Syllabus – HHP191S: Global Initiative Seminar
Exercise is Medicine/Service Learning
Fall Semester, 2014, Room to be determined
Instructor: Steven Gaskill, Ph.D. and Reed Humphrey, Ph.D.
Phones: 243-4268
243-2417
E-mail: steven.gaskill@umontana.edu
reed.humphrey@umontana.edu
Class time: TBD
Office Hours: TBD
“If we could give every individual the right amount of nourishment and exercise, not
too little and not too much, we would have found the safest way to health.” Hippocrates
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. In a nutshell, this course will evaluate the idea that
“Exercise in Medicine.”
In this seminar class you will be given a list of questions and a required reading for each
upcoming class. Most classes will start with a lecture of 45-50 minutes presented by the course
leader or a guest speaker to supplement the required reading and as an introduction to the
class discussion. The discussion will generally last about an hour and class members will be
expected to participate. The final portion of the class will be used for assessment, to evaluate
writing and speaking and finally to introduce the following week’s topic. Several instructional
days will have integrated labs where students will be able to use some of the technology and
tools that are currently used to measure physical activity and obesity.
This course will:
1) Explore how human energy saving tools, combined with access to energy dense but
nutrient poor foods, is 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.
2) Evaluate models from different countries that have been both successful and otherwise
to improve health outcomes through self-behavior.
3) Study how culture, religion, economics and politics affect personal health behaviors in
terms of diet, physical activity and work.
4) Discuss and develop possible solutions to affect individual behaviors leading to healthier
and more productive lives.
5) Have a writing focus to help you develop a strong writing foundation to start your
university tenure.
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Text Books: This course does not require a text book. Students will be assigned web based
readings that will either be posted on the class website or available on-line at other sites. The
class will also require several trips to the library to find original source information and course
related material.
Seminar Goals Include:
1) Students will understand the relationship between physical inactivity and health.
2) Students will understand how mal-nutrition influences obesity and health.
3) Students will learn about new research allowing us to understand how physical activity
affects the brain, cognition, memory and integration of though.
4) Students will be expected to integrate multi-disciplinary information and concepts into
practical ideas to improve long term health outcomes in specific populations, countries,
geographic areas or cultures.
5) Students will participate in local service learning to apply concepts they have learned
and will use the service learning process to better appreciate the process of social
change.
6) Students will gain an appreciation of the importance of citizenship in the global society
and how they can make a difference through both their service learning and individual
projects.
7) Student will be taught skills to improve writing and critical thinking.
Students will be expected to:
1) Be engaged in a service learning project in Missoula Schools promoting healthy lifestyle
knowledge and behavior.
2) Study and report on weekly topics. Generally, students will choose a theme of their
choice within the general class paradigm and weekly write a summary of their ongoing
research. Both writing and content will be critiqued with a goal of improved writing and
critical thinking. During the final few weeks of the term students will be expected to
propose, when possible, reasonable social behavior changes or strategies.
3) Engage in debates on specific global health problems related to sedentary behavior, mal
nutrition and overweightness/obesity.
4) Participate in discussions led by guest speakers in this area of global health, causes of
obesity, effects of sedentary living, theory of changing group and individual behavior,
physical activity in foreign countries (China, Indonesia, Finland), the relationship of
socio-economic status and obesity/sedentary behavior, and other topics.
5) Participate in Webinars on Nutrition, Physical Activity and Health as available (Generally
from the American College of Sports Medicine, The National Centers for Disease
Control, The Rural Health Institute and others)
Service Learning
This course is designated as a service learning course. Service Learning is a method of teaching
and learning in which students, faculty, and community partners work together to enhance
student learning by applying academic knowledge in a community-based setting. Student work
addresses the needs of the community as identified through collaboration with community or
tribal partners, while meeting instructional objectives through faculty-structured service work
and critical reflection meant to prepare students to be civically responsible members of the
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community. At its best, service learning enhances and deepens students' understanding of an
academic discipline by facilitating the integration of theory and practice, while providing them
with experience that develops life skills and engages them in critical reflection about individual,
institutional, and social ethics.
HHP 195 Service Learning Project:
You will be participating in a project in Missoula County Public School, the YMCA or another
organization associated with the content in this class. The projects will range from leading
physical activity programs at recess, during physical education or before/after school to
working with classroom teachers to incorporate physical activity into their teaching. You will be
taught the skills necessary for your project. Students will be expected to spend about 15 hours
(1 hour per week) during the semester on this project of which about 10 hours will be working
in a school or youth setting. Other service learning project related to this course may also be
possible. The service learning will require a reflection paper handed in at the end of the
semester. This 800-1000 word paper will be graded for writing, thoughtful content and
following instructions (provided during the course).
Papers and paper draft.
1) Service Learning Reflection Paper
2) Problem solving paper
You will receive a separate handout outlining the writing projects.
Class Presentation:
Each student will prepare a 15 minute power point (or other format) lecture related to their
topic, theme or issue. Their presentation will be a summary of their weekly reports and what
they have learned. More details will be given early during the course.
