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
X
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 Biomedical and Pharmaceutical
Course #
Sciences
Course Title
Understanding USA and Global Health Problems
Prerequisite
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Date
9/23/13
Lilian Calderón-Garcidueñas
MA, MD, PhD
Phone / Email X4785
lilian.calderongarciduenas@umontana.edu
Program Chair Richard Bridges
Dean
David Forbes
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
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This course will address a fundamental subject: the importance of understanding US and global
health in order to improve U.S. public health and strengthen U.S. national security through
global disease detection, response, prevention, and control strategies. The health of the U.S.
population is affected by non-communicable diseases, especially “lifestyle” conditions, such as
diabetes and obesity, mental illness, substance abuse/use disorders, including tobacco use and
injuries, as well as by public health threats or events across the globe.
A key goal is to empower students to make informed choices about their behavior and health
issues and how regardless of their main field interest they should take a leadership role in
promoting healthy life styles that will have a significant influence on people's ability to cope
with daily life, on the social and economic contribution to the development of our country, and
on general success of the U.S. Improving global health can improve health in the United States
and support national and global security interests by fostering political stability, diplomacy, and
economic growth worldwide.
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The purpose of the course is:
To provide sufficient background to understand the critical importance of good health
at individual, local, state, national and global levels.
To give students a solid foundation in health terminology and concept. This knowledge
may be applicable to health situations in students’ lives and can be built upon to
understand future health challenges affecting our state, our nation and the world.
To enable students to acquire a basic knowledge of the complex health issues affecting
our nation and interpretation of public health data.
To promote understanding of the cultural and economic considerations that influence
good health.
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 lecture knowledge and
learning activities to formulate hypotheses,
understand and test the hypotheses through
case studies and class discussions, and
present the results.
Students will learn how Global health plays
a key role in global security and the security
of the U.S. population. As the world and its
economies become increasingly globalized,
including extensive international travel and
commerce, it is necessary to think about
health in a global context.
Students will learn how the health of the
U.S. population can be affected not only by
life style problems, but also by public health
threats or events across the globe.
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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 improvement of public
health and how we strengthen U.S. national
security through global disease detection,
response, prevention, and control strategies.
Students will understand the leading health
indicators used in public health evaluation
Students will learn how to accurately
interpret and verify public health
information
Students will acquire an appreciation for
country- and culture-specific differences in
attitudes toward regulations designed to
prevent the international spread of diseases,
while minimizing interruption of world
travel and trade.
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.
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Understanding USA and Global Health Problems
3 credits
Fall 2014
Instructor: Lilian Calderón-Garcidueñas MA,MD,PhD
Office Hours: F (4.00 to 5.00 pm)
Skaggs 287
(406)-243-4785
Lectures: MW, 2:10-3:30
Location: Skaggs Building 169
TextBook: Global Health Care 2nd, Author: Carol Holtz Publisher: Jones & Bartlett
Learning, Paperback 614 page ISBN 13: 9781449679590 (978-1-4496-7959-0)
Course Description:
This course will address a fundamental subject: the importance of understanding US and
global health in order to improve U.S. public health and strengthen U.S. national security
through global disease detection, response, prevention, and control strategies. The health
of the U.S. population is affected by non-communicable diseases, especially “lifestyle”
conditions, such as diabetes and obesity, mental illness, substance abuse/use disorders,
including tobacco use and injuries, as well as by public health threats or events across the
globe. Recent examples of this include the 2003 SARS epidemic and the 2009 spread of
H1N1 influenza.
In covering the first part of the course, the material will give students a practical
knowledge of the top health concerns for U.S. children, adults and our ageing population,
as the US is an aging society. This knowledge will serve as a foundation to understand
global health issues and the concept that health is a major national resource that deserves
consistent strategic development. Right to health protection is one of the fundamental
human rights and everyone should be able to enjoy the best possible state of health.
We will move on to understanding of the health disparities in the US and the world health
problems with a potential role in global security and the security of the U.S. population.
We will also address the emergence or re-emergence of infectious diseases and other
health threats somewhere in the world.
A key goal is to empower students to make informed choices about their behavior and
health issues and how regardless of their main field interest they should take a leadership
role in promoting healthy life styles that will have a significant influence on people's
ability to cope with daily life, on the social and economic contribution to the
development of our country, and on general success of the U.S. Improving global health
can improve health in the United States and support national and global security interests
by fostering political stability, diplomacy, and economic growth worldwide.
4
The course will cover the basics of major non-communicable diseases; why obesity is a
serious problem? What are the major heart diseases affecting our populations? Why
cancer and chronic degenerative diseases will kill us? Why do we need to protect children
with vaccines? How our environment impacts our lives? How are we doing in terms of
health in our state? Do we have health disparities?
In addition, the course will cover why the United States should enhance the global
capacity for responding to infectious disease threats and should take a leadership role in
promoting a comprehensive, global, real-time infectious disease surveillance system.
This course will:
 Provide sufficient background to understand the critical importance of good
health at individual, local, state, national and global levels.
 Give students a solid foundation in health terminology and concept. This
knowledge may be applicable to health situations in students’ lives and can be
built upon to understand future health challenges affecting our state, our nation
and the world.
 Enable students to acquire a basic knowledge of the complex health issues
affecting our nation and interpretation of public health data.
 Promote understanding of the cultural and economic considerations that influence
good health.
Students will (Learning outcomes):
 Be able to understand major key issues shaping the landscape of US and global
public health.
