer with the following minimum requirements:

•Processor: Pentium III or 4 computer running at a minimum of 650 mHz •Memory: 256MB RAM minimum •Hard Drive: 10GB hard drive with 4GB free space minimum (20 GB or more with 8GB free space preferred). •Modem: 56 Kbps Data/Fax/Voice modem or faster. •CD-ROM: 48X CD-ROM (CD-Rewritable recommended at 16x10x32 speed) •Sound Card: SoundBlaster 32-bit compatible •Video Card: SVGA 1024x768 resolution •Monitor: 15 inch SuperVGA color monitor (17 inch color monitor, preferred). •Modem: 56 Kbps Data/Fax/Voice modem or faster. •Operating System: Windows 2000, XP. •Software: An active antivirus program, UIC Network Services Kit (NSKIT) software, and an office suite such as Microsoft Office. •Other: An Internet Service Provider (ISP) is recommended for access from outside the (312) area code. The student must secure an active UIC NetID and valid password upon initial registration.

9.2 Strategies Used to Promote Student Learning:

For both Traditional and Professional students:

Blackboard is used as the course management application for all online courses. Each course has an ASSIGNMENTS link. The ASSIGNMENTS link accesses task files which contain learning units or SESSIONS. Each course is divided into weekly SESSIONS which begin on Wednesdays.

Each SESSION will have four assignments: - A reading assignment: The student reads the assignment first before proceeding through the other week's activities. Various Web sites may also be included as part of the reading assignment. - Reading Summary/Key Items: The student must post to the instructor a short summary identifying a minimum of four key items that the student has learned from the assigned reading. Included is how the reading may affect their work environment. The Reading Summary/Key Items should be submitted by the last day of the session (Tuesday at 11:59 PM). The Digital Drop Box is used to submit this assignment. - Questions: Each class will include 10 to 20 questions weekly which must be answered and submitted on line by the end of the SESSION (Tuesday at 11:59 PM). - Case Studies/Discussion Questions:

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Some of the SESSIONS will include Case Studies and/or Discussion Questions. Each week a student will be assigned a CS/DQ. The CS/DQ answers will be posted on the CS/DQ Conference under DISCUSSION BOARD for that week by Day 4 (Saturday at 11:59 PM) of the week. The student should complete the reading assignment for the week before they answer their discussion question/case study. The remaining students not assigned a question are required to comment and respond to the posted case study by the end of the SESSION (Tuesday at 11:59 PM).

Approximately 3 exams are scheduled per course. Exams are given about every five weeks.

For Traditional Students only:

Clinical Experience: Clinical experience provides structured field experience to students enrolled in the Traditional Curriculum. Clinical experience is viewed as an integral part of the curriculum providing Traditional students the opportunity to link didactic education to the working environment under the guidance of an experienced professional. A required component of the Traditional Curriculum, clinical experience provides the student with a foundation for professional development and assists in refining skills and behaviors necessary for successful practice in the complex health care environment.

Research paper and Presentation: SBB certificate students pursuing eligibility to sit for the SBB certification examination given by the American Society of Clinical Pathologists Board of Registry must demonstrate competency in independent research, technical writing, and presentation skills. In order to fulfill these requirements, the UIC SBB student must independently investigate a topic relevant to an area in immunohematology, present his/her findings by writing a research paper and delivering an oral presentation. An advisor is assigned to each student for guidance in the writing of the research paper and development of the oral presentation.

9.3 Objectives:

See detailed objectives for each course in the appendix.

After completing the SBB Certificate Program the student will be able to: 1. Integrate current regulations and standards set by various agencies for blood banks and transfusion services into the daily operation of a clinical laboratory. 2. Apply theoretical principles and serological methods to the practice, supervision, and management of blood banks and transfusion services. 3. Apply theoretical principles and serological methods to identify and resolve blood bank and transfusion questions, problems, and case studies. 4. Investigate questions and problems through scientific research and appropriate use of resources such as literature review and Internet searches. 5. Apply basic finance and accounting principles to prepare and analyze financial statements. 6. Apply basic management principles to the general administration of a clinical laboratory.

Note on Objectives: The agencies that accredit SBB programs publish Standards and Guidelines for the Accreditation of Educational Programs in Blood Bank Technology/Transfusion Medicine. See: http://www.caahep.org/caahep/accredit/405SBBTStandard.pdf. These standards, adopted by the American Association of Blood Banks and The Commission on Accreditation of Allied Health Education Programs, require the following content areas to be included in any SBB program:  Blood Products  Blood Group Systems  Immunology

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 Laboratory Operations  Physiology and pathophysiology  Serology  Transfusion Practice

Each content area is made up of various topics and each topic has specific objectives provided to the student.

9.4 Assessment:

See the following table.

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Method What Who Where What Form Outcome A. Direct 1. Comprehensive Readiness for Program Director or Results provided Written report Pass rates examinations* entry level Instructor to Program on students who practice Director pass & fail 2. Certification Readiness for American Society Reports provided Written report Pass rates examinations entry level for Clinical to Program providing practice Pathology Director & statistics on http://www.Ascp.org available on students who ascp.org website pass & fail 3. Clinical rotations Competence in Non-salaried clinical Student files / Checklists that Pass rates Part of MLS 563 & cognitive, instructors supervise, Student’s advisor include MLS 564 psychomotor, demonstrate compiles evaluations of (Traditional and affective procedures, & checklists and student Students Only) learning domains evaluate students assigns grade performance Refer to Course of when appropriate. when Study section in appropriate / this document unknown blood samples given to students for work-up 4. Research project Ability to apply Student’s advisor Report of grade Formal grade in Percent of Part of MLS 597 learned skills to to the Graduate Banner and in students Project Research in specific practice College department successfully MLS or research student files completing (Traditional scenario the Students Only) Examples: requirement comparison of methods; Q Methodology in Customer Satisfaction Survey; contamination of platelet & other blood products 5. Presentation Prepare and Student’s advisor Report of grade Formal grade in Percent of Part of MLS 597 deliver a to the Graduate Banner and in students Project Research in presentation that College department successfully MLS meets minimum student files completing (Traditional seminar the Students Only) standards requirement B. Indirect 1. Comparison or Pass rates & American Society Reports provided Written report Relative benchmarking with relative scores on for Clinical to Program providing scores peer institutions certification Pathology Director statistics compared to examination http://www.Ascp.org average pass score 2. Job placement of Success in Program Director Surveys Written surveys Rate, position, graduates obtaining collected by distributed 6-9 & place of employment Program months post employment Director or certificate post faculty completion certificate completion 3. Employer Satisfaction with Program Director Surveys Written surveys Level of surveys entry level skills collected by distributed 6-9 satisfaction Program months post with entry Director or certificate level faculty completion preparation 4. Advisory groups Satisfaction with Program Director Yearly meeting Comments Level of consisting of curriculum collected in the satisfaction &

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physicians and form of meeting suggestions peers from the minutes for curriculum profession modification 5. Student Success of Program Director Monitored by Statistics Percent of graduation/retention students Program maintained by students rates completing the Director the department completing program on an annual the program basis 6. Alumni Satisfaction with Program Director Surveys Written surveys Level of satisfaction surveys preparation for collected by distributed 6-9 satisfaction entry-level job Program months post with entry level Director or certificate preparation faculty completion 7. Student course Satisfaction with Program Director Online Online survey Satisfaction evaluations delivery of formative and taken by each level of educational summative student in each students with content surveys course, includes delivery of collected by ratings and educational Program comments content Director or faculty 8. Peer review of Satisfaction with Program Director & Surveys Written survey Satisfaction courses delivery and BHIS department collected by once every two with delivery content of peer review BHIS years and content of educational committee Department educational material Head material 9. Accreditation Adequacy of Program Director Written reports Binder with Comprehensive program in that are copied documents, assessment of meeting to the BHIS electronic files strengths of the accreditation Department available upon program and standards Head & CAHS request areas for Dean improvement *The “comprehensive exam” is an informal assessment to help students practice for the ASCP certification exam and assist them in identifying topic areas where they may need further study. The entire process is currently in development. The exam is not currently part of any particular course. Results are placed in the student's file.

Legend: Method = Assessment instrument/method of assessment. What = What is the goal(s) of learning outcome being measured? Who = Who is in charge of the assessment activity? Where = Where is the documentation of assessment activity kept? What form = In what form is the assessment results kept? Outcome = What are the results of the assessment? (Measurement data)

Student Assessment: A grading policy is provided to students for each course. Students take quizzes at the end of each session (generally each week). Exams are given approximately every 5 weeks or 3 times during the semester.

Student assessments of learning per course: MLS 560—Assigned discussion questions, participation, and analysis of case studies; MLS 561—Assigned discussion questions, participation, and analysis of case studies; MLS 562—Assigned discussion questions, participation, and analysis of case studies. This course includes a clinical rotation component for traditional students only; MLS 563—Assigned discussion questions, participation, and analysis of case studies. This course includes a clinical rotation component for traditional students only; MLS 564—Journal club format including current journal articles selected and reviewed through discussion board; and

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MLS 597—For traditional students only. Research project selected, 20-page term on a topic selected the student with approval of advisor. Presentation is prepared and delivered at clinical site. Powerpoint presentation is then uploaded to Blackboard for class discussion and critique.

Grading criteria are used as follows:

For a grade of A - Participates heavily in every online class; contributes meaningful discussion; raises cogent and thought-provoking substantive questions and issues; respects others' input in a professional manner, yet deftly corrects faulty thoughts of conclusions.

For a grade of B - Participates actively in the majority of online class; contributes meaningful discussion; raises cogent and thought-provoking substantive questions and issues; respects others' input in a professional manner, yet deftly corrects faulty thoughts of conclusions.

For a grade of C - Sometimes participates in online class; contributes to discussion, but points are not always well thought out; occasionally raises cogent and thought-provoking substantive questions and issues; respects others' input in a professional manner, yet deftly corrects faulty thoughts of conclusions.

For a grade of D - Rarely participates in online class; contributes to discussion, but points are not always well thought out; occasionally raises cogent and thought-provoking substantive questions and issues; respects others' input in a professional manner, yet deftly corrects faulty thoughts of conclusions.

For a grade of F - Rarely or never participates in online class; or is unprofessional in communicating with others.

Program Assessment: Both formative and summative assessments are currently part of the curriculum. Formative assessments involve anonymous feedback from students after each session (generally each week). Summative assessments involve a final anonymous survey at the end of each course. These assessments are reviewed and discussed at monthly faculty meetings. Appropriate action, if necessary or possible, is taken based on student comments.

Outcomes Assessments: The program periodically assesses its effectiveness in achieving its stated goals and learning domains through outcomes assessments that include:  a review of student retention;  employer and graduate satisfaction;  positive job placement; and  national certification scores on the ASCP registry exam.

10. RESOURCES

10.1 Resources Required for the SBB Certificate Program: Three part-time SBB faculty assist in facilitation of the online courses.  Approximately .2 FTE of staff currently employed in the Department of Biomedical & Health Information Sciences (BHIS) assist in the operations of the program.  The SBB Program Director uses a small office within BHIS on the 2nd floor of the Applied Health Sciences Building at 1919 W. Taylor Street, Chicago.  An additional small office is provided for part-time SBB faculty. This facility is also available to other adjunct faculty within the department.  The Director has a 2 year old Dell computer and older HP LaserJet printer.  Part-time faculty have the use of a refurbished older computer.

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 The Dean’s office assists with student placement agreements and may assist with other occasional administrative issues.  Ancillary support is also provided by various UIC departments such as the health library, ACCC, the bookstore, ITL, etc.

No additional resources are being requested.

10.3 Budget Narrative The SBB Program went online in Fall 2003. The figures for line 1 in TABLE II reflect the total faculty and staff (outlined above) needed to support the program. Included in this figure are the actual dollars based on captured tuition. AY04-05 is an estimate based on current student enrollment. The goal of the SBB Program is to become completely self-sufficient, supported by funds received through eTuition.

Calculations based on eTuition demonstrate that approximately 15 students per year are required for the program to become self-sufficient. We are projecting a total enrollment of 20 students for Fall ’05.

Total Resource Requirements are based on a 10% increase each year. We also expect a 10% growth in student enrollment to coincide with the increase in total resources.

Tuition Rate: Up to and including the Spring ’05 semester, graduate range tuition was charged for the program. Beginning Summer ’05 semester, the e-Tuition rate of $535 per credit hour will be charged.

This is not currently a contract program.

11. AFFECT ON UIC UNITS

No other units at UI are affected by this program. The SBB program is currently in discussion with the Liautaud Graduate School of Business to look into the possibility of offering an online MBA with SBB specialization. This possibility would provide a mechanism for students to combine the business management and leadership skills that are offered by the MBA program with blood bank technology specialist coursework.

12. OFF-CAMPUS/ONLINE CERTIFICATE PROGRAMS ONLY

12.1 Describe the certificate’s mode(s) of delivery. If some courses will be delivered online (fully online or hybrid) list those courses.

The SBB Certificate Program is offered fully online and will be available to professionals throughout the country. Parts of the curriculum (12%) consist of clinical rotations in addition to online lecture- discussions. Clinical sites may consist of the student’s place of employment, local or regional blood centers, and/or major local or regional medical centers.

The following courses include a clinical rotation component:

MLS 562 Principles & Methods in Immunohematology I MLS 563 Principles & Methods in Immunohematology II

The traditional student enrolls for an additional credit hour for each of these courses that represents their time spent in the clinical laboratory. Thus 2 credit hours of the required 17 hours are not online, representing 12% of the total hours.

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12.2 Describe the process for assuring the quality of the off-campus/online program in the following areas: (a) faculty qualifications and evaluation; (b) student access to necessary library resources; (c) where appropriate, student and faculty access to technical support, including computing.

All full-time and part-time faculty are UIC faculty who have experience in teaching these courses face-to- face as well as online.

As discussed previously, the structure of the MLS 564 Current Trends in Immunohematology course is that of a "journal club" in which students read assigned articles in current journals, then evaluate and discuss the information as a group. Articles reviewed include those in peer-reviewed journals such as Transfusion and Blood, non peer-reviewed "trade" journals such as Immunohematology and Medical Laboratory Observer (MLO), and other pertinent media such as newspapers, magazines, and web sites. Instruction is given in this course on the use of UIC Library electronic resources. Students are assigned to access specific articles for evaluation and discussion.

Student recruitment materials include a listing of computer resources required in order to participate in the SBB program. Students participating in the SBB curriculum are instructed on UIC technical support and use of the Blackboard course management system during SBB program orientation.

Library of the Health Sciences resources are adequate to support the program, and recommendations can be made by faculty to library staff for consideration for future purchase—particularly in the area of electronic databases of journals in transfusion medicine.

12.3 For programs requesting off-campus approval only: has this certificate been approved for on-campus delivery?

Not applicable.

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TABLE II

TOTAL RESOURCE REQUIREMENTS FOR THE NEW UNIT

Specialist in Blood Bank Technology Certificate AY ’03-04 AY ’04-05 2nd 3rd 4th (estimate) Year Year Year Year Year 1 Total Resource Requirements $76,700 $93,800 $103,180 $113,500 $124,850

2 Resources Available from Federal Sources1

3 Resources Available from Other Non-State Sources1 –

4 Existing State Resources2 5 Resources Available through Internal Reallocation3

6 New State Resources Required4

Breakdown: New State Resources Required 7 FTE Staff5

8 Personal Services

9 Equipment and Instructional Needs

10 Library

11 Other Support Services6

1These lines reflect funds available (not incremental funds) from non-state sources in any given year 2Existing state resources in each successive year are equal to the sum of the previous year’s existing state resources (line 4); plus resources made available through internal reallocation (line 5); plus new state resources (line 6). If state resources allocated to a program in any given year (line 4) exceed state resource requirements needed to support the program in the following year, state resource requirements should be reduced with a negative dollar adjustment on line 5. The sum of lines 2 through 6 will always equal line 1. 3Numbers can be either positive (allocated to the program) or negative (allocated away from the program). 4Reflects the level of state funding requested in the referenced year. Dollars reported are incremental. 5Reflects the number of FTE staff to be supported with requested funds. Not a dollar entry. 6Other dollars directly assigned to the program. Do not include allocated support services.

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Appendix

Course Descriptions & Objectives, Medical Laboratory Sciences (MLS)

MLS 560 Blood Groups: Systems and Serology (3 hours) is designed as an advanced immunohematology course to teach the professional clinical laboratory scientist theoretical concepts used in blood collection, processing, and transfusion. Topics include red cell immunology, genetics, membrane biochemistry; genetics and characteristics of human blood group systems; parentage testing; related clinical serology; recent biotechnology. Prerequisite(s): General knowledge of immunohematology and consent of the instructor.

MLS 560 Course Objectives At the end of this course, the student should be able to: 1. Recount the historical background of blood banking and transfusion medicine. 2. Discuss laboratory safety principles and guidelines required in the operation of a blood donor center and transfusion service. 3. Describe the chemical composition of the RBC membrane and its relationship to function and blood group antigens. 4. Explain the basic principles of genetics and molecular biology as it relates to blood banking and transfusion medicine. 5. Explain the basic principles of immunology and its relationship to blood banking and transfusion medicine. 6. Describe the methods used in serologic testing systems for detection and identification of blood related antibodies and explain the principles of the procedures. 7. List the major blood group systems and discuss each in respect to biochemistry, inheritance, serologic activity/detection/identification, clinical significance, and disease association. 8. Integrate information presented in the course through answering questions, resolving problems, and evaluating case studies pertinent to the blood bank and transfusion service.

MLS 561 Clinical Immunohematology and Transfusion (3 hours) is designed as an advanced immunohematology course to teach the professional clinical laboratory scientist theoretical concepts used in blood collection, processing, and transfusion. Topics include, but are not limited to, transfusion medicine practice, adverse effects of transfusion, HDN, anemias and other blood disorders, transplantation, transfusion transmitted viruses, and parentage testing. Prerequisite(s): MLS 560 and consent of the instructor.

MLS 561 Course Objectives At the end of this course, the student should be able to:

1. Explain the basic concepts of hematopoiesis and red cell metabolism. 2. Discuss basic platelet and hemostatic mechanisms. 3. Describe the human circulatory system and the effects of hemorrhagic shock. 4. Discuss the pathophysiology and transfusion requirements of patients with various disorders such as anemias, coagulopathies, and acute bleeding. 5. Describe the unique hematologic problems and transfusion therapy issues associated with perinatal, neonatal and pediatric patients 6. Categorize and discuss the adverse complications that may occur through transfusion.

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7. Integrate and apply information presented in the course through answering questions, resolving problems, and evaluating case studies pertinent to the blood bank and transfusion service.

MLS 562 Principles and Methods in Immunohematology I (3 or 4 hours) is designed as an advanced immunohematology course to teach the professional clinical laboratory scientist theoretical and practical applications used in blood collection, processing and transfusion. This course includes both didactic and supervised practice geared to meet the needs of individual student experience. Topics include but are not limited to quality management, blood procurement and product manufacturing involving serological processing, component preparation, transfusion infectious disease testing and pretransfusion testing. Students who require a clinical rotation component register for 4 hours and participate in both laboratory and lecture-discussion; all others register for 3 hours and participate in lecture-discussion only. Prerequisite(s): Credit or concurrent registration in MLS 560 and consent of the instructor.

MLS 562 Course Objectives After completing this course the student ahouls be able to:

1. Discuss the agencies that accredit, regulate, license, and inspect blood banks and transfusion services. 2. Discuss the proper format for a quality assurance plan. 3. Discuss error management in the blood bank. 4. Describe the requirements for pretransfusion testing, selecting appropriate blood components, administration of blood components, adverse reaction detection and reporting, and recordkeeping in the blood bank 5. Discuss methods for assessing blood utilization management. 6. Describe the requirements for the following: * donor qualifications (whole blood, apheresis, autologous) * donor phebotomy and blood collection * donor reactions-detection, treatment, documentation *blood storage and handling prior to commponent preparation * blood component preparation and labeling *donor testing, including both screening and confirmatory testing * donor notification and deferral * donor recruitment and retention *blood component storage and shipping *Lookback procedures 7. Describe the requirements for autologous blood donation, including suitability, collection, handling and storage, labeling, testing, shipping, utilization, and indications. 8. Describe the requirements for apheresis blood components including: *donor suitability *blood collection *donor reactions: recognition, treatment, documentation *component QC *component preparation, handling, storage, labeling *donor testing *frequent vs non-frequent donors *component utilization and indications

MLS 563 Principles and Methods in Immunohematology II (3 or 4 hours) is designed as an advanced immunohematology course to teach the professional clinical laboratory scientist theoretical and practical applications used in blood collection, processing and transfusion. This course includes both didactic and

18 Final Version - March 30, 2005 supervised practice geared to meet the needs of individual student experience. Topics include but are not limited to complex antibody problems, new technolgies, laboratory management, legal issues, information systems, education, and laboratory math. Students who require a clinical rotation component register for 4 hours and participate in both clinical practice and lecture-discussion; all others register for 3 hours and participate in lecture-discussion only. Prerequisite(s): MLS 562 and credit or concurrent registration in MLS 561 and consent of the instructor. MLS 563 Course Objectives After completing this course the student should be able to:

1. Discuss steps to take when investigating positive antibody screens. 2. Describe actions to take to enhance weakly reacting antibodies. 3. Discuss criteria to evaluate when selecting and implementing new automation in the blood bank. 4. Identify the sections of a validation protocol. 5. Write a rough draft of a validation protocol. 6. Distinguish between validation and revalidation. 7. Describe the personnel selection process for the clinical laboratory. 8. Discuss personnel staffing for the clinical laboratory. 9. Describe the elements of a laboratory budget, and write a simple budget for a laboratory procedure. 10. Define "cost accounting". 11. Discuss the method for identifying the proper codes to assign to blood bank products and procedures. 12. Discuss the challenges to obtaining effective reimbursement for services rendered. 13. List 5 critical elements of a blood bank information system. 14. Discuss "blood statute" laws, and distinguish between liability, negligence and malpractice. 15. Describe methods for implementing a competency assessment program for blood bank personnel. 16. Create a draft of a continuing education program. 17. Discuss proficiency testing (PT) for blood bank analytes, paying particular attention to the integration of PT samples in routine testing.

MLS 564 Current Trends in Immunohematology (1 hour) is an advanced study of current topics in transfusion medicine. The course structure is that of a "journal club" in which students read assigned articles in current journals, then evaluate and discuss the information as a group. Articles reviewed include those in peer-reviewed journals such as Transfusion and Blood, non peer-reviewed "trade" journals such as Immunohematology and Medical Laboratory Observer (MLO), and other pertinent media such as newpapers, magazines, and web sites. Satisfactory/Unsatisfactory grading only. May be repeated to a maximum of 2 hours. Extensive computer use required. Taught only online. A UIC netid is required. Prerequisite(s): General knowledge of immunohematology and consent of the instructor. MLS 564 Course Objectives After completing this course, the student should be able to:

1. Locate online full-text journal articles using the UIC library as a portal. 2. Distinguish between peer-reviewed journals and non-peer reviewed journals. 3. Identify the parts of a scientific paper. 4. Review scientific articles and provide a summary. 5. Discuss scientific journals with other colleagues.

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MLS 597 Project Research in Medical Laboratory Sciences (0 to 5 hours): SBB certificate students pursuing eligibility to sit for the SBB certification examination given by the American Society of Clinical Pathologists Board of Registry must demonstrate competency in independent research, technical writing, and presentation skills. In order to fulfill these requirements, the UIC SBB student must independently investigate a topic relevant to an area in immunohematology and present his/her findings. May be repeated. Satisfactory/Unsatisfactory grade only. Prerequisite(s): Consent of the instructor. MLS 597 Course Objectives After completing this course, the student should be able to:

1. Identify issues and topics currently impacting the field of immunohematology. 2. Select, with the help and approval of a project advisor, a topic for presentation of suitable length and focus. 3. Write a paper using proper grammar, spelling, citation procedures and focus pertaining to a selected topic OR Perform a research project and report on the results using a basic written IMRAD format 4. Prepare and deliver a presentation that meets minimum seminar standards. 5. Participate effectively in seminar dialogue. 6. Critique Power Point presentations.