REQUESTS FOR IMPEMENTATION AUTHORIZATIONFOR NEW ACADEMIC DEGREE PROGRAM

(UNIQUE PROGRAM)

I. PROGRAM NAME AND DESCRIPTION AND CIP CODE

Program Name: The Masters in Development Practice (MDP)

Description: We propose to create a Masters in Development Practice that combines both the technical and organizational skills and the practical experience needed to enhance the effectiveness of the professional practitioner in global context of international development. The MDP is an established and widely-recognized degree program institutionally sanctioned by the Masters in Development Practice Secretariat (located at Columbia University) and has now been introduced at more than two dozen universities around the world, of which seven are located in the U.S. The MDP is designed upon a solid foundation of interdisciplinarity and the value of integrating theory and practical application in a problem-solving context. This program will attract recent graduates committed to a career in international development as well as mid-career practitioners seeking to ground their work experience in an applied academic environment. Graduates of the MDP will offer the skills and experience to work in governmental, non-governmental and private institutions that make up the expanding community of international development.

CIP CODE (suggested): 45.0604 (International Development)

A. DEGREE, DEPARTMENT AND COLLEGE AND CIP CODE

Proposed Degree

Masters in Development Practice (MDP)

Departments and Colleges

The core administration of the MDP will be based in the School of Geography and Development (SGD) and the School of Anthropology (SA) within the College of Social and Behavioral Sciences (SBS). Due to its rigorous interdisciplinary structure, other participating Colleges, Schools, and Departments will include:

College of Agriculture and Life SciencesThe Mel and Enid Zuckerman College of Public HealthSchool of Natural Resources and the Environment (CALS)Office of Arid Lands Studies (CALS)Department of Agricultural and Resource Economics (CALS)Bureau of Applied Research in Anthropology (SA)

Institute of the Environment

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CIP CODE (suggested): 45.0604 (International Development)

B. PURPOSE AND NATURE OF PROGRAM

The Masters in Development Practice (MDP) degree is part of an international network of such degrees offered at more than two dozen institutions of higher learning in 15 countries. The Secretariat of the MDP Network is located at Columbia University. The purpose of the MDP is to prepare the legions of development practitioners who will engage the challenge to improve the lives of the impoverished and marginalized peoples of the world and to reduce the injustice and inequity among and within nations. Our global community still harbors more than one billion hungry and malnourished members, and the standard poverty yardstick of “under one dollar a day” falls far short of capturing the level of misery and lack of dignity that these billion people face in the realities of their daily lives. The vast international community of donors and development practitioners has come to comprehend the complexity of the change process, the intractable incongruities of the relationships between rich and poor, and the institutional constraints to enhance the wellbeing of poor and vulnerable populations.

The success of international development with its constituent parts—the reduction of poverty, enhanced health and nutrition, universal education, social inclusion, etc.—depends upon the expansion of a creative pool of ideas and approaches and ever more sophisticated skill sets. No panacea has been found, but there is wide agreement that the ultimate solution to poverty and vulnerability in a changing world lies in the systematic improvement of human capital. It is this insight that has inspired the MDP program and which rests at the heart of its philosophy.

C. PROGRAM REQUIREMENTS

Well-trained development practitioners draw strength from an interdisciplinary training that features an appropriate balance between theory and application. The pedagogical structure of the MDP asserts that four cornerstones of knowledge and skill are necessary for professional development practitioners: environmental science, health science, social science, and management science. The participant in the MDP thus creates a base of knowledge and method in some disciplinary sphere of natural systems (e.g. plant ecology, climatology, watershed management, biodiversity), of the social system (social analysis, economic decision-making, sustainable livelihoods, policy analysis), in health systems (epidemiology, parasitic infections, prevention awareness), and in project management (program development and proposal preparation, project administration, monitoring and evaluation). The four areas of knowledge constitute the four cornerstone competencies, and while the specific focus of each student may vary within the four areas, the MDP curriculum integrates and contextualizes this interdisciplinary learning within an introduction to the histories, theories, and practices of international development. With this four-cornerstone foundation built upon a common understanding of development theory and application under an umbrella of rights and social justice, the MDP student also receives a solid methodological training in both the principles of

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research design and in specific methods and tools (e.g. impact assessment, GIS, participatory appraisal, formal survey techniques). The program also recognizes the value of areal specialization for the development practitioner and provides each student the opportunity to develop an in-depth understand of a specific region in the developing world, including access to language training. If English skill-building is needed, the University of Arizona has an internationally-recognized Center for English as a Second Language as well as a comprehensive academic service devoted to international students with limited English writing skills.

In addition to the core curriculum offered to the entire cohort, the MDP at the University of Arizona, will offer two thematic tracks (10 credits) that take full advantage of the areas of specific expertise across the University. Each Track offers a specific skill-building experience in an established area of development practice. These tracks currently are: 1) environment and development and 2) global health and development. Future tracks may include those in indigenous law/rights and development innovation.

Program Structure

The MDP is cohort-focused. The program pedagogy emphasizes cohort solidarity, co-learning, experience-sharing, and cross-cohort mentoring. The Arizona MDP is designed to cover two full years of course training and field experience, and in contrast to a more conventional masters-level program, the MDP is continuous, without summer breaks. The structure of the program is presented in Figure 1 and includes the following components (1) a three-credit introductory course on the foundations of development; (2) six credits of each of the four cornerstone competencies; (3) nine credits of track specializations; (4) six credits of methodology and field methods; (5) the three-credit Global Classroom, which is common to all the MDP programs within the Secretariat; (6) a summer field practicum and presentation of a Masters project; and (7) a cross-cohort seminar. Thus, the structure of the program combines required coursework, elective coursework aimed at skill-building and semi-structured but well-mentored field experience. The Arizona MDP offers students a choice in designing a personalized skill set within an area specialization and will provide faculty and professional mentorship consistent with this decision. Over two years, the MDP program will consist of 57 credits between core course, elective tracks, and field practicum.

The program is a cohort-based one, scaled to accommodate optimal training of applicant students, paying a premium fee for participation and access to faculty. As such, courses offered through the MDP

Institutional Structure

In terms of its institutional line, the MDP will be offered through the Office of the Vice-Provost for Outreach and Global Initiatives. Outreach College makes the appropriate home location for the program for several intellectual and demographic reasons. First, the focus of the program is entirely on outreach-related professional training in community-oriented development activities, congruent with Outreach College’s mission and

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experience.

