Course Form
I. Summary of Proposed Changes
Dept / Program
Public & Community Health
Prefix and Course #
Sciences
Course Title
Native American Public Health
Short Title (max. 26 characters incl. spaces)
Summarize the change(s) proposed
New Cours
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Requestor:
Annie Belcourt
Phone/ email :
406-243-5454
Program Chair/Director:
Craig Molgaard
Other affected programs
None
Dean:
PUBH 525
Date
3/20/12
Vernon Grund
Are other departments/programs affected by this
Please obtain signature(s) from the
modification because of
Chair/Director of any such department/
(a) required courses incl. prerequisites or corequisites,
program (above) before submission
(b) perceived overlap in content areas
(c) cross-listing of coursework
III: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
X
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. Be sure to include learning outcomes
on syllabus or paste below. The course number may be changed at the system level.
See Syllabus
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
G 525 Native American Public Health 3 cr. Offered autumn. This course is designed to provide general
overview of Native American health issues in the United States and specifically within Montana. The history
and structure of the Indian Health Service is given along with the development of Federal Indian health
policy. Students will learn about major health concerns among Native American populations through a survey
of historical and contemporary health issues as well as the historical and contemporary status of healthcare
provisions.
Justification: How does the course fit with the existing curriculum? Why is it needed?
Health disparities in Montana are experienced most frequently by Native American populations living in the
region. The Native American Public Health will provide a foundational overview of the contextual factors
associated with health disparities, prevention, intervention, and epidemiology within Native American
communities. The course will complement existing curriculum and provide educational opportunities that can
enhance and advance public health knowledge concerning this underserved population. Research, ethics,
service, and practical approaches to reducing health disparities will be examined within this course.
Are there curricular adjustments to accommodate teaching this course?
None Needed
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx
Complete for Co-convented courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-121.pdf . Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
IV. To Delete or Change an Existing Course – check X all that apply
Deletion
Title
Course Number Change
From:
Level U, UG, G
Co-convened
To:
Description Change
Change in Credits
From:
To:
Prerequisites
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
YES
NO
X
From:
To:
Repeatability
Cross Listing
(primary
program initiates
form)
Is there a fee associated with the
course?
2. Full and exact entry (as proposed) 
3. If cross-listed course: secondary program & course
number
4. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://umt.edu/facultysenate/committees/grad_council/procedures/default.aspx.
5. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether this change will eliminate the course’s common course
status.
YES NO
6. Graduate increment if level of course is changed to UG. Have you reviewed the graduate
Reference procedure 301.30:
increment guidelines? Please check (X)
space provided.
http://umt.edu/facultysenate/committees/
grad_council/procedures/default.aspx
(syllabus required in section V)
7. Other programs affected by the change
8. Justification for proposed change
V. Syllabus/Assessment Information (must include learning outcomes)
Required for new courses and course change from U to UG. Paste syllabus in field below or attach and send
digital copy with form.
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
Revised 8-23-11
Native American Public Health
Public Health 525
3 credits
Annie Belcourt, Ph.D.
Assistant Professor, Pharmacy Practice/Community and Public Health Sciences Departments
Office: Skaggs 306 Phone: 243-5454
e-mail: Annie.Belcourt@umontana.edu or
Annie.Belcourt@mso.umt.edu
Office Hours: 10-11 Tuesdays/Wednesdays or by appointment
Course Overview: This course is designed to provide general overview of Native American health issues
in the United States and specifically within Montana. The goal is to increase awareness of the unique
considerations that Native American populations experience in regard to the provision of healthcare, health
disparities, and policy factors. An overview of the history and structure of the Indian Health Service will be
given along with the development of Federal Indian health policy. Unlike other populations in the Nation,
the Federal government established treaty negotiations with Native American Nations that established the
basis of unique obligations to provide health, educational, law enforcement, and other services to tribal
communities. Students will learn about major health concerns among Native American populations
through a survey of historical and contemporary health issues as well as the historical and contemporary
status of healthcare provision.
Specific health topics will include disparities including diabetes, cardiovascular disease, mental health,
urban versus rural population issues, environmental health, oral health, barriers to accessing care, and
current research trends. Mental health, substance use disorders, trauma, and early developmental issues
will also be discussed. Western and traditional medicine as well as innovative approaches to integrating
holistic healthcare for communities will be examined. Health disparities between Native American and
other ethnic groups will be explored with an emphasis on providing students with an appreciation of both
risk and protective factors facing Native populations.