 Describe and understand the major health problems in our state and the USA
today
 Be able to discuss examples of major global health threats and how local and US
policies are critical in protecting the health of the US population.
Course Format and Grading: This course will 1) utilize a lecture format to teach core
concepts, 2) case study examples to demonstrate and apply the core concepts, and 3)
peer-reviewed papers from journals available in PUBMED, animations and videos to
complement the lectures based on the selected textbook. 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 experiences and practical implementations.
Exams will include multiple choice questions and/or short essays. The course has 3 midsemester exams and a comprehensive final. The course grade will be based on all four exams .
All exams must be taken on the scheduled days and times. All students must take the final.
Under exceptional circumstances the exam dates can be changed. Physician’s written
documentation is required to justify health issues.
For short essay exams, the exam topic will be given to each student one week in advance to the
due date.
For each multiple choice exam, please bring:
• Scantron Wide Form F-288 from the bookstore,
5
• #2 pencils with good erasers
• UM ID Card
Grading:
• The course is graded based on the 200 final points.
GRADING SCALE: A>92%, A->90%, B+>88% , B>82% , B->80%, C+>78% ,
C>72% , C->70% , F <64%
Points will be assigned as follows:
Exam 1
Exam 2
Exam 3
Final Exam
Participation in class
Total Score
40 pts
40 pts
40 pts
40 points
40 points
200 points
Attendance and materials
• Class attendance is strongly encouraged along with participation in each class. You
will be responsible for all material presented in class, including changes made to the
syllabus or exam schedule.
Professionalism and Student Conduct:
All students must act professionally and practice academic honesty. Academic
misconduct is subject to academic penalty by the University. All students need to be
familiar with the Student Conduct Code. The Professionalism Policy and Student
Conduct Code are available online at http://pharmacy.health.umt.edu/documents-andlinks. The Student Conduct Code is in the Student Handbook.
Students with Disabilities:
Students with disabilities may request reasonable accommodations by contacting the
course coordinator. The University of Montana assures equal access to instruction
through collaboration between students with disabilities, instructors, and Disability
Services for Students (DSS). “Reasonable” means the University permits no
fundamental alterations of academic standards or retroactive modifications. For more
information, please consult http://www.umt.edu/disability.
CLASS COURTESY:
In order to have a pleasant and effective learning environment in a class this size, we
need to observe a few basic courtesies. This is a small campus, so it is possible to get
to the classroom on time from all other campus buildings; arriving late or leaving early
disrupts the class and disturbs other students and the instructor. Please turn off all cell
phones before class begins. Please don’t read a newspaper or other non-course
material, eat during class, or use text messaging, web browsers, computers, or similar.
If you have a question or comment about the material, please raise your hand instead of
discussing it with your neighbor. Well all benefit if we just keep in mind the reason
why we are in the room together.
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Using the Web in this course
Instructor Materials
The course instructors will place PowerPoint, Word, and other instructional materials
on UM Moodle.
Students are encouraged to copy these materials, if they are available, and bring them
to class.
If you have copies of the materials, then you can listen to the lecture and add additional
notes as necessary.
Accessing Blackboard
Click the Moodle Login icon under Quick Links on the UM Homepage
Login using your UM Username and Password. Login help is accessible from the
Moodle Login page.
Lecture and Discussion Schedule:
Instructor
Week 1
1
8/25
Calderon
2
8/27
Calderon
Week 2
3
4
Week 3
5
6
Week 4
7
8
Week 5
9
10
Week 6
11
12
Week 7
13
14
Week 8
15
16
minorities
7
Topic
Introduction
Healthy People 2020
9/1
9/3
No class
Calderon
Labor Day
Nutrition, Weight Status and Diabetes
9/8
9/10
Speaker TBA
Calderon
Childhood obesity
Cardiovascular disease
9/15
9/17
Calderon
Calderon
Stroke and high blood pressure
Neurodegenerative diseases
Exam Assay due today
9/22
9/24
Speaker TBA
Speaker TBA
Lung cancer and Tobacco
Tobacco related morbidity and mortality
9/29
10/1
Calderon
Calderon
Cancer
Stress and Mental Health
10/6
10/8
Calderon
Calderon
HIV/AIDS
Immunizations and infectious diseases
10/13
10/15
Speaker TBA
Calderon
Health disparities in later life
Health disparities among racial/ethnic
Week 9
17
18
Week 10
19
20
Week 11
21
22
Week 12
23
24
Week 13
25
26
Week 14
27
Care
10/20
10/22
Calderon
Calderon
The biggest problems in US health care today
Global Environmental Changes
Exam Assay due today
10/27
10/29
Calderon
Calderon
Infectious diseases from a global perspective
Cancer as a global health problem
11/3
11/5
Speaker TBA
Speaker TBA
11/10
11/12
Calderon
Calderon
Global perspective in Environmental Health
Global perspective in Mental Health
11/17
11/19
Calderon
Calderon
Global Health of Children
Global Health of the Older Adult
28
Week 15
29
30
Final Exam
8
11/24
Global perspectives on violence, injury and occupational health
Global perspectives in Nutrition
Speaker TBA Global perspectives of Economics and Health
11/26
Exam Assay due today
No class Thanksgiving Week
12/1
12/3
Speaker TBA
Speaker TBA
Bioterrorism
Montana health issues, what to do?
Date to be announced Short assay and multiple choice questions