Second, the MDP student base is largely, if not entirely, drawn from non-traditional student ranks, including and especially mid-career professional practitioners, matching Outreach College’s stress on providing educational opportunities “outside the scope of the traditional campus experience”. Outreach administrative staff are effectively versed and trained in non-traditional student needs and constraints, including and especially those of adult learners and international students. The inclusion of some distance education components, specifically in the elective tracks, includes some already-existing Outreach courses, allowing a seamless coordination of multiple certificate programs within the MDP and flexibility for students in selecting and combining curricular opportunities (as for example, a Global Health certificate student graduate who may subsequently apply to join the MDP).

Finally, the MDP will be operated largely, though not exclusively, out of the University of Arizona’s new downtown site, one geared precisely for outreach efforts and coordination with communities and community resources (as in the case of our partners at TANGO International).

The program’s administrative home will be located in the School of Geography and Development. Core MDP faculty will offer the majority of the course credits through Outreach, while associated MDP faculty will provide most of the Elective Track credits from a menu of certificate courses.

The MDP program, while housed in the School of Geography and Development, will draw from academic departments and schools across the University, including the College of Agriculture and Life Sciences, the Mel and Enid Zuckerman College of Public Health, the Schools of Anthropology and Natural Resources and the Environment, and the Department of Agricultural and Resource Economics. The program will also strategically engage several university Research Centers, including the Bureau of Applied Research in Anthropology (BARA), the Office of Arid Lands Studies, and the Center for Latin American Studies.

In addition, a well-known and highly respected private development firm (TANGO International - Technical Assistance to Non-Governmental Organizations), located in southern Arizona, will provide the training associated with the core competency on management.

The MDP Faculty Group

The MDP will involve faculty members from across the University of Arizona campus. This group of scholars will be engaged in education, research, and or outreach relevant to the MDP program. Within this group, the MDP will benefit from the efforts of two faculty co-directors, one postdoctoral associate, and numerous participating faculty instructors.

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A faculty director from the School of Anthropology has instructional and administrative time dedicated to MDP activities (including recruitment and program coordination) by their department, with their activities remunerated to the participating programs through salary offset dedicated from the MDP budget.

One core faculty instructor from the School of Geography and Development has instructional and administrative time dedicated to MDP activities (including recruitment and program coordination) by their department, with their activities remunerated to the participating programs through salary offset dedicated from the MDP budget.

One post-doctoral associate will provide instruction, coordinate instruction by participating faculty, and also oversee team instruction of critical core courses including Global Classroom, Methods courses, and the Field Practicum.

Participating faculty instructors will participate in the teaching of full courses, as well as supporting modular units, or providing ad hoc presentations and professional workshops. These will be drawn from faculty in the School of Anthropology, the School of Geography and Development, the School of Natural Resources and the Environment, the Department of Agricultural and Resource Economics, and the College of Public Health. Faculty instructors will also come from the practicing development community, especially including professionals from TANGO International (Technical Assistance to Non-Governmental Organizations). Numerous participating faculty are already-identified (as per attached CVs) and others will be enrolled over the course of the development of the program. All faulty time will be approved by participating units and supported through salary offsets dedicated from the MDP budget.

Stakeholder Advisory Group

The MDP will create a Stakeholder Advisory Group comprised of the Dean of the Graduate College, appointed faculty, leading development practitioners, and community representatives/donors. The SAG will review the program semi-annually, assure the relevance and effectiveness of the program, provide guidance in strategic planning and assist in defining strategies of recruitment and in fund-raising. It is further intended that the SAG will coordinate opportunities for interested community members to visit international sites where the UA MDP is active.

Support Staff

Support staff is to include a part-time faculty advisor and half-time administrative program coordinator.

One faculty advisor will be engaged to participate in the program through student advising and professional development activities beyond the classroom, including professional placement and networking and targeted skill development for students

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with diverse backgrounds, needs and goals.

The program’s enrollment and student support will be facilitated by a program coordinator, who will be hired to manage student applications and files, help coordinate student travel, expedite the search for local housing and support, and assure program requirements are met. That administrator will work in cooperation with the administrative staff of the Outreach College, who will oversee all course enrollments and billing.

Key International Partnerships

The University has a well-established network of international partner universities and institutes. This commitment to global engagement will be central to the MDP program, which will draw on the existing partnerships and cultivate new opportunities for student and faculty exchange and collaboration in applied development research. The UA MDP will initiate collaborative programs with a network of international universities: the Federal University of Ceará (Northeast Brazil), the State University of the Valley of Acaraú (Northeast Brazil), Bahir Dar University in Ethiopia, Gondar University in Ethiopia, and the Center for Mesoamerican Research in Guatemala, and BRAC University in Bangladesh, which an MDP is offered at its Development Institute. The UA maintains has prior institutional relationships with these key partners.

Not only do these established universities/institutes represent diverse social and geographic regions of the world, but their existing programs complement the strengths of the University of Arizona, bringing significant expertise to the MDPs designated thematic tracks. They also provide a base for academic collaboration for the MDP Field Experience. As a result, the University of Arizona will actively promote a network of centers of excellence for training international development practitioners.

D. CORE CURRICULUM

Year I Required Courses

Summer:

Foundations of Development: This intensive introduction to development is designed to create a level “learning field” for students with different academic and practitioner backgrounds. It presents the overarching context of development as a historical process, weaving in the major theories, concepts, and practice strategies that give this history its substance and direction. Against this historical background the course then introduces the organizing framework of the rights-based approach which provides the integrative theme for the interdisciplinary coursework and field study to follow. Along with the academic content, this course also establishes the learning environment that will prevail throughout the two-year program—cohort solidarity, team building, participatory pedagogy, and co-learning processes and outcomes. At this time, students will be assigned to mentors and individual learning goals (including those for addressing

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possible deficiencies, such as in language and technical writing) will be agreed upon. (July 15-August 15, 3 units)

Semester 1.1 (Fall):