Students will be expected to actively participate in the course material and to develop an integrated
understanding of significant factors shaping the health of American Indian individuals and communities.
Course Objectives: Upon completion of this course students should be able to:
1. Describe the history of Native American health and its relationship to the United States Indian
Health policies.
2. Describe general health trends among Native Americans and identify major health concerns within
this population.
3. Describe important considerations among Native Americans such as in-group cultural diversity,
traditional ways of life/traditional medicine, and how these factors can influence health care.
4. Develop a more meaningful understanding of the risk and protective factors influencing the health
status and health care provision to Native American individuals and communities
5. Students interested in health care professions will also become better equipped to understand the
needs of culturally diverse individuals and communities through the acquisition of critical
knowledge regarding Native cultural groups
Text: American Indian Health (Rhodes and Rhodes)
Grading Methods: A total of 500 points are available in this course and will be based on the following
criteria:
1. Journal: Given the interactive nature of this course and the fact that we have multiple guest
lecturers presenting your attendance is critical. You will be required to submit journal response
issues each week. These responses will be designed to briefly address or respond to questions
and topics given during each week’s topics class. Each entry response is worth 10 points.
Attendance is required and necessary to complete journal entry. Journal entries will be
collected each Thursday in either hardcopy or electronic entry via the Moodle website.
150 points for journal entries and 50 points for class participation: Students will be graded
on the journal entry content as well as for class participation in discussion or Moodle. (200
possible points)
2. Essays: Two essays will be assigned during class, each worth 100 points. The essays are to be
typewritten consisting of approximately two-three pages of double spaced text regarding an
assigned topic. (200 possible points)
3. Health disparity educational project: Students will develop and create a community outreach
project or educational presentation that could be used to help address or define a health issue
affecting a specific Native American community or region. The goal of these projects would be to
create a brief summary of a health disparity topic that would provide basic definitions of the health
issue or concern and available resources. Students will be asked to provide a preliminary outline
mid-semester and to make a brief PowerPoint presentation of the completed project to the class
during the final weeks of class.
(100 possible points)
*Extra credit points will also be available if students elect to attend identified guest lecture presentations
occurring on campus. Eligible lectures will be identified in class.
Project Descriptions:
Essay One
A brief (3 page double-spaced, excluding references) essay summarizing a topic selected by the student
concerning a Native American health-related issue or disparity-related topic. This paper will ideally be
used as your starting point for the final educational project. This is not required, but it would help focus
your efforts to choose a topic that could be used for both assignments. Originality of the proposed project
will be considered in the grading (i.e. consult with peers in the course to avoid topic duplication).
Essay will be graded according to the following criteria:
1. Grammar and spelling—25 points
2. Organization (Does the essay flow logically? Is information given in a structured and logical way?
Are references properly used**?)—25 points
3. Description of health issue—30 points
4. Description of potential ways of addressing problem—20 points
**A minimum of four written academic reference and one on-line reference must be used and cited
in appropriate manner (APA, JAMA, or MLA)
Essay Two
A brief (3-page double-spaced, excluding references) creative essay/proposal addressing a prevention or
intervention proposal concept aimed at addressing a health disparity within a tribal/Native American
population. Essentially, you will be asked to briefly describe the health concern/issue and a project idea
that would provide possible scientific or service innovations to address or prevent the identified health
condition.
Examples include: Descriptions of community-based participatory strategies to engage tribal communities
in suicide prevention; Telemedicine in Indian Country to improve nutrition education; Policy innovations
to improve Native Health funding; a school-based obesity prevention project; digital storytelling to
improve health knowledge; and/or community-based project to improve environmental health conditions.
Essay will be graded according to the following criteria:
1.
2.
3.
4.
5.
Description of the health concern/problem-30 points
Grammar and spelling—20 points
Organization—10 points
Originality and Creativity—20 points
Descriptions of how Tribal or scientific communities can be supported in efforts to improve
community health—20 points
Educational Service Project (100 points)
Detailed information regarding Educational Service Project will be given out. You will be asked to select a
health concern/disparity you identified in either Essay 1 or 2 to develop community outreach educational
project/presentation suitable for sharing with a tribal community.
A 5-8 minute presentation (power point) will be presented during the last week of class (and finals time if
necessary). A written outline will be due March 15 and students are encouraged to find original or
innovative aspects or factors related to health disparities facing Native American communities (i.e. avoid
duplication of topics). A final outline and any supplemental material (brochure, curriculum outline, or
proposal) will be collected during your scheduled presentation.
