San José State University
Division of Health Professions
HPRF 135 Green-sheet Template
Introductory Notes:
This is a template for the HPRF 135 Greensheet (or course outline). General Education
guidelines and assessment procedures dictate that all sections of this course contain certain
elements. This template indicates which elements are required by University Policies S05-8
and S05-14 and which are optional. Wording that must not be changed is indicated in bold
font, Arial.
Student activities (University Policy S05-8) that must be included in your class include:
1. Diversity must be incorporated in an appropriate manner.
2. Writing (3000 words, minimum of 12 typed pages) including feedback on writing skills must
be utilized throughout the semester. Use of in-class and out-of-class writing assignments
are expected. Writing shall be assessed for grammar, clarity, conciseness, and coherence.
3. Civic learning or civic relevance of the topic must be included.
4. Students should demonstrate their ability to articulate and discuss their values, understand
the source of those values, and engage in civil discourse.
5. Active student participation in class must be utilized, rather than relying exclusively on
lecture).
6. Assignments must require students to do library research.
7. Course materials (readings and research) must include primary sources appropriate to the
discipline.
8. Reflective processes and critical analysis must be included.
9. Application of basic skills (reading, writing, speaking, critical thinking, research, and
mathematics) and utilization of knowledge gained in CORE GE courses must be included.
Template for Green-sheet starts on next page.
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San José State University
Studies Area S: Self, Society, and Equality in the U.S.
Health professions 135
Health issues in a multicultural society (Section, Semester, and Year)
Required (University Policy S05-14): Instructor contact information
Instructor:
Office Location:
Telephone:
Email:
Office Hours:
Class Days/Time:
Classroom:
Prerequisites:
GE/SJSU Studies
Category:
Course Fees:
219547901
(Your name).
(Building and room number).
(area code) (telephone number).
(Your email address).
(Days and time).
(Days and time).
(Building and room number).
(If none, delete this row).
(If none, delete this row).
(If none, delete this row)
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Required
(University Policy S05-8): The following sections must be included without any changes in
wording. (1) Course Description, (2) Pre/co-requisites, (3) Note: SJSU Studies courses, (4)
Advanced GE Area S goals and objectives, (5) Specific Course Objectives, and (6) Writing
Requirement. Must use exactly as written. In addition, you must conduct the class so that the
goals and objectives are met.
COURSE DESCRIPTION:
A multidisciplinary examination of culturally related consumer health issues. Impact of
cultural variables (including communication methods, socioeconomic status, and
traditional beliefs) on health and illness. Interaction of individuals in families and other
groups.
PRE-/CO-REQUISITES: Passage of the Writing Skills Test (WST); 100W (taken before or
concurrently); upper division standing (60 units completed); completion of Core GE.
NOTE: Courses to meet Areas R, S, and V of SJSU Studies must be taken from three
different departments or distinct academic units.
ADVANCED GENERAL EDUCATION AREA S (SELF, SOCIETY, & EQUALITY IN THE U.S).
A. Goals:
Students will study the interrelationship of individuals, and racial groups, and cultural
groups to understand and appreciate issues of diversity, equality, and structured
inequality in the U.S., its institutions, and its cultures.
B. Student Learning (SLO’s):
After successfully completing the course, students shall be able to:
 SLO#1.Describe how identities (i.e., religious, gender, ethnic, racial, class, sexual
orientation, disability, and/or age) are shaped by cultural and societal influences in
contexts of equality and inequality;
 SLO#2. Describe historical, social, political, and economic processes producing
diversity, equality and structured inequalities in the US;
 SLO#3. Describe social actions which have led to greater equality and social
justice in the US (i.e., religious, gender, ethnic, class, sexual orientation, disability,
and/or age); and
 SLO#4. Recognize and appreciate, constructive interactions between people from
different cultural, racial, and ethnic groups in the US.
Required (University Policy S05-8): Link course specific objectives to activities. This
should be done on the course calendar where weekly activities and assignments are
listed.
COURSE SPECIFIC OBJECTIVES (CO’s):
Students will be able to:
1. Describe values and lifestyles of selected ethnic and cultural populations.
2. Recognize similarities and differences in social practices of ethnic and cultural
groups.
3. Identify health problems prevalent among ethnic populations in the US.
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4. Apply knowledge of health beliefs and practices to counseling and communication
situations with persons of various ethnic backgrounds.
5. Describe the historical backgrounds of ethnic groups in the US.
6. Describe influences of income level, culture, gender, and psychological stressors on
nutrition, health, and behavior.
7. Discuss the concepts of racism, acculturation/assimilation, & ethnocentrism.
8. Examine students’ own cultural backgrounds & communication with others.
9. Develop sensitivity to alternative health beliefs and practices.
10. Identify and discuss contemporary topics related to religious, gender, ethnic, racial,
class, sexual orientation, disability, and/or age discrimination.
WRITING REQUIREMENT:
SJSU Studies Area S classes require a minimum of 3,000 words (approximately 12 typed
pages) of writing, in a language and style appropriate to the discipline. This writing
should include both in-class and out of class assignments. In this course, you are given
ample opportunity to meet this requirement. See specific assignments for expectations
and evaluation criteria.
Required (University Policy S05-14): Include statements regarding Academic Integrity
and ADA Compliance. You may use additional statements, if you wish.
UNIVERSITY POLICIES:

