UGS 2270-001 & UGS 2275-001
Families and Health - BlockU
Fall 2015 & Spring 2016
Class Meeting:
Fall: T R from 9:10-10:30 in OSH 113
Spring: TBA
Instructors:
Email:
Phone Number:
Office Hours:
Office Location:
Dr. Rebecca Utz
rebecca.utz@utah.edu
801-581-7922
R 2:00 to 3:00, by appt
307 Beh-S
Peer Mentor:
Sydney Magana
Student Success Advocate: Jon Bernal
Librarians:
Jill Moriearty
Lorelei Rutledge
Dr. Marissa Diener
marissa.diener@fcs.utah.edu
801-581-8750
T 2:00 to 3:00, by appt
244 AEB
s.magana@utah.edu
jon.bernal@utah.edu 385-232-524
jill.moriearty@utah.edu
lorelei.rutledge@utah.edu
Course Description
Health is usually considered an individual-level experience or
outcome, but one’s health cannot be uncoupled from the
family. Not only do families provide each of us with genetic
material that determines health risks and outcomes, families
also share a culture, environment, and lifestyle that influence
health and wellness. Using an interdisciplinary approach, this
course will explore how families can promote health and wellbeing, how they help manage chronic illnesses, and how these
family-based strategies vary across developmental life stages.
Students in this course will work in groups on one of several
community-based projects focused on nutrition or movement
as a way to improve family health.
This course is part of the BlockU program at the University of
Utah. http://blocku.utah.edu. Completing this two-semester
learning community course will satisfy two of your BF general
education requirements, one in fall and one in spring. This
course must be taken in conjunction with BIOL 1210-002 (SF
requirement) and COMM 2110-003 (HF requirement) during
the Fall semester, and DANC 1010(FF & DV requirements) and
NUTR 1020 (AS requirement) during the Spring semester.
Note: This syllabus is meant to serve as an outline and guide for our course. Please note that we may modify it with
reasonable notice to you. Any changes will be announced in class and posted on Canvas under Announcements.
Course Outcomes
By the end of this course, students will be able to:
• Define “family” and how it contributes to health
• Understand the various dimensions of health and wellness
• Develop a broad background in terminology, research, theory, and methods commonly used
in the social sciences
• Integrate a social science perspective of families & health with other disciplines including
humanities, natural/life sciences, nutrition, and fine arts
• Apply learning about families & health to a community-based setting or population
• Develop “Intellectual & Practical” and “Personal & Social Responsibility” skills (see below)
Specific Learning Outcomes & Outcome Assessments for Intellectual and Practical Skills:
1. Creative Thinking (FALL) – Students will apply theories and concepts learned in lecture to the
2.
3.
4.
analysis of a novel and popular movie. Students are encouraged to create at least one “reflection”
assignment using non-traditional formats such as a video, song, or visual arts.
Problem Solving (FALL) – During the end-of-life conversation project, student will reflect on a
problem – first defining the issues and potential strategies, evaluating potential solutions, and deciding
on which one is best for self and family. During the discussion of the novel, students will discuss the
actions taken by family members and propose alternate solutions to specific family-based health issues.
Oral Communication (SPRING) – Students will do several presentations during Spring semester.
Some will be formal with visual materials such as Powerpoint; others will be less formal and more
extemporaneous. Students will evaluate peers and provide feedback on the content and delivery of oral
communication.
Teamwork (SPRING) – Students will work in groups to develop and implement a community-based
project during Spring semester. At the end of the semester, students will reflect on their own and their
team members’ contributions to the team’s overall functioning.
Specific Learning Outcomes & Outcome Assessments to Personal & Social Responsibility:
1. Foundations and Skills for Lifelong Learning (FALL and SPRING) –This course will introduce
2.
3.
students to the Pathbrite Portfolio, a way to manage and synthesis learning that occurs across courses
and over time. Instructors will provide both support and instruction related to additional university
resources, effective study skills, and personal growth issues such as independence & accountability.
Ethical Reasoning (FALL)– Students will complete portfolio assignments and engage in classroom
discussions on topics such as relationships, risky health behaviors, and interpersonal dilemmas including
the rights of family vs. individual in cases of impaired mental capacity and end of life decision making.
The prompts for relevant portfolio assignments will ask students to specifically discuss any potential
ethical issues and solutions related to each case.
Civic Engagement (SPRING) – Students will create and implement a community-based project
focused on nutrition or movement/activity/exercise, as a way to improve family health and wellness in
our community.
Teaching and Learning Methods
We will teach this course in a way that is highly interactive, integrative, and applied. This course will
involve a variety of teaching and learning methods, including lectures, small group discussions,
written reflections, experiential activities, and a community-based project. We will encourage
students to apply what they learn to their own experiences, to other students’ families and
experiences, and to families portrayed in books and media. In this learning community course, we
will draw from a variety of disciplines, but most heavily from a social science perspective (e.g.,
sociology, psychology, human development). As part of the BlockU program, we will encourage
students to integrate what they learn in BIOL 1210 and COMM 2110 (in the fall semester) and in
DANC 1010 and NUTR 1020 (in the spring semester) with the material presented in this course.
Required Course Materials
1. Families and Health (2nd Ed.) by Janet R. Grochowski. ISBN: 978-1412998932
[FALL & SPRING semesters]
2. The Middlesteins: A Novel by Jamie Attenberg. ISBN: 978-1455507207
[FALL semester]
3. Mean Genes: From Sex to Money to Food: Taming our Primal Instincts by Terry Burnham & Jay
Phelan. ISBN: 978-04655031245.
[SPRING semester]
4. Additional readings, web links, and videos will be posted on Canvas. Refer to weekly “module”
Course Grades & Grading Policies
According to the allocation of points assigned to each required assignment (see next pages, % in red),
a weighted average of all grades will be calculated to determine your semester course letter grade.
Letter grades will then be awarded based on the following point distributions:
B + (89-87 points)
C + (79-77 points)
D + (69-67 points)
A
B
C
D
E
(100-93 points)
(86-83 points)
(76-73 points)
(66-63 points)
(< 60 points)
ABCD-
(90-92 points)
(80-82 points)
(70-72 points)
(60-62 points)
Course letter grades will be independently assigned and calculated each semester.
Performance during one semester will not affect the grading of the other semester.
- Instructors will provide grades and/or comments via Canvas within 7 days of submission.
- It is the student’s responsibility to report and discuss grade discrepancies with the instructors.
- Instructors will entertain grade change requests, but such discussions should occur outside of class
time and at least 24 hours after the assignment/quiz was handed back. (i.e., take a day to reflect on
the comments provided and review the material prior to disputing a grade with the instructor)
- No late assignments or make-up exams will be accepted.
- You cannot make-up any missed attendance or participations points that are assessed in-class.
- No extra credit is available.
Assignments
FALL 2015
Class Participation and Engagement will be assessed via random attendance checks or graded in-class activities.
Students are expected to come to class prepared to discuss the topics and provide thoughtful input. This will require that
you have done the assigned readings beforehand and that you disengage from electronic devices to focus on the class
activities at hand. 10% of grade.
Quizzes will be used to evaluate learning and comprehension of course concepts.
a. Quiz 1. Online. Covers weeks 1, 2, 3. Multiple choice. 10% of grade.
b. Quiz 2. In class. Covers weeks 1-6. Multiple choice, short answer, essay. 20% of grade.
Portfolio Reflections – over the course of the semester, students will be given prompts asking them to reflect on,
integrate, and apply course material. Each reflection assignment will enable students to reflect on the concepts and
theories presented in class, while applying them to materials that from outside of the classroom such as on youtube, social
media, the news media, real life, etc., as well as to material learned in the affiliated Block-U courses (biology &
interpersonal communications). We will use Pathbrite Portfolio to assemble these reflections; this software can be used to
organize and integrate learning that occurs throughout the entire undergraduate career (Additional information and
instruction will be provided in class). Most students will create written essays to satisfy these assignments; however,
students are welcome and encouraged to consider more creative products such as videos, songs, or visual arts to respond
to each prompt. Please speak with the instructor and obtain approval before submitting an alternate (non-written)
reflection.
a. Reflection #1. How has your family influenced your health? Make sure you define and apply concepts
(i.e., theories, models) learned in class so far. 5% of grade.