The information you develop should briefly summarize a health disparity facing Native Communities and
provide clear, concise, and non-technical language appropriate for community settings. Grading will be
based on whether the information you present is accurate and presented in a culturally appropriate manner
suitable for general audience/tribal communities.
Class Expectations:
1. Arrive on time and prepared for each class.
2. Participate in class discussions in a respectful manner
3. Late assignments will result in point deductions. The instructor must be contacted prior to
missing class or handing in late assignments. Failure to contact instructor can result in
significant grade reduction.
4. Please complete assigned readings in a timely manner.
5. CELL phones must be set to vibrate mode only. Please be respectful of all presentations and
presenters.
6. Students with disabilities will receive reasonable modifications in this course. Your responsibility
as a student is to request modifications from the instructor with sufficient advance notice, and to be
prepared to provide verification of any documented disability, and requested modifications from
Disability Services. Please speak with me after class or during my office hours to discuss the
details. For more information, visit the Disability Services for Students website at
http://life.umt.edu/dss.
Academic Honesty: Plagiarism is the representing of another’s work as one’s own. Such academic
misconduct is subject to academic penalty by instructor and The University of Montana. Students who
plagiarize will fail the assignment and be referred to University disciplinary procedures. Student
Conduct Code is available at www.umt.edu
Course Outline (Dates and title subject to revision)
TOPIC
DATE
January 24
January 26
Introduction to course and expectations
Health of Native Populations and Indian Health Service
January 31
Video: Unnatural Causes-Bad Sugar (Diabetes in Native
Communities)
February 2
Montana’s Indian Country an Overview: Health disparities
and access to health care
February 7
Social Determinants of Health among Native American
populations: Socioeconomic, education, and access to care
(Trauma, Poverty, and Health Disparities)
February 9
Video: Unnatural Causes-Place Matters (Where you live
can impact your health)
February 14
February 16
February 21
February 23
February 28
March 1
ESSAY 1 DUE
March 6
March 8
Mental Health Disparities: Traumatic events, Suicide, PTSD,
Depression, Substance Use Disorders
Research in Native Communities: Ethics, needs, and future
directions
Environmental Issues and American Indian Health
-Tony Ward, Ph.D
(Center for Environmental Health Sciences)
Trauma and resiliency in Native communities: Historical and
contemporary issues
Cancer among Native Americans- Mark Pershouse, PhD
(Biomedical Sciences)
Sexual Health: Prevalence of issues, treatment, and
Prevention
Erica Woodahl, Ph.D.
Pharmacogenomics and research career options in
pharmaceutical science
Ethnobotanical Medicine in American Indian populations
Rustem Medora, Ph.D.
March 13
Careers in Health addressing Health Disparities in Tribal
communities
Greg Holzman, M.D., Centers for Disease Control
March 15
Education Project
Outlines Due
Neuropsychology and traumatic brain injury-Dr. Jera
Stewart (Neuropsychologist and Research Director at the
Montana-Wyoming Tribal Leaders Council) Invited
March 20
Obesity and Chronic Disease Prevention
March 22
Oral Health in Native Communities-Travis Fisher Director,
MT/WY Tribal Dental Support Center
March 27
Plant Medicine: Ethnobotanical healing
Roslyn LaPier
March 29
Essay 2 Due
April 3
April 5
April 10
April 12
April 17
April 19
April 24
April 26
May 1
May 3
May 7-11
Finals Week
Intervention and PreventionReview presentation requirements
Spring Break (NO CLASS)
Spring Break (NO CLASS)
Margaret Moss, Ph.D., JD, RN, FAAN- Associate
Professor and Director of Nursing Management, Policy,
and Leadership, (Yale School of Nursing)
American Indian Eldercare
Tribal Health: Native American Physicians and
healthcare careers
Leanna Muzquiz, MD
Confederated Salish and Kootenai Tribal Health Medical
Director/Physician
Traditional Medicine Integrative Healthcare
In class review and preparation for final presentations
Traditional Healer presentation
(Nolan Yellow Kidney and Leon Rattler Invited)
Educational Service Project Presentations
Educational Service Project Presentations
Educational Service Project Presentations
Educational Service Project Presentations
Educational Service Project Presentations
*Topics and Dates are subject to change depending upon guest speaker availability and scheduling
requirements