Social Science Cornerstone: Development in Theory and Practice: This course will introduce students to key social science analytical tools as they apply to development. Following the overall approach of this MDP program, the course will provide training in major development theories and practices through a social justice and rights-based lens. Specifically, it will equip students to understand how relations of power at local and global scales intersect with and shape development efforts. Using a cross-disciplinary social science approach, the course will cover three intersecting political, economic, and cultural dimensions of development practice. The first addresses the different ways of measuring and assessing development such as the Human Development Index and the Gross National Income. The second provides a critical overview of the competing political economic theories of development including debates on the participation and role of markets, states and civil society. The third considers how development interventions affect relations and inequalities based on gender and other forms of identity-based difference such as indigeneity, caste, religion, race and ethnicity. Each of these three social science topics will be applied to assess a variety of current and past development problems and interventions. These may include but are not limited to agricultural modernization, urbanization and informality, micro-credit, water and sanitation, sustainability and community health. (3 units)

Methods I, Methods of Sustainable Development Practice: The first of two required methods courses, this course has two objectives. It first introduces students to the “culture of inquiry” and the basic principles of applied, problem-solving research. The second objective is to relate research methodology to the development context as defined by the project cycle and project design principles, information systems and management, livelihood and vulnerability assessment (including health, nutrition, and environmental assessment), community and participatory planning, project monitoring and evaluation, and proposal development. Instruction will be provided by faculty and practitioner experts in these fields. (3 units)

Global Health: This course will introduce students to the world's vast diversity of health determinants. It will appraise major global health and development challenges, policies, and programs and major health problems of underdeveloped, developed, and emerging nations. Students conduct in-depth analyses of health problems among various populations in multicultural settings, both nationally and internationally. This course will be taught by UA faculty from the College of Public Health. (3 units)

Development and the Natural Environment: This initial three unit course will focus on development within the context of the natural environment. The course will provide a critical overview of the range of ecosystems in which development is ongoing, the services those ecosystems provide, the fundamental climatic constraints on them, and the potential impacts that climate change may have on development prospects. Instructional

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units will provide a clear understanding of the ecology and management of arid and semi-arid lands, rangelands, and forests. The importance to development of hydrologic resources (water availability and quality) in all of these environments will be explored with specific emphasis on the concepts of ecohydrology and watershed management. These units will be followed by instruction in the current concepts and practices in wildlife and fisheries conservation and management and will emphasize the importance of the biotic resources of ecosystems. The class will conclude with an overview and discussion of outdoor recreation as an ecosystem service. This course will be taught by UA faculty from the School of Natural Resources and the Environment. (3 units)

Semester 1.2 (Spring):

Methods II, Mixed Methods in Research for Sustainable Development Practice: The second of the integrated methods presents the logic of the mixed methods approach in sustainable development and provides students the basic qualitative and qualitative tool set, including rapid appraisal, participatory appraisal, formal surveys, team ethnography, and so forth. This course also focuses on the skills needed for basic data gathering through interviews (individual and focus group) and observation. Standard analytical techniques for qualitative and quantitative data are also included. The course further introduces the use of GIS, remote sensing, and other techniques into development problem solving (e.g. in community vulnerability mapping). Student teams will apply concepts and methods in southern Arizona-based research projects, in collaboration with community partners. (3 units)

Global Health Priorities:  Case Studies and Community Responses: This intensive transdisciplinary global health course will highlight lessons learned from community based research on high priority health problems spanning child survival; infectious, vector born and emerging zoonotic diseases; reproductive and sexual health; lifestyle related disease; chronic disease and aging; health care seeking behavior in pluralistic health care arenas; and primary health care interventions.  The course places an emphasis on understanding health and health care challenges in the social, cultural and political economic contexts of developing countries. Students will gain critical problem solving skills that will enable them to conduct formative research in their own countries toward the end of developing viable health care programs. This course will be taught by UA faculty from the School of Anthropology. (3 units)

Natural Resource Management and Development: This second three unit course on the environment will focus on the management of natural resources. The course will begin with an exploration of resource-tenure systems, an overview of their evolution in developing countries, the benefits and limitations of the these systems, how climate change may affect them, and their relation to development policy. These units will be followed by instruction in natural resources management on public lands, environmental policy, resource management by indigenous people, participatory management practices, and collaborative management for ecosystem services. The course will conclude with technical units on monitoring development with remote sensing and geographic

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information systems, cost benefit analysis for planning, and multi-criteria decision analysis. This course will be taught by UA faculty from the School of Natural Resources and the Environment. (3 units)

Cross- Cohort Thesis Workshop: (3 units): This course is designed to promote a collaborative learning environment for both first and second year MDP students. First year students will be expected to produce a proposal for their field projects. Second year students will analyze present the findings of their projects and help to orient the first-year cohort in proposal development. This course will provide a concrete context around which analytical concepts and methodological tool can be evaluated and refined.

Year 2 Required Courses

Summer Session (8 weeks):

Field Practicum: The Field Experience is a central component of the MDP in which students apply the cross-disciplinary principles and practices they learned throughout their academic coursework. Students will work collaboratively with faculty advisers, host universities and field partners to design and implement applied research and development projects informed the MDP’s integrated approaches and mixed methods training. Students may choose from the MDP established field sites in Bangladesh, Ethiopia, Brazil, or Guatemala depending on region of interest and thematic track. Alternatively, a student may design a collaborative project at another site of interest. (6 units)

Student summer projects are “hands-on” field-training sessions through structured, “clinical” training at diverse fields sites. Collaborating local MDP partners work with staff to find appropriate development projects for students to join and oversee site visits, meetings, lectures, and other events. On completion of field training, students prepare a field-training report. Their project is finalized during the second year to provide tangible results and grounded recommendations for addressing development challenges that they encountered.

Global Classroom: Integrated Approaches to Sustainable Development Practice: To foster cross-border and cross-disciplinary collaboration, the MDP program incorporates the network’s “Global Classroom.” Through web-conferencing, online portals for interactive communication, and shared course management sites, the course provides students with an introduction to the core competencies and practical skills required of a development practitioner. The course is offered at a number of universities world-wide, with instruction in conceptual and practical management issues provided by leading practitioners. (3 units)

Semester 2.1 (Fall):

This semester has three required 3-unit courses, and the first of 3 3-credit elective courses following a thematic track. Students will select one thematic track in Global Health,

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Environment, or Indigenous and Human Rights. These tracks will be fulfilled by relevant elective coursework totaling 9 units.

Managing Development: This course presents the technical component to development delivery services. It first focuses on the organizational and operational characteristics of the principal development actors (bilateral, multilaterals, international NGOs, local NGOs, etc.); it then examines the skills required in development delivery, including project design, monitoring and evaluation strategies (e.g. logframe development), project administration (contracting, training, human resource supervision, transparent accounting systems), and reporting protocols. This course will be administered by a combination of UA faculty and development experts from TANGO International. (3 units)

Economic Tools for Development Practitioners: The development practitioner must be able to understand the nature of local-level economic decision making and the impacts of the economic incentives that present themselves through market forces and public policies. This course introduces the basic principles and tools of analysis of micro and macro economics especially as they relate to household decision making and to policy impacts in a developing world context. The course introduces the measures and meaning of poverty and emphasizes the dynamic interrelationships between larger level forces, such as national finance, trade and fiscal policy, and the allocative decisions that are made at a local level. Students will learn specific tools to analyze these macro-micro relationships in terms of poverty reduction outcomes and the sustainable natural resource management. This course will be taught by UA faculty from the Department of Agricultural and Resource Economics (3 units).

Culture and Development: This course, part of the social science cornerstone competency, emphasizes cultural and regional dimensions to development practice, including review of a range of geographic contexts, the problems associated with specific cultural condition, and the diversity of development practices and experiences worldwide. The course is coordinated by a core MDP faculty and staffed be experts from across the University of Arizona community in the areas of Anthropology, Geography, Public Health, and Natural Resource Management, among others. (3 units)

Semester 2.2 (Spring):

This semester has one required 3-unit course, the Cross- Cohort Thesis Workshop, described above, and 6 credits of elective courses following the student’s thematic track. The central focus of the second semester is to guide completion of the Masters project and to engage second-year students in the directing and support of first-year student cohort project development.

Current Thematic Tracks

Thematic Track 1: Environment (10 units)Thematic Track 2: Global Health (10 units)

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Masters Project: The Field Practicum will culminate with a Master’s Project. In collaboration with field-partners and faculty advisors, the student will develop a report on the field research objectives, methods, and outcomes. The Master’s project will be work-shopped in the cross-cohort seminar and presented to program faculty and first year students in class as part of the Seminar requirements. The project will also be presented formally at the annual University of Arizona MDP Forum, involving faculty and leading representatives of the international development community and the MDP network. Student papers will contribute to the MDP Discussion Paper Series, available online as a forum for collaboration among students and faculty engaged in the MDP network and the broader international development community.

________________________Total months of study (July, year I thru May, year II: 24 consecutive months – winter and short pre-session breaks)

Total units 58Foundations of Development: 3Core Competencies: 21Methods: 6Area Studies: 3Global Classroom: 3Thematic Track: 10Field Practicum: 6Cross-Cohort Workshop: 6_________________________

E. CURRENT COURSES AND EXISTING PROGRAMS

There are no current courses and existing programs that fulfill the core requirements of this program. However, the track specialties will draw from a number of already established courses, including health courses, offered through Outreach:

CPH 528: Fundamentals of Global Health and Development: This course will introduce students to the world's vast diversity of health determinants.  It will appraise major global health and development challenges, policies, and programs.

CPH 529: Project Design and Implementation in Global Health and Development: This course will equip students with skills in conceptualizing, developing, implementing, and evaluating small-scale projects in global health and development.

CPH 533: Global Health: Examines major health problems of underdeveloped, developed, and emerging nations. Students conduct in-depth analyses of health problems among various populations in multicultural settings, both nationally and internationally.

CPH 534: The Global State of Infectious Disease Control: This course will introduce

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participants to current advances in the epidemiology and control of infectious diseases of global importance.  Students will acquire skills in integrated approaches to infectious disease control and prevention.

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E. NEW COURSES NEEDED

Credits Course Title Catalogue Description3 Foundations of

DevelopmentThis intensive introduction to development is designed to create a level “learning field” for students with different academic and practitioner backgrounds. It presents the overarching context of development as a historical process, weaving in the major theories, concepts, and practice strategies that give this history its substance and direction. Against this historical background the course then introduces the organizing framework of the rights-based approach which provides the integrative theme for the interdisciplinary coursework and field study to follow. Along with the academic content, this course also establishes the learning environment that will prevail throughout the two-year program—cohort solidarity, team building, participatory pedagogy, and co-learning processes and outcomes. At this time, students will be assigned to mentors and individual learning goals (including those for addressing possible deficiencies, such as in language and technical writing) will be agreed upon. (July 15-August 15, 3 units)

3 Social Science Cornerstone:

Development in Theory and

Practice

This course will introduce students to key social science analytical tools as they apply to development. Following the overall approach of this MDP program, the course will provide training in major development theories and practices through a social justice and rights-based lens. Specifically, it will equip students to understand how relations of power at local and global scales intersect with and shape development efforts. Using a cross-disciplinary social science approach, the course will cover three intersecting political, economic, and cultural dimensions of development practice. The first addresses the different ways of measuring and assessing development such as the Human Development Index and the Gross National Income. The second provides a critical overview of the competing political economic theories of development including debates on the participation and role of markets, states and civil society. The third considers how development interventions affect relations and inequalities based on gender and other forms of identity-based difference such as indigeneity, caste,

13

religion, race and ethnicity. Each of these three social science topics will be applied to assess a variety of current and past development problems and interventions. These may include but are not limited to agricultural modernization, urbanization and informality, micro-credit, water and sanitation, sustainability and community health.

3 Global Health This course will introduce students to the world's vast diversity of health determinants. It will appraise major global health and development challenges, policies, and programs and major health problems of underdeveloped, developed, and emerging nations. Students conduct in-depth analyses of health problems among various populations in multicultural settings, both nationally and internationally.

3 Global Health Priorities: Case

Studies and Community Responses

This intensive transdisciplinary global health course will highlight lessons learned from community based research on high priority health problems spanning  child survival; infectious, vector born  and emerging zoonotic diseases; reproductive and sexual health; lifestyle related disease; chronic disease and aging;  health care seeking behavior in pluralistic health care arenas;  and  primary health care interventions.  The course places an emphasis on understanding  health and health care challenges in the social, cultural and political economic contexts  of developing countries. Students will gain critical problem solving skills that will enable them to conduct  formative research in their own countries toward the end of developing  viable health care programs.

3 Development and the Natural

Environment

This initial three unit course will focus on development within the context of the natural environment. The course will provide a critical overview of the range of ecosystems in which development is ongoing, the services those ecosystems provide, the fundamental climatic constraints on them, and the potential impacts that climate change may have on development prospects. Instructional units will provide a clear understanding of the ecology and management of arid and semi-arid lands, rangelands, and forests. The importance to development of hydrologic resources (water availability and quality) in all of these environments will be explored with specific emphasis on the concepts of ecohydrology and watershed management. These units will be followed by instruction in the current concepts and practices in

14

wildlife and fisheries conservation and management and will emphasize the importance of the biotic resources of ecosystems. The class will conclude with an overview and discussion of outdoor recreation as an ecosystem service.

3 Natural Resource Management and

Development

This second three unit course on the environment will focus on the management of natural resources. The course will begin with an exploration of resource-tenure systems, an overview of their evolution in developing countries, the benefits and limitations of the these systems, how climate change may affect them, and their relation to development policy. These units will be followed by instruction in natural resources management on public lands, environmental policy, resource management by indigenous people, participatory management practices, and collaborative management for ecosystem services. The course will conclude with technical units on monitoring development with remote sensing and geographic information systems, cost benefit analysis for planning, and multi-criteria decision analysis.

3 Methods I, Methods of Sustainable

Development Practice

The first of two required methods courses, this course has two objectives. It first introduces students to the “culture of inquiry” and the basic principles of applied, problem-solving research. The second objective is to relate research methodology to the development context as defined by the project cycle and project design principles, information systems and management, livelihood and vulnerability assessment (including health, nutrition, and environmental assessment), community and participatory planning, project monitoring and evaluation, and proposal development. Instruction will be provided by faculty and practitioner experts in these fields.

3 Methods II, Mixed Methods in

Research for Sustainable

Development Practice

The second of the integrated methods presents the logic of the mixed methods approach in sustainable development and provides students the basic qualitative and qualitative tool set, including rapid appraisal, participatory appraisal, formal surveys, team ethnography, and so forth. This course also focuses on the skills needed for basic data gathering through interviews (individual and focus group) and observation. Standard analytical techniques for qualitative and quantitative data are also included. The course further introduces the use of GIS, remote sensing, and other techniques into development

15

problem solving (e.g. in community vulnerability mapping). Student teams will apply concepts and methods in southern Arizona-based research projects, in collaboration with community partners.

6 Field Practicum The Field Experience is a central component of the MDP in which students apply the cross-disciplinary principles and practices they learned throughout their academic coursework. Students will work collaboratively with faculty advisers, host universities and field partners to design and implement applied research and development projects informed the MDP’s integrated approaches and mixed methods training. Students may choose from the MDP established field sites in Bangladesh, Ethiopia, Brazil, or Guatemala depending on region of interest and thematic track. At these sites, students may enroll in formal coursework at UA’s MDP partner universities. Alternatively, a student may design a collaborative project at another site of interest.

3 Global Classroom: Integrated

Approaches to Sustainable

Development Practice

To foster cross-border and cross-disciplinary collaboration, the MDP program incorporates the network’s “Global Classroom.” Through web-conferencing, online portals for interactive communication, and shared course management sites, the course provides students with an introduction to the core competencies and practical skills required of a development practitioner. The course is offered at a number of universities world-wide, with instruction in conceptual and practical management issues provided by leading practitioners.

3 Managing Development

This course presents the technical component to development delivery services. It first focuses on the organizational and operational characteristics of the principal development actors (bilateral, multilaterals, international NGOs, local NGOs, etc.); it then examines the skills required in development delivery, including project design, monitoring and evaluation strategies (e.g. logframe development), project administration (contracting, training, human resource supervision, transparent accounting systems), and reporting protocols. This course will be administered by a combination of UA faculty and development experts from TANGO International.

3 Economic Tools for Development

Practitioners

The development practitioner must be able to understand the nature of local-level economic decision making and the impacts of the economic incentives that

16

present themselves through market forces and public policies. This course introduces the basic principles and tools of analysis of micro and macro economics especially as they relate to household decision making and to policy impacts in a developing world context. The course introduces the measures and meaning of poverty and emphasizes the dynamic interrelationships between larger level forces, such as national finance, trade and fiscal policy, and the allocative decisions that are made at a local level. Students will learn specific tools to analyze these macro-micro relationships in terms of poverty reduction outcomes and the sustainable natural resource management.

3 Cross-Cohort Thesis Workshop

This course is designed to promote a collaborative learning environment for both first and second year MDP students. First year students will be expected to produce a proposal for their field projects. Second year students will analyze present the findings of their projects and help to orient first-years in proposal development. This course will provide an opportunity to apply the analytical tools gained in the social science cornerstone to their own projects.

3 Culture and Development

This course, part of the social science cornerstone competency, emphasizes cultural and regional dimensions to development practice, including review of a range of geographic contexts, the problems associated with specific cultural condition, and the diversity of development practices and experiences worldwide. The course is coordinated by a core MDP faculty and staffed be experts from across the University of Arizona community in the areas of Anthropology, Geography, Public Health, and Natural Resource Management, among others.

New Courses for the Environment Elective Track

The School of Natural Resources and the Environment will develop 10-credits of courses for their own certificate program in environment and development, to be offered (in parallel to the health certificate) for credit as an elective track within the MDP, with courses offered in the second year of the program:

1) Ecology and Management of Ecosystems within the context of Climate Change2) Environmental Policy and Management for Development3) Remote Sensing and GIS Monitoring of the Environment for Development

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F. REQUIREMENTS FOR ACCREDITATION

There is no agency that oversees accreditation of the Master’s in Development Practice.

The Master’s in Development Practice will use an assessment plan that will meet the University of Arizona and the Arizona Board of Regents expectations regarding regional and a national accreditation.

II. STUDENT LEARNING OUTCOMES AND ASSESSMENT

Student Learning Outcomes:

The MDP program will graduate individuals with the MDP degree who are eminently prepared for employment in the world of development practice. In many cases, the students will be mid-career professionals who are returning to their former positions with an enhanced skill set, a more comprehensive perspective on their development mission, and expanded responsibilities within their respective organizations. The major student learning outcomes will include:

An appreciation of rights-based development strategies and the application of rights programming in practice;

An understanding of the complexity of the change process and a commitment to interdisciplinary and integrated development strategies and programs

The acquisition of a skill set that would define a recognized and valued area of specialization for each MDP degree holder—in health, environment, indigenous rights, etc.

An understanding of the importance of teamwork, respect, and local participation in development practice.

Student Advising and Professional Placement

A half-time faculty staff member will be dedicated to student oversight, project development, and professional development and placement. Students will meet with the advisor/coordinator upon arrival in the program, and periodically thereafter during both the first and second years, in preparation of the summer international project component and in the development of the final project analysis and presentation. Beyond the faculty professional mentor, students will have access to participating faculty advice and support from all MDP-affiliated faculty on campus, to aid in the development of their Master’s projects, the selection of electives, and the trajectory of their professional planning.