b. Reflection #2. Choose at least one of the 7 domains of health; reflect on how your current status as a
college student has the potential to affect your and your family’s health and well-being. Apply concepts
and theories related to the life course. 10% of grade.
c. Reflection #3. Using the characters and situations presented in the Middlesteins novel, write an essay
describing how and why relationships affect health and well-being of families. 10% of grade.
d. Reflection #4. Using the characters and situations presented in the movie Still Alice, discuss how
families cope with chronic illness. Consider the role of genetics/biology in determining how families
cope with and manage their health. 10% of grade
The Conversation Project - Students will plan and execute a conversation with a family member about aging and
end-of-life preferences. During this conversation, you will draw upon interpersonal communication strategies to guide
your discussion on this sensitive but critically important topic. You should engage in basic problem-solving techniques to
identify the best solution for self and family member, as well as consider and evaluate different ethical perspectives for
end-of-life choices. 25% of grade. This assignment has three separate artifacts:
a. Documentation of Conversation. This could be a video, a transcript, a legal-like document, or some
other artistic rendition of the most important topics, issues, and themes that you and your conversation
partner discussed.
b. Portfolio Reflection #5. Using what you learned from this conversation, write a final reflection
assignment commenting on the following two issues:
i. How has your family influenced your thoughts about later-life health and your conversations
about end-of-life preferences? Consider how you think you will age/die and what you are doing
now to ensure your health goals.
ii. Describe the conversation that you had? Was it difficult? Why or why not? Was it useful? Why
or why not?
More detailed assignment descriptions and grading rubrics will be posted to Canvas
at least 7 days prior to each assignment due date.
Assignments
SPRING 2016
1. Teaching Presentation. Students will choose one of four chapters from the book Mean Genes to present to
the class. Groups will be formed based on self-selection of chapters. Each group will have approximately 15 to 20
minutes to teach the class the material in their chapter. Teaching presentations must include a review of the
major concepts of the chapter; a handout or prepared notes are encouraged. Groups are also encouraged to use
creative presentation and pedagogical techniques to discuss and present the material. The presentation will be
graded on its quality, accuracy, creativity, professionalism, comprehensiveness, and teamwork. All group
members will be given the same grade. 15% of grade
2. Final Exam. In class. Multiple choice, short answer, essay. Covers weeks 1 thru 13. 20% of grade.
3. Team Project. Groups of students will work together with a community partner to design a program or
product that emphasizes the role of nutrition and/or movement as a way to promote family health and wellness,
or that applies other topics of learning from Fall or Spring semesters. This project includes several required
assignments. All group members will receive the same grade on these assignments. Instructors will provide
ideas and initial contacts to community partners early in the Spring semester.
a. Project Proposal & Approval. A document outlining the proposed project, evidence of a community
partner, a timeline for completion, consideration of any necessary budget or supplies, and clear
delineation of specific roles for each team member. Not graded; feedback only
b. Presentation on Progress. A short informal presentation to discuss progress on your project. Each
group will receive feedback and advice from peers and instructors. Not graded; feedback only
c. Final Presentation. During the final week of the semester, each group will prepare and deliver a
formal presentation describing their projects. Presentations should include a visual element such as
Powerpoint or Prezi and be well-rehearsed and polished. Recordings of presentation will be uploaded to
Pathbrite. 15% of grade
d. Written Report & Final Materials. Students will submit a written document that 1) reviews the
research and theories used to develop and design the project/products, 2) describes the project/product
that was created and how it was implemented or to be used by the community-partner, and 3) discusses
how project/product could be further improved based on learning that has happened 30% of grade
4. Final Summaries & Reflections. There will be two written reflection assignments at the end of this
semester, intended to help you reflect on your learning and participation in the integrative learning model of this
course. These assignments will require you to reflect and synthesize across the entire BlockU experience.
a. Self-Evaluation: Students will write an essay reflecting on what they learned over the past two
semesters and how they contributed to the BlockU cohort experience. Essays must end with a statement
saying, “Based on my effort, learning, and participation, I believe I deserve XX points out of 100.”
