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
III. Language
VII: Social Sciences
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab X
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Biological Sciences
Course #
BIOL 191N
Course Title
Prerequisite
Human Genetics, Your Family, and Global Health
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Phone / Email
3
Date
9/21/12
Sarah Certel
x6479
sarah.certel@umontana.edu
Program Chair Charlie Janson
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
See attached Course Description
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
This course will use learning activities to
formulate hypotheses, understand and test
the hypotheses through case studies and
class discussions, and present the results.
Students will learn how the science of
human genetics is used to draw conclusions
on the risk of genetic disease.
Students will learn how molecular biological
technology is used to rigorously test aspects
of genetic risk.
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
Students will learn the general principles
associated with human genetics.
Students will understand the methods used
in genetic testing.
Students will learn how to accurately
interpret and verify genetic testing results.
Students will acquire an appreciation for
country- and culture-specific differences in
attitudes toward implementation and use of
genetic information.
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.  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)
See attached Course Description (with syllabus)
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.
Human Genetics, Your Family, and Society
3 credits
Instructor:
Fall 2013
Dr. Sarah Certel
Skaggs 393
(406)-243-6479
sarah.certel@mso.umt.edu
Office Hours: T (3:30-5), F (10-11)
Lectures: TTH, 2:10-3:30
Location: Skaggs Building 174B
Textbooks: Human Genetics: Concepts and Applications by Lewis, 10th Edition.
Web Page:
Course Description:
This course will address two fundamental biological and societal questions; how do genes
direct and/or influence our health, and how do cultural, climate, ethical, and political
issues affect the testing for genetic diseases? In covering the first unit, the material will
give students a practical knowledge of the principles of human genetics, which will serve
as a foundation to understand inherited diseases, the application of family information,
and diagnostic methodologies. The course will cover the basics of heredity; what is a
gene, what is a chromosome, what is genetic material. We will move on to understanding
the patterns of inheritance of genes, including those associated with genetic diseases such
as cancer and Alzheimer’s disease, and the sequence and content of the human genome.
We will also address how genes function and how individual gene variation affects health
risks and the interpretation of genetic tests. A key goal is to empower students to make
informed choices about their behavior and treatment with respect to genetic diagnoses
they may receive about themselves or family members.
In the second unit, students will learn how the physical, cultural, and political
environment impacts the diagnosis of genetic diseases. Topics will include how contact
with pesticides in agriculture-focused states such as Iowa or Nebraska or contact with
disease-carrying mosquitoes in South-East Asia may changes the risk of developing
disease in populations with existing genetic predisposition. In addition, the course will
cover how the direct and indirect effects of global climate may change the risk of
developing different diseases such as cancer in specific populations. We will address the
ethical issues surrounding the cost of genetic testing – who should pay for such
information and does society benefit from the treatment or the prevention of genetic
disease, for example. Students will learn how cultural and religious issues affect the
logistical implementation of treatment. For example, how do different cultures treat
depression, which has a strong genetic component, how much does the different
treatments cost, and is one more effective than another? Finally, we will discuss how
governmental policies affect the treatment of genetic disease.
This course will:

Provide sufficient background to understand the biology of genes and genetic
issues as they relate to family inheritance, genetic test results, and various disease
conditions such as cancer.

Give students a solid foundation in genetic terminology and concept. This
knowledge may be applicable to current health situations in students’ lives or can
be built upon to understand future health challenges and participate
knowledgeably in political discussions.

Enable students to acquire a basic knowledge of the complex ethical dilemmas
surrounding the availability and interpretation of genetic testing.

Promote understanding of the cultural and economic considerations that influence
the availability of genetic testing and the treatment of diseases with genetic
components.
Students will (Learning outcomes):
 Be able to understand a pedigree and describe the method of inheritance.
 Describe the contribution genes make to the development of a specific disease or
disorder.
 Be able to give three examples of economical, cultural, or religious considerations
when implementing genetic testing procedures.
 Be able to describe one area that the United Nations or a large governmental body
could provide leadership to regulating the availability of genetic testing and the
potential curing of genetic disease to all global citizens.
Course Format and Grading: This course will 1) utilize a lecture format to teach core
concepts, 2) genetic interactives and case study examples to demonstrate and apply the
core concepts, and 3) animations and videos to complement the lecture and textbook
content. The first segment of each class period will be given in a lecture format while the
second segment will be a discussion of the topic covered with an emphasis on personal
experiences and practical implementations. Student led discussions of a NY Times article
will also take place during the second half of the class period.
Exams will include multiple choice questions and short essays.
Exams will cover at least these three components:
Exam I: Students will define critical genetic terms and interpret the method of
inheritance of a family pedigree and describe the basic methods of inheritance.
Exam II: Students will be given a major disease and required to describe contributing
genetic components, areas of risk worldwide, and environmental, diet, or pharmaceutical
interventions that are available.
Exam III: Personal essay on the global economic and ethical implications of genetic
testing, at-risk assessments and potential curing of genetic-based diseases.
Grading:
Points will be assigned as follows:
Exam 1
Exam 2
Exam 3
Pre Test
Post Test
Case Studies (5/20 pts)
Newspaper article Comments (3/20)
Group presentation on
Global Issue
Writing Essay
Lecture and Discussion Schedule:
Instructor
Week 1
1
1/24
Certel
2
1/26
Certel
Genomes
60 pts
60 pts
600 pts
Ch.
Topic
1
1,13
What is Genetics?
Genes, Chromosomes,
Certel
1,9
DNA Structure and
Certel
10
Gene Action: From DNA to
2/7
Certel
10
Gene Action: From DNA to
2/9
Certel
12
Gene Mutations
Certel
2
Gene Relationships:
Families,
Certel
11
Gene Transmission,
Certel
4,6
Understanding Crosses and
Certel
7
Effects of Multiple Genes,
Week 2
1
1/31
Replication
2
2/2
Protein
Week 3
1
Protein
2
100 pts
100 pts
100 pts
10 pts
10 pts
100 pts
60 pts
Week 4
1
2/14
IndividualsInheritance
2/16
Epigenetics
Week 5
1
2/21
Pedigrees
2
2/23
Review
Week 6
1
2/28
2
3/1
Response
Week 7
1
3/6
2
3/8
Week 8
1
3/13
Factors
2
3/15
Week 9
1
3/20
2
3/22
Exam I – Genes, Mutations, and Inheritance
Woodahl (BMED)
Gene Variation and Drug
Certel
Putnam (BMED)
Genetic Testing I
Risk Factors
Lodmell (BIOL)
HIV infection and Risk
Wetzel (BIOL)
Pesticides and Risk Factors
Certel
Certel
Group Assignment
Genes and Cancer
Week 10
1
Disease
3/27
Exam II – Genes, Genetic Testing, the Environment, and
2
3/29
Sommers-Flanagan(COUN) Cultural Considerations in
Treating Depression
Week 11
1
4/10
(Aggression)
1
4/12
Global Issue
Certel
Behavioral Genetics
McCaffrey
Writing Center: Essay on
4/17
Putnam (BMED)
Ethical Issues and Public
4/19
Prescott (State Farm)
Genetic Risks and Insurance
Week 13
1
2
4/24
4/26
Certel
Student led Discussion
Global Issues
Global Issues
Week 14
1
2
5/1
5/3
Student led Discussion
Certel
Global Issues
Review
Exam III
Ethical and Cultural Implications of Genetic Testing
Week 12
2
Health
2