Syllabus – HHP195: Global Initiative Seminar
Exercise is Medicine/Service Learning
Fall Semester, 2012
Instructor: Steven Gaskill, Ph.D.
Class time: Meets 1 time per week from xxx-xxx in xxx
Office Hours: xxxx
Phones: Office: 243-4268
E-mail: steven.gaskill@umontana.edu
WEB SITE:XXXX Lecture notes, reviews, position stands, client testing material and
announcements will be posted on the web site.
“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.
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
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 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 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 will be graded for writing,
thoughtful content and following instructions (provided during the course).
Class Project and weekly papers
Each student will chose a topic, theme or issue as a focus of personal study during the duration
of the course. Each week students will be expected to write a short (1 page, 1 inch margins,
double spaced, 12 pt font) paper relating their topic to the current class discussion. Each paper
is expected to be referenced and will be graded for correctness of content, critical thought,
grammar, references and the connection between the current class topic and the student’s
focus. When the papers are returned, students should make corrections and then put both the
original paper and corrected paper into a portfolio (binder) which will be handed in near the
end of the term.
Example: A student decides that their area of interest is how physical activity and body
weight is related to cognition and learning. The class discussion focuses on the decrease in
youth physical activity during the past 3 decades. A paper would be expected relating how the
decrease in youth physical activity might affect youth learning, supporting data and, if there is a
problem, possible solutions.
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:
Quizzes *
20% of grade
Weekly papers
20% of grade
Service leaning
20% of grade
Class participation
20% of grade
Class Presentation
10% of grade
Portfolio (corrections to papers)
10% 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
80-82 B67-69 D+
90-92 A77-79 C+
63-66 D
87-89 B+
73-76 C
60-62 D83-86 B
70-72 C< 60 F
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.
HHP Vision Statement:
Health and Human Performance Professionals
Creating a Healthy, Progressive Global Community.
HHP Mission Statement: Within the liberal arts tradition of The University of Montana and the mission
of the PJ Washington College of Education and Human Services, the Department of Health and Human
Performance (HHP) engages in professional education, scholarly activity, and meaningful public service.
The department emphasizes all dimensions of health and human movement to advocate healthy
lifestyle choices and enhance quality of life. The student-centered curriculum in HHP prepares quality
graduates to be ethical and competent entry-level professionals in health and human performance
related occupations or candidates for advanced study in associated disciplines.
Class Schedule:
Week Topic
Reading Due
(To be determined)
1 ........ Course Overview ....................................................................To be determined
Service Learning Overview
Choosing individual topics
Writing Basics
Citation Basics
2.
Service Learning (SL) Training and decision on SL projects ...LS Handout
3.
Industrialization and Physical Inactivity-History ....................To be determined
4.
Measuring Physical Activity ...................................................To be determined
5.
Physical Inactivity and Disease ..............................................To be determined
6
Physical Activity the brain. Effect on learning & education ..To be determined
7.
Nutrition and Mal-Nutrition...................................................To be determined
8.
The Obesity Epidemic-U.S. and GLobal..................................To be determined
9
Measuring Obesity .................................................................To be determined
10.
Cultural views on obesity and physical activity .....................To be determined
11.
Is obesity related to socio-economic status? ........................To be determined
12.
Should exercise be considered medicine? .............................To be determined
13.
Should the U.S. government (or any government)
classify obesity and inactivity as a threat to economic
health and military security? (I.E. What is the problem) .....To be determined
14.
Presentations .........................................................................
15.
Presentations .........................................................................
16
Possible solutions – putting it all together. ...........................To be determined
Class meeting during final’s week.
Note: Readings will be assigned based on current material and by guest speakers. Most reading will
require about 1 hour per week. Additional homework is related to the weekly writing assignment
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 per week of homework and one hour (plus
travel time) of service learning work in a Missoula area school.