Following graduation, longitudinal data will be collected on all graduates in terms of professional placement and transfer, project involvement, and funding and grant development. These data will be tracked to assure the practical application of MDP skills,

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the effective employment of alumni, and the ongoing development of a network of cooperating institutions, to be used for future masters student projects and placement.

Program Assessment Plan:

The Program Assessment strategy will have an internal and external component. Internally, the structure of the program assessment will be based on the evaluation of individual learning plans, created in the first summer and assessed at the end of each year. The learning plans will have milestones that the student has identified based on discussions with the mentor, milestones with concrete outcomes. Thus, each student engages in a structured process of reflection and self-evaluation, which then becomes the basis for adjustments in the learning plan.

At the end of each year, the SAG will review the overall MDP program. The student outcomes, the quality of the experience, the success of the field trip, and the integration of the MDP faculty will be basic indicators of evaluation, and a short report will be submitted to the director of the MDP and the MDP faculty as a whole. This review will provide a basis for adjustment in the program.

An external review will be carried out every two years (initially) and the review team will be comprised of representatives of MDPs at other academic institutions, of key institutional partners, and of the development practitioner community. This review will evaluate progress of the program in terms of the quality of the students, employability, and the contribution of the program to overall development goals. The external MDP evaluation will develop an evaluation plan that includes a mix of quantitative and qualitative tools and methods. This multi-method approach will allow for triangulation and verification of measurements, thereby providing more accurate insights into the project than any single measurement technique alone. The primary framework for evaluation of the MDP will follow an outcomes measurement scheme that focuses the evaluation on a specific set of impact indicators. This framework is particularly relevant for the MDP as the MDP aims to provide cross-disciplinary collaboration learning outcomes.  The framework also provides the opportunity to use the data to strengthen existing services, target effective services for expansion, identify participant and team training needs, and focus stakeholder’s attention on programmatic issues.

Key elements in the evaluation will focus on the recruitment and retention of a diverse cohort of students, curriculum implementation, research questions, student field experiences, and integration of interdisciplinary programs by documenting successes and challenges in the cross-training of students upon completion of the degree. III. STATE’S NEED FOR THE PROGRAM

A. FULFILLING THE NEED OF THE STATE AND REGION

The State of Arizona continues to demand practitioners in the area of development with

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hands-on skills. These range from community-collaboration and project oversight to more specialized expertise in environmental and economic analysis. The training of cohorts of students in these areas more broadly fulfills demands for practitioners holistically trained to work in international organizations dealing with poverty, population, health, conservation, and agricultural productivity. The MDP program therefore fulfills a critical regional need for a cross-disciplinary graduate degree program that provides students with the knowledge and skills required to better identify and address the challenges of international development.

Employment in international development activities also continues to be a growth area within the State of Arizona and student demand for practical training in the area of development is high and growing. Numerous professional institutions, like Technical Assistance to Non-Governmental Organizations (TANGO) headquartered in Tucson Arizona, employ graduates of professional and practicing development programs. Demand for training in this area is high.

B. IS THERE SUFFICIENT STUDENT DEMAND FOR THE PROGRAM?

The MDP targets two audiences. One is the mid-career professional working in development, mostly non-US citizens, who are at a point that a two-year training would provide maximum benefit. For these MDP candidates, the training allows a framework for reflection on past development experience and a refocusing of skills in light of that experience. The second targeted audience includes the pool of recent graduates, mostly from the US, who would pursue careers in development and wish to acquire the requisite skills to launch a career. Each MDP cohort will matriculate approximately 20 students.

In terms of tuition cost, the MDP program at the University of Arizona would serve as a more affordable option for potential students than comparable programs at other WICHE institutions. The chart below compares the tuition costs for a full time graduate student at the University of Arizona with those at the University of Denver, UC- Berkeley, and UC- Davis. In addition to greater costs, these programs are over-enrolled and qualified applicants exceed available seats several times over.

Institution In state tuition Out of state tuitionUniversity of Arizona $10,839.36 $25,801.36University of California, Berkeley

$15,102 $36,546

University of California, Davis

$15,000 $24,504

University of Denver (private) $35,604.00 $35,604.00

1. What is the anticipated student enrollment for this program?

5-YEAR PROJECTED ANNUAL ENROLLMENT1st yr. 2nd yr. 3rd yr. 4th yr. 5th yr.

No. 12-18 24-38 36-40 36-40 36-40

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Students

The anticipated enrollment is based on several considerations. We have set a maximum cohort size of 20 students, to enable hands-on and dedicated faculty time for student development and student projects. Demonstrated demand for similar programs across the United States is extremely high. Reported applications for the first year of the new MDP program at the University of Denver outstripped capacity by more than 5-1. We therefore anticipate that a sustained cohort size of 20 is realistic and achievable.

Given possible constraints in first-year advertising and recruiting, owing to a short time horizon and the novelty of the program, coupled with a desire to assure an excellent student experience in the first year of the program and so increase word of mouth endorsements, we believe that a smaller first year cohort (12-18) is in the interests of the program and the students. The program is financially sustainable with as few as 12 students, depending on the ratio of in state to out of state enrollment.

2. What is the local, regional and national need for this program? Provide evidence of the need for this program. Include an assessment of the employment opportunities for graduates for the program during the next three years.

The MDP program is designed for five categories of learners, for whom intensive generalized training opportunities are highly in demand. These include:

generalist development practitioners, who demand programs that deepen their knowledge, allowing them to work with and coordinate these activities of development specialists (e.g. health practitioners);

specialist development practitioners, to help train them to work with interdisciplinary teams, which are increasingly common in development contexts

policy administrators and professionals, whose selection of policy strategies hinges on their understanding of real world sustainable development activities

private-sector professionals, to prepare them for decision-making and problem-solving roles in matters relating to sustainable development practice;

educators, who need to better engage sustainable development issues and practices in their curriculum

Across these groups, MDP programs are specifically geared towards:

Currently practicing professionals (e.g. public program officers, NGO field staff, government development case workers, etc.) who come to the program with applied experience but a critical need for methodological and conceptual training; and

Recent university graduates from fields related to sustainable development (e.g. Anthropology, Global Studies, Public Health, etc.) who come to the program with a critical need for hands-on experience, practical field training, and professional networking within international development organizations.