Grading:
Class participation
Quizzes *
Problem Solving Paper and portfolio
Class Presentation
Service leaning (participation and feedback)
Service learning reflection paper and portfolio
25% of grade
20% of grade
20% of grade
10% of grade
10% of grade
15% of grade
*Quizzes: Expect a weekly quiz – about 14 quizzes. Quizzes cover assigned reading material
for that day and material from the previous class. You must be present to take a quiz. There
are no make-up quizzes except for regularly scheduled University functions which I am
informed about in advance. The lowest 2 quiz grades will be dropped.
Grading Scale:
93-100 A
90-92 A87-89 B+
83-86 B
80-82
77-79
73-76
70-72
BC+
C
C-
67-69
63-66
60-62
< 60
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D+
D
DF
STUDENTS WITH DISABILITIES OR MEDICAL CONDITIONS:
If you have a known medical condition that could occur during class and which it would be helpful for
the instructor to be forewarned, please make an appointment with the instructor, or visit him during
office hours. If you feel that you might need assistance during an emergency, please recommend a
plan to the instructor and let him know if you will need help.
ACADEMIC HONESTY: University required statement:
 “All students must practice academic honesty. Academic misconduct is subject to an academic
penalty by the course instructor and/or a disciplinary sanction by the University.
 Plagiarism is not tolerated. Students will be dropped from the class and remanded to the
University disciplinary committee.
 All Students need to be familiar with the Student Conduct Code. The Code is available for
review online at http://www.umt.edu/SA/VPSA/index.cfm/page/1321.”
EMERGENCY PREPAREDNESS AND RESPONSE
As members of a learning community we all have responsibilities for each other that extend beyond
the teaching/learning experience and transcend our roles in that dimension. We are, as human beings,
responsible for the protection and well-being of other members of our group, and one dimension of
our individual and group responsibility in that area relates to how we prepare for, and respond to,
emergencies. Toward that end, the following are important:
 In the event we need to evacuate the building, our primary route will be discussed during the
first week of class.
 If you hear an alarm or are told to evacuate, always assume the emergency is real. Be sure to
take coats, backpacks and valuables since the building may be closed for some time.
 Everyone should report to either the designated outdoor rally point or the indoor rally point
(should conditions make it necessary to seek shelter in another building). This will be discussed
in class.
 Do not use elevators as a means of evacuating, and do not use cell phones until safely away
from the building.
 As the instructor of this course, I would ask students who feel they may require assistance in
evacuating to privately inform me of that need. Together we will preplan appropriate
assistance.
 I would also request that students with a medical condition that could present an emergency
privately inform me of that situation. Again, this notification is so we can preplan an
appropriate response should an emergency occur.
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Class Schedule-Davidson Honors College 118
Class Date
Topic
Homework Due at class
Week 1
Dr. Gaskill – Reed Humphrey: Course Overview
Service Learning Overview-Choosing project
Writing Basics, Citation Basics
Service Learning Partner presentations
Week 2
Dr. Gaskill: “Industrialization and
Physical Inactivity-Some History and Status”
Discussion of Problem Solving Paper-Big Topics
Week 3
Reed Humphrey: “Is Exercise Medicine”?
Week 4
Dr. Gaskill: Prescribing Exercise for Health
Lab #1 – ECG/VO2 Stress test
Start Lab 2 – Pedometers for prescribing Exercise
Reading will be assigned
Week 5
Dr. Humphrey:
“The Biological Conundrum of Physical Inactivity”
Finish Pedometer Lab
Reading will be assigned
Problem solving paper – Week 5
Week 6
Dr. Brown: “Nutrition and Mal-Nutrition”
Service Learning Discussion – How is it going?
Reading will be assigned
Week 7
Lab Activity
Reading will be assigned
Problem solving paper – Week 7
Week 8
Charlie Wellenstein: “Health & socio-eco. status”
Reading will be assigned
Problem solving paper – Week 9
Week 9
Dr. Gaskill: “Physical Activity the brain”
Effect on learning & education
Work on Service Learning paper
Reading will be assigned
MacAuley – History PA, health…
Service Learning Handout
Problem solving paper – Week 2
Service Learning Video
Problem solving paper – Week 3
http://exerciseismedicine.org/about.htm
Read web page and open and read
Exercise is Medicine Fact Sheet link
Week 10 Lab Activity Power Testing Lab”
Work on Service Learning Paper
Reading will be assigned
Week 11 Dr. Rudy: “Are obesity and inactivity a threat to
economic health and military security?”
Work on Service Learning Paper
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Reading will be assigned
Week 12 Dr. Charlie Palmer. Ethical Issues with
Requiring physical activity
Problem solving paper – Week 14
Week 13 Dr. Sondag: “A Community Health View of PA
Dr. Brent Ruby
Problem solving paper – Week 15
Final Problem Solving Paper Due
Week 14 Dr. Gaskill and Dr. Humphrey:
Possible solutions – putting it all together.
Class meeting during final’s week.
Reading will be assigned
SL Reflection Paper Due
Note: Readings will be assigned based on current material and by guest speakers. Most reading will
require about 1 hour / week (average-some more, some less). Additional homework is related to the
writing assignments which will require both research and additional reading and is expected to require
about 2 additional hours each week. Thus, students should plan on 3 hours / week of homework and
one hour (plus travel time) of service learning work in a Missoula area school, YMCA or related service
learning project.
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