I. ASCRC General Education Form
(revised 9/15/09)
Use to propose new general education courses (except writing courses), to change existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be submitted for the course to receive subsequent general education status .
Group
(submit
III. Language
III Exception: Symbolic Systems *
VII: Social Sciences
VIII: Ethics & Human Values separate forms if requesting more than one
IV: Expressive Arts
V: Literary & Artistic Studies
IX: American & European
X: Indigenous & Global general education group
VI: Historical & Cultural Studies XI: Natural Sciences w/ lab  w/out lab 
*Courses proposed for this designation must be standing requirements of designation)
Dept/Program majors that qualify for exceptions to the modern and classical language requirement
Political Science Course # PSCI 195
Course Title Issues in Global Public Health
Prerequisite none
II. Endorsement/Approvals
Credits
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor Peter Koehn
Phone / Email x5294 peter.koehn@umontana
Program Chair Paul Haber
Dean Chris Comer
III. Type of request
New X One-time Only Change Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course content to students’ future lives: See Preamble: http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx

Issues in Global Public Health has been selected as an experimental Global Leadership
Initiative seminar for spring 2012. The seminar will treat current public-health challenges in industrialized and low-income countries, including chronic and infectious illnesses. Big and enduring issues covered will include the impact of social and political inequities on the global burden of illness in general and on HIV/AIDS prevention and treatment in particular, health connections with climate change and international development, undernourishment and malnutrition, sanitation and access to clean water, the obesity epidemic, funding disparities, the
“fatal flow of expertise” from low-income to wealthy countries, transnational and indigenous health care (including medical tourism), health as a human right and development resource, health implications of displacement, migration, travel, and migrant health care, remote (rural) and reservation health challenges, armed conflict and health, public-disaster and healthemergency preparedness and response, quarantines and isolation, optimism/fatalism, and academic preparation for emerging transnational challenges. In comparative perspective, the course will explore the individual, environmental, resource, and governance (national, international, and non-governmental) context of public-health policy, interventions, and outcomes and address questions of health equity and justice, regional problematics and contributors, and the concerns of vulnerable populations along with possibilities for health advocacy.
V. Criteria: Briefly explain how this course meets the criteria for the group. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
The seminar will focus on skill learning consistent with the transnational-competence framework. Specific multicultural thematic skill learning objectives include: demonstrate understanding of the history, principles, and burdens of public health in global context; demonstrate ability to discern interconnections among local and transnational forces that facilitate and constrain global health; demonstrate ability to compare health conditions in the
Global South with health conditions in the
USA
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx

The seminar will integrate multiple and multidisciplinary learning methods. Reading assignments will present controversies in transnational perspective and ethical dilemmas for student to grapple with.
Classes will be conducted using the groupdiscussion approach. The seminar will integrate debates focused on controversial issues in global public health and role plays that present practical challenges to health promotion in low-resource contexts. Two new films that are rich with detail concerning enduring issues of personal and civil responsibility for global public health and eye-opening in terms of future career planning will be shown and reflected on at length: “Living in Emergency: Stories of
Doctors without Borders” and “Triage: Dr.
James Orbinski’s Humanitarian Dilemma.”
Interactive classes will be held that integrate the perspectives of students from other countries and the local expertise of community-resource persons with diverse backgrounds.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry at least 3 credits, and will be numbered at the 100-200 level.
If the course has more than one pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200 level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.
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The syllabus should clearly describe how the above criteria are satisfied. For assistance on syllabus preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Attached
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and corresponding responses to the Assessment Advisory Committee.