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The demand from both of these communities has been demonstrably high, especially in areas related to health and environmental management, both within Arizona and the United States as well as abroad, evidenced by the expansion of job listings within the UN Development Program (UNDP) specifically in the categories of: Millennium Development Goals; Democratic Governance; Poverty Reduction; Environment and Energy; Crisis Prevention and Recovery; HIV/AIDS; Women’s Empowerment, and Management.

http://jobs.undp.org/

Organizations like Oxfam International report employment opportunities amongst their affiliates in areas related to sustainability, like public health coordination, livelihoods, and disaster risk reduction.

http://www.oxfam.org/en/jobs/affiliates

3. Beginning with the first year in which degrees will be awarded, what is the anticipated number of degrees that will be awarded each year for the first five years?

PROJECTED DEGREES AWARDED ANNUALLY1st yr. 2nd yr. 3rd yr. 4th yr. 5th yr.

No. Degrees

0 12-18 18-20 18-20 18-20

IV. APPROPRIATENESS FOR THE UNIVERSITY

The University of Arizona has been actively and formally engaged in international development work since the 1960s, when the (then) College of Agriculture established a long-lasting relationship with a partner university in Brazil (the Universidade Federal do Ceará) that sponsored faculty degree training, faculty exchange, and collaborative research. Throughout the 1970s-80s, the UA maintained a large office of international agricultural development within the College of Agriculture, and UA faculty, staff and students participated in large development projects throughout the world. Thousands of foreign students have taken degrees at the UA through institutional programs of development assistance (e.g. the Atlas-AfGrad Program). Large development-focused initiatives have also been successfully implemented in the College of Medicine, Public Health, the Rural Health Office, in Social and Behavioral Sciences, the James E. Rogers Law College, and throughout departments in the Colleges of Science, Engineering, and The Eller College of Management. The university has a widespread international presence and development-oriented research agenda. Coordinated graduate training in the practice of development, however, remains absent. The MDP Program actively draws upon this pool of interested faculty and University-wide experience and expertise in curriculum content and in student mentoring and field internships.

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V. EXISTING PROGRAMS AT OTHER CAMPUSES

A. EXISTING PROGRAMS IN ARIZONA

There are no such programs at other institutions in Arizona.

B. OTHER INSTITUTIONS

1. Identify WICHE institutions that currently offer this program. If appropriate, briefly describe the programs.

Among WICHE institutions, there are only two programs in Development Practice currently in operation. These are located at: the University of California, Davis (start date of Summer 2010) and the University of Denver (start date of Summer 2010). A third program at the University of California, Berkeley will open in Fall 2012. The University of Denver and UC-Berkeley offer standalone Masters Degrees in Development Practice. UC-Davis offers a certificate program in conjunction with a separate graduate degree in a relevant field. Topical specialties range across institutions.

Although there is no agency overseeing accreditation of M.A. programs in Development Practice, the Commission of North Central Association of Colleges and Schools Higher Learning Commission offer accreditation to institutions in the following WICHE states: Arizona, Colorado, and New Mexico. The status of programs in these states and those in institutions also accredited by the Western Association of Schools and Colleges is shown here.

Program WICHE Institution

NAC Accreditation? (Y or N)

WASC Accreditation? (Y or N)

Masters in Development Practice

University of California, Berkeley

N Y

Certificate in Development Practice

University of California, Davis

N Y

Masters in Development Practice

University of Denver

Y N

VI. EXPECTED FACULTY AND RESOURCE REQUIREMENTS

A. FACULTY

Core Faculty

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Paul Robbins, Full Professor, Director, School of Geography and Development (SGD), 4% percent effort

Timothy Finan, Full Professor, School of Anthropology, Bureau of Applied Research in Anthropology, 30% percent effort

Sapana Doshi, Assistant Professor, SGD, PhD, 30% percent effort

Karyn Fox, Instructor, Anthropology, PhD, 100% percent effort

Associate Faculty

Steven Archer, SNRE

Richard Caldwell, Executive Director TANGO

Burris Duncan, Public Health and Pediatrics

J. Edward DeSteiguer, SNRE

Wayne Decker, SGD

George Frisvold, AREC

Keren Heckert, College of Public Health

Laura Lopez Hoffman, SNRE

Charles Hutchinson, SNRE

John L. Koprowski, Wildlife Conservation and Management, School of Natural Resources and the Environment

Dr. Mark Langworthy Vice-President TANGO

William Mannan, SNRE

William Matter, SNRE

Stuart Marsh, SNRE

Mark Nichter, Regents Professor, School of Anthropology

Barron Orr, SNRE

David Quanrud, SNRE

Tauhidur Rahman, AREC

Douglas Taren, Public Health

Paul Wilson, AREC

TANGO Participating Instructors

The UA MDP has established a partnership with Tucson-based TANGO International. TANGO (Technical Assistance to Non-Governmental Organizations) provides long-term institutional support to humanitarian organizations engaged in the global effort to

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alleviate hunger and poverty. TANGO will be responsible for three units of instruction in the program and also provide extensive support for student project development. TANGO's staff brings extensive academic and implementation experience to its partnerships with donor agencies, United Nations organizations, and national and international non-governmental organizations worldwide. Their expertise includes development planning and programming, project management, monitoring and evaluation, and holistic livelihood assessment in both rural and urban settings. TANGO's staff covers a range of disciplines including anthropology, economics, agriculture, environment, food security, public health, and nutrition. Most critically for the course on Managing Development, TANGO instructors have hands-on, extensive experience with the management realties of day-to-day project oversight, which is essential to the learning outcomes of the MDP. For details, see Appendix B.

Advisory Faculty

Diana Liverman, Institute of Environment

Mamadou Baro, SoA

Elizabeth Oglesby, SGD

Sarah Moore, SGD

John Ehiri, Public Health

Gary Thompson, AREC

Tim Frankenberger, President TANGO

3. Current FTE Students and Faculty:

FTE Students (Fall 2010) FTE Faculty (Fall 2010)Geography and Development

77 18.3

4. Projected FTE Students and Faculty:

FTE Students ∆ by 2015 FTE Faculty ∆ by 2015Geography and Development

40-50 (additional graduate FTE students)

+3.0

B. LIBRARY

1. Current Relevant Holdings

The library’s current resources are sufficient to support the MDP program.