Students will grade themselves on this assignment, but must use the essay to justify why they gave
themselves that score. 10% of grade
b. Peer-Evaluation - This assignment requires students to reflect on what they learned about the
dynamics of teamwork and groups. Students will be asked to reflect on their own and others’ specific
contributions to the overall team project, as well as what skills they learned to help them more effectively
work in groups in the future. 10% of grade
More detailed assignment descriptions and grading rubrics will be posted to Canvas
at least 7 days prior to each assignment due date.
Policies, Guidelines, & Resources
Classroom Behavior & Expectations:
❖ Attendance and Participation: We expect regular attendance and participation at all class
meetings. Except in the rare cases of sudden illness or emergency (with documentation),
students shall arrange with the instructors to make-up material and submit assignments in
advance of the absence.
❖ Electronic Devices in Class: Use of laptop computers or other electronic devices can be
distracting, and the instructor may ask you to refrain from using them. Texting and surfing are
inappropriate during class.
❖ Canvas and U-Mail: We will post course resources and announcements on the course website
(Canvas) and will make announcements to the full class via U-Mail. Students have access to
these resources through their unid. Students are responsible for regularly checking these.
❖ Assignment Submissions: You are responsible for submitting assignments on-time, with correct
naming convention and file extension, and using the software type and version required.
❖ Pathbrite Portfolio: Students will be asked to submit all assignments via Pathbrite Portfolio,
which will be integrated into the Canvas webpage. Throughout the course, instructors will
provide instruction on how to utilize Pathbrite to synthesize and reflect upon learning that has
occurred in this class and throughout the undergraduate career. Technical support provided
via classhelp@utah.edu or 801-581-6112.
❖ Be Respectful: Participation in the University of Utah community obligates each member to
follow a code of civilized behavior in and out of the classroom. In order to maintain a positive,
civil environment for learning, students are expected to meet the goals described in the
University of Utah’s Student Code, which states “the mission of the University of Utah is to
educate the individual and to discover, refine and disseminate knowledge. The University
supports the intellectual, personal, social and ethical development of members of the University
community. These goals can best be achieved in an open and supportive environment that
encourages reasoned discourse, honesty, and respect for the rights of all individuals. Students at
the University of Utah are encouraged to exercise personal responsibility and self-discipline and
engage in the rigors of discovery and scholarship.”
❖ Keep an Open Mind. Some of the readings, lectures, films, or presentations in this course may
include material that conflicts with the core beliefs of some students. Please review the
syllabus carefully to see if the course is one that you are committed to taking.
❖ Don’t Cheat: It is assumed that all work submitted to instructor is your own work. When you
have used ideas of others, you must properly indicate that you have done so. Plagiarism and
cheating are serious offenses and may be punished by failure on an individual assignment,
failure in the course, and/or expulsion from the university. Academic misconduct, according to
the University of Utah Student Code, “includes, but is not limited to, cheating, misrepresenting
one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of
information…It also includes facilitating academic misconduct by intentionally helping or
attempting to help another to commit an act of academic misconduct.” For detailed definitions
and possible academic sanctions please see: http://www.admin.utah.edu/ppmanual/8/810.html.
Wellness Statement: Central to this course is a broad concept of health and wellness. We believe
that your personal health and wellness are essential to your success as a student. Personal concerns
such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can
interfere with a student’s ability to succeed and thrive in this course and at the University of Utah.
Please speak with the instructors before issues become problems. And, for helpful resources, contact
the course-assigned SSA or the Center for Student Wellness at www.wellness.utah.edu or 801-5817776.
Americans with Disabilities Act. The University of Utah seeks to provide equal access to its
programs, services, and activities for people with disabilities. If you will need accommodations in this
class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union
Building, (801) 581-5020. CDS will work with you and the instructor to make arrangements for
accommodations. All written information in this course can be made available in an alternative format
with prior notification to the Center for Disability Services.
Sexual Misconduct. Title IX makes it clear that violence and harassment based on sex and gender
(which includes sexual orientation and gender identity/expression) is a civil rights offense subject to
the same kinds of accountability and the same kinds of support applied to offenses against other
protected categories such as race, national origin, color, religion, age, status as a person with a
disability, veteran’s status or genetic information. If you or someone you know has been harassed or
assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal
Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of
Students, 270 Union Building, 801-581-7066. For support and confidential consultation, contact the
Center for Student Wellness, 426 SSB, 801-581-7776. To report to the police, contact the Department
of Public Safety, 801-585-2677(COPS).
LGBT Resource Center: The U of Utah has anLGBT Resource Center on campus. They are located in
Room 409 in the Oplin Union Building. Hours: M-F 8-5pm. You can visit their website to find more
information about the support they can offer, a list of events through the center and links to
additional resources: http://lgbt.utah.edu/. Please also let us know if there is any additional support
you need in this class.
Learners of English as an Additional/Second Language. If you are an English language learner,
please be aware of several resources on campus that will support you with your language and writing
development. These resources include: the Writing Center (http://writingcenter.utah.edu/); the
Writing Program (http://writing-program.utah.edu/); the English Language Institute
(http://continue.utah.edu/eli/). Please let us know if there is any additional support you would like
to discuss for this class.
Course Schedule
Tuesday
Thursday
1
Aug 25, 27
The Course - Part 1
What is integrated learning?
What is canvas?
The Players
Introductions
Getting to know one another
2
Sept 1, 3
Health
Defining health and wellness
Health
Family health behavior & choices
Reading: 7 domains
Reading: Chapter 3 Grochowski text
Families
Defining family types
Families
Concepts and theories
3
Sept 8, 10
Reading: The Changing American Family
Reading: Sociological Theories of Family
Quiz #1 (online)
Open on Canvas from Thursday Sept 11th at 900am to Monday Sept 14 at 1159pm
4
Sep 15, 17
Families & Health
Models and theories
Reading: Chapter 1 Grochowski text
In-Class: Review Quiz #1.
Discuss test-taking strategies.
Families & Health
Discussion and application
Bring: One personal memory about how
families influence or are influenced by
health. Bring photos or other memorabilia,
if possible.
In-Class: Introduce Pathbrite.
5
Sep 22, 24
Lifecourse
Developmental stages
Lifecourse
Concepts and theories
Reading: Your Life in Weeks.
Why Time Flies (weblink)
Reading: A Lifecourse Perspective
* Portfolio Reflection #1
Submit by 9am
6
7
Sep 29, Oct1
Lifecourse
Defining generations & cohorts
Lifecourse
Discussion and application
Reading: Millenials are Generation Nice.
Your Generational Identity is a Lie.
Reading: Millenials: Are they healthier?.
Millenials Seeking Fountain of Youth.
Oct 6, 8
* Quiz #2 (In Class)
Covers first six weeks of class
8
Oct. 13, 15
Fall Break – NO CLASS
Emerging Adulthood
Being a successful college student
In-Class: Discuss college advising & major
selection with Christine Contestable,
Student Success Advocate & Bobbi Davis,
CSBS Advising
Fall Break – NO CLASS
9
Oct. 20, 22
Emerging Adulthood
Independent, Autonomous,
Carefree
Reading: Emerging Adulthood: What is it
and what is it good for?
Emerging Adulthood
Discussion and application
In-Class: Discussion of portfolio assignment
10am-Kali Korbis, Undergraduate Studies
* Portfolio Reflection #2
Submit by 9am
10
11
12
Oct 27, 29
Nov 3, 5
Nov 10, 12
Relationships & Adulthood
Dating, marriage, and health
Relationships & Adulthood
Relationship quality and health
Readings: Marital Quality and Health
Reading: Forging Family Strengths and
Resilience through Communication
Relationships & Adulthood
Relationship change and health
Relationships & Adulthood
Discussion and application
Reading: Mental and Physical Health
Correlates of Nonmarital Relationship
Dissolution
Reading: The Middlesteins by Attenberg
Aging & Old Age
Definitions and concepts
Aging & Old Age
Families in Old Age
Reading: Aging & the Lifecourse.
R70i Experience.
Readings: 2015 Caregiving in the US.
Pages 48-56 in Grochowski text.
Sex, Dementia, and a Husband on Trial.
In-Class: Discussion of novel. Focus on
how family relationships affect health.
