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
X
(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 
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 Health and Human Performance
Course #
191
Course Title
Prerequisite
Exercise is Medicine
None
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
9/26/13
Steven Gaskill/Reed Humphrey
243-4268,
243-2417
steven.gaskill@umontana.edu
Reed.humphrey@umontana.edu
Program Chair Scott Richter
9/26/13
Dean
Roberta Evans
III. Type of request
New
One-time Only
X
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
This course will study and discuss the mind-body relationship in terms of how human energy
saving tools, combined with access to energy dense but nutrient poor foods, are the incubator
for a global health crisis of increasing obesity and sedentary lifestyles leading to increases in
diabetes, heart disease, cancer, depression and other chronic disease while decreasing learning
and cognitive abilities, earning power, self-efficacy, work capacity and overall life satisfaction.
This multidisciplinary course includes content from exercise physiology, health, sociology,
economics, social history and education.
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
1. systematically study individuals, groups, This course will evaluate the social,
economic and historical background behind
or social institutions;
the global health crisis of increasing obesity
and sedentary lifestyles leading to increases
in diabetes, heart disease, cancer, depression
and other chronic disease
The individual problems associated with
2. analyze individuals, groups, or social
sedentary behavior and malnutrition
problems and structures;
including diabetes, heart disease, cancer,
depression and other chronic disease while
decreasing learning and cognitive abilities,
earning power, self-efficacy, work capacity
and overall life satisfaction will be evaluated
and how they can be viewed as social and
economic problems.
For each problem, the data quality and
3, give considerable attention to ways in
conclusions will be analyzed and students
which conclusions and generalizations are
will be tasked with problem solving, both in
developed and justified as well as the
terms of a local issue (service learning
methods of data collection and analysis.
project) and a global view.
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 first third of the class will focus on the
1. Describe the nature, structure, and
nature, structure and historical changes in
historical development of human
human movement and nutrition as a result of
behavior, organizations, social
industrialization, global nutritional changes
phenomena, and/or relationships.
and human energy saving tools. The final
portions of the course cover current status of
physical activity and nutrition; effect on
health and possible solutions using a
research and problem solving design
Behavior theory and data will be used to
2. Use theory in explaining these
understand and explain the cultural shifts
individual, group, or social
that have happened over the past century
phenomena.
and rapidly accelerated during the last 30
years leading to a US population with 1/3rd
obese and an additional 1/3rd overweight.
3. Understand, assess, and evaluate
how conclusions and generalizations
are justified based on data.
Data showing the economic, medical, social
and learning/cognition consequences of
obesity and sedentary behavior will be
presented (and gathered by students).
Students will learn statistical methods and
evaluation of the data as well as how to
interpret and possibly generalize these data.
Finally, students will be tasked with
problem solving to propose solutions if
possible on both a local and global scale.
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).
HHP 191 (Global learning initiative course), 3 credits.
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
Draft course syllabus is 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.