2. Additional Acquisitions Needed

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None.

C. PHYSICAL FACILITIES AND EQUIPMENT

1. Existing Physical Facilities

The MDP will be physically located at the UA Downtown site, in the historic Roy Place Building, where a majority of core coursework will be conducted. At the UA Downtown Building, the School of Geography and Development will utilize two classrooms that accommodate approximately 20 students. These classrooms are currently only scheduled for evening courses and will be fully available by Fall 2012 for daytime MDP instruction. Additional space provided to each cohort, including desks and computing facilities, with office space construction completed by summer 2012.

Elective Track coursework will take place through existing remote/on-line teaching connections to main campus

Student Masters project advising will occur on main campus, amongst participating faculty in their home units; communication between the two sites will be facilitated by CatTran connections and the projected Downtown Trolley line.

D. OTHER SUPPORT

1. Other support now available.

Downtown facilities for instruction will be ready to facilitate students 9 months prior to the start of the program in August of 2012.

The College of Social and Behavioral Sciences and the School of Geography and development have technology support personnel able to assist in the maintaining of all ancillary facilities and computing needs.

The School of Geography and Development have sufficient support staff on campus for program coordination, website development, and advertising.

2. Other support needed, next three years.

No further external support is necessary over the next three years of the Masters.

VII. FINANCING

Minimal costs are incurred to implement the program as infrastructure and staffing of courses are all included in the Outreach revenue model, already approved by Outreach College, with unit commitments offset by funding of adjunct and replacement instructors where necessary. The program budget includes provisions for: Core Faculty; a Postdoctoral Associate; Additional Instruction-Costs; a Faculty Advisor; a Program

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Coordinator; International Site Logistics; Faculty Mentor Travel; and Miscellaneous Operations.

A $750 fee, per student per semester, has already been approved by ABOR, and will be levied in addition to tuition, to cover costs to participating international collaborator institutions and to maintain state-of-the-art student facilities, including office and computing faculties at the downtown Tucson site.

A. SUPPORTING FUNDS FROM OUTSIDE SOURCES

Initial salary support for the co-Director - Dr. Sapana Doshi - has already been secured through the Strategic Priorities Faculty Initiative (SPFI), which will serve to offset costs to SGD for her employment during the first three years of the program.

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B. NEW ACADEMIC DEGREE PROGRAM BUDGET PROJECTIONS FORM

Name of program:

Continuing Expenditures 1st Year 2nd Year 3rd Year2012 - 2013 2013 - 2014 2014 - 2015

Faculty

State

Local $114,745 $138,331 $154,370

Other Personnel

State

Local $52,635 $111,693 $111,693

Graduate Assistantships

State

Local

Operations (materials, supplies, phones, etc.)

State

Local $10,000 $20,000 $20,000

Other Items (Attach description)

State

Local (travel) $73,333 $73,333 $73,333

One-Time Expenditures

Construction or Renovation

State

Local

Start-up Equipment

State

Local

Replacement Equipment

State

Local

Library Resources

State

Local

Other Items (Attach description)

State

Local

TOTALS (Incremental)

State-Reallocated Funds

New Funds

v  Local Funds (CEAO funds) $250,713 $343,357 $359,396

GRAND TOTALS

BUDGET PROJECTION FORM FOR ACADEMIC PROGRAMS

Masters in Development Practice

EXPENDITURE ITEMS INITIAL BASE BUDGET ANNUAL INCREMENTAL COSTS

$250,713 $343,357 $359,396

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VIII. OTHER RELEVANT INFORMATION

None.

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APPENDIX A. Proposed Courses and Schedule

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Cross-Cohort Thesis Workshop (CC)

3 Credits

Global Classroom (CC) 3 Credits

Field Practicum (CC)6 Credits

Culture and Development 3 Credits

Managing Development (CC)3 Credits

Economic Tools for DevelopmentPractitioners

3 Credits

Elective Track (CC)2 Credits

Elective Track (CC)2 Credits

Elective Track (CC)2 Credits

Year IISummer II

Year IISemester I

Year IISemester II

Global Health Priorities: Case Studies and Community Responses

(CC) 3 Credits3 Credits

Methods II, Mixed Methods in Research for Sustainable Development

Practice (CC), 3 Credits

Cross-Cohort Thesis Workshop (CC)

3 Credits

Natural Resource Management and Development (CC)

3 Credits

Year ISemester II

Development Practice (CC)3 Credits

Fundamentals of Global Health and Development (CC)

3 Credits

Development and the Natural Environment (CC)

3 Credits

Methods I, Methods of Sustainable Development Practice (CC)

3 CreditsYear ISemester I

Foundations of Development (CC)

3 CreditsYear I

Summer I

MDP CORE STAFF

CPH/SOA STAFF

Certificate Courses(Global Health, Environment)

CALS: SNRE and AREC STAFF

TANGO STAFF

APPENDIX B. TANGO Practitioner Instructors

Dr. Mark Langworthy Vice-President TANGO

Ph.D. Economics, Stanford University, (Food Research Institute) Field experience in experience in Mozambique, Maldives, Cape Verde,

Bangladesh, Ethiopia, Cote d’Ivoire, Sierra Leone, Eritrea, Zimbabwe, Ghana, Guatemala, Madagascar, Angola, Sri Lanka, Niger, Tanzania, Uganda, Afghanistan, and Chad.

Previous Experienceo Assistance Research Scientist in the Department of Agricultural

Economics at the University of Arizona

Tim Frankenberger, President, TANGO

M.A. Anthropology and Agricultural Economics, University of Kentucky 25 years of experience in international development activities Extensive experience in project design, monitoring and evaluation, food and

livelihood security assessments, and policy analysis. Previous Experience

o Senior Food Security Advisor and Livelihood Security Coordinator at CARE: strategic technical support and guidance in food and livelihood security programming to 61 CARE country offices

o Farming systems research specialist at University of Arizona: household food security and livelihood approaches.

Richard Caldwell, Executive Director TANGO

M.S. Range Ecology and M.S. in Agronomy, University of California, Davis 18 years of experience in project design, monitoring and evaluation, livelihood

security and natural resource assessment, land-use planning, ecology, and agronomy in the U.S., Africa, and Asia.

Previous Experienceo consultant for CARE and other non-government organizationso Five years as a natural resources and agricultural project manager in

West Africa for the U.S. Agency for International Development

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Elective Track (CC)2 Credits

Elective Track (CC)2 Credits