* Portfolio Reflection #3
Submit by 9am
13
14
Nov 17, 19
Nov 24, 26
Aging & Old Age
Discussion and application
Aging & Old Age
Discussion and application
Film: Still Alice
In-Class: Still Alice
Family Traditions & Culture
Thanksgiving - NO CLASS
Reading: Society’s Health Reflects
Changing Food Culture
Bring: One food item to share
In-Class: Potluck. Discussion of how
family traditions affect health.
* Portfolio Reflection #4
Submit by 9am
15
Dec 1, 3
Death & Dying
The right time to die
Death & Dying
Preparing for end-of life
Reading: Why I hope to die at 75.
My right to death with dignity at age 29.
Pgs 57-60 in Grochowski text
Reading: http://theconversationproject.org
16
Dec 8, 10
Families, Health, Lifecourse
Discussion and application
Intermission
Review of Part 1. Preview of Part 2.
Reading: The Middlesteins by Attenberg
In-Class: Discussion of novel. Focus on
lifecourse stages and health of family
members.
The Conversation Project
Submit part A & part B by December 14th by 9am
1
2
Jan 12, 14
Jan 19, 21
Tuesday
The Course - Part 2
Expectations and Preparations
Thursday
Family & Health
Nature + Nurture
In-Class: Preview spring semester.
Discuss group projects. Team formation.
Reading: Mixed up Brothers of Bogata; Pgs
37-47 in Grochowski text
Human Evolution
Concepts and definitions
Understanding Human Behavior
Evolutionary Biology
Field Trip: Natural History Museum Utah
Reading: Mean Genes by Burnham &
Phelan
In-Class: Work in groups to prepare
teaching presentation
3
Jan 26, 28
Understanding Human Behavior
Evolutionary Biology
Group Project
In-Class Work Day
*Teaching Presentation
Submit powerpoint/handout by 9am.
Oral presentation delivered in class.
4
5
6
Feb 2, 4
Feb 9, 11
Feb 16, 18
A New Generation is Born
Parenting
A New Generation is Born
Work-Family Balance
Reading: Umberson 2010 review
Reading: Pgs 159-172 in Growchowski text
Even Before the Baby is Born
Prenatal Origin of Health & Disease
Group Project
Evidenced Based Practice
Reading: Fetal Programming of Health
and Development
Speaker: Librarians
Group Project
Team-building and accountability
Families & Childhood Health
Early Life Family Influences
Speaker: TBA
Reading: TBA… breast feeding,
attachment styles, sleeping
* Project Proposal
Submit by 9am.
7
Feb 23, 25
Families & Childhood Health
Childhood Vaccinations
Families & Childhood Health
Family meal time
Film: The Vaccine War
Reading: Family Mealtimes: Opportunities
for child and family health and well-being
In-Class: Ethical debate about the
decision to not vaccinate children and the
evidence of data supporting each
argument
8
Mar 1, 3
Group Project
In-Class Work Day
Group Project
In-Class Work Day
9
Mar 8, 10
Families & Childhood Health
Family exercise and lifestyle
Group Project
Presentation & Feedback
Reading: TBA
In-Class: Groups will give short informal
progress presentations and receive
feedback from peers.
10
Mar 15, 17
11
Mar 22, 24
12
13
14
Mar 29, 31
Apr 5, 7
Apr 12, 14
Spring Break - NO CLASS
Social Determinants
Social Determinants
Reading: Chapter 4 in Grochowski text
Reading: Chapter 4 in Grochowski text
Health Care and Families
Health Care and Families
Reading: Chapter 6 in Grochowski text
Reading: Chapter 6 in Grochowski text
Real-World Families
Diverse families
Real-World Families
Families managing chronic disease
Speaker: Jessica Lynn
Panelists: TBA
Topic: From dad to mom: Navigating
parenting, health care, and identity as a
transgender person
Topic: 24/7: Reflections from families
providing care and support to sick and
disabled family members
* Final Exam
Group Project
In-Class Work Day
In Class
15
16
Apr 19, 21
Apr 26
Spring Break - NO CLASS
Group Project
Group Project
* Formal Presentation
* Formal Presentation
The End
Reflections and Farewells
*Final Project Materials
Submit by 9am.
Final Summaries & Reflections
Submit materials by May 4th at 9am.