ACADEMIC INTEGRITY (from Office of Judicial Affairs):
Your own commitment to learning, as evidenced by your enrollment at San Jose
State University, and the University’s Academic Integrity Policy requires you to be
honest in all your academic course work. Faculty are required to report all
infractions to the office of Judicial Affairs.
The policy on academic integrity can be found at: http://www2.sjsu.edu/senate/S04-12.htm

AMERICANS WITH DISABILITIES ACT COMPLIANCE:
If you need course adaptations or accommodations because of a disability, or if
you need special arrangements in case the building must be evacuated, please
make an appointment with The Disability Resource Center (924-6000, located in
Adm.110) as soon as possible. Presidential Directive 97-03 requires that students
with disabilities register with DRC to establish a record of their disability.
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Required (University Policy S05-14): You must indicate how the student will be
evaluated: include the assignments to be graded and the weight of each assignment,
extra credit options (if any) and late penalty (if any). Also, include how SLO’s will be
assessed.
Required Assignments in 135 must include a group project, so that each student makes
a presentation to the class. In addition, your evaluation plan must be such that students
get feedback on their writing. Please describe your assignments in some detail
indicating what active student participation is expected or when students will be required
to use the library and primary sources.
Required (University Policy S05-8): Length of writing assignments (in pages and/or
number of words).
Optional You may change the weight given to assignments, except that writing skills
must constitute a significant part of the grade given to written assignments.
EVALUATION and GRADING ASSESSMENT
Points
%
Pages
Exam 1 ( SLO #1)
Exam 2 ( SLO #3)
Final Exam (SLO #2)
Group Project: (SLO# 1,2,4) Oral Presentation: 30
pts; Summary Content: 40 pts. Writing Skills: 30 pts
Term Essay: (SLO’s #1,2) Content: 70 pts; Writing
Skills: 30 pts.
100
100
100
100
18
18
18
18
2
2
2
3
100
18
8
Participation/In Class Writing (SLO’s 1,2,3,4)
Total
50
550
10
100
2
19
Note: Make-up exams are permitted only for emergency (truly extraordinary circumstances).
The student is responsible for notifying the instructor and making arrangements at the earliest
possible time. All requests for make-up exams will be evaluated on an individual basis.
GRADING
Grading will be based on the percentage of total points earned:
From (%) To (%)
95
90
87
84
80
77
74
70
67
64
60
100
94
89
86
83
79
76
73
69
66
64
<60
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Grade
A
A minus
B plus
B
B minus
C plus
C
C minus
D plus
D
D minus
F
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WRITING REQUIREMENT:
All general education courses are required to assess students' written work including
grammar, clarity, conciseness, and coherence. Grades will be lowered on assignments that
fail to meet these criteria. Your writing will be returned to you with feedback and an indication of
the number of pages of acceptable writing credited to your record. Be sure to keep track of this
yourself, so that you have no surprises at the end of the semester. Your course grade will be
lowered one grade, if you do not complete the twelve-page acceptable writing requirement.
Required (University Policy S05-14): The instructor must indicate if there are extra
credit opportunities or penalties for late work. If no late penalty is indicated, it is
assumed that students will not be penalized for turning work in after the due date.
Extra Credit (if any): Please explain extra credit options if there are any.
Late Penalty: Please explain if and what the penalty is for work that is late or missed.
Indicate your teaching methods and responsibilities required of students.
TEACHING METHODS AND EXPECTATIONS

Student interactions and discussions are a major part of this course. We concentrate on
issues taken from readings, current events, group panel presentations, videos, and personal
experience/knowledge. Therefore, participation in class discussions is vital.

Reading assignments must be completed before the class meeting in which the topics are
discussed.

Students are responsible for knowing what takes place in class. If a class is missed, it is the
student’s responsibility to get lecture notes from a classmate.
Required (University Policy S05-8):

Textbook must be selected from an approved list. The book listed below is the only
approved book at this time. You may also assign other readings (e.g., journal articles).

Also, if you require internet access or other equipment or blue book, index cards etc,
list these here.
TEXTS
Required:
Purnell, L. & Paulanka, B. (2003), Transcultural health care: A culturally competent
approach (2nd Ed.). Philadelphia: F. A. Davis.
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Recommended:
Other necessary items:
STUDENT PARTICIPATION: Students must have active student participation in the
class. Indicate how student participation is assessed and, if appropriate, how student
participation points are earned.
PARTICIPATION (Total Points: 50)
Two points will be earned for participation in each class meeting’s activities which may include:
daily reaction note cards, cooperative learning groups, class discussions/roundtables, preparing
questions for student panels and guest speakers, and personal reactions to course videos,
course text and current event topics. Participation will be assessed by turning in a written
response for one of the previously listed activities. There will be no make ups for missed class
activities.
Required: Students must participate in a group project, which includes an oral
presentation. An example is given below; you are free to redesign the project to match
your teaching methods and philosophy.
GROUP PROJECTS
Students will be assigned to panel groups early in the semester. The major activity will be to
plan a class presentation on one or more assigned ethnic populations. Plan 6-7 minutes’
presentation time per person. Allow at least 15 minutes at the end for class discussion.
Everyone must participate in the oral presentations, and everyone must contribute a typed
summary of library research. The purpose is to gain additional insight into peoples of diverse
cultures. Each group should divide content between the members that will meet the following
objectives:
1. The roles of individuals in a traditional family, including the roles of women;
2. Traditional beliefs, values, and attitudes from your assigned ethnic population’s viewpoint;
3. Issues important to your population - Choose from the following: current healthcare problems,
traditional perceptions of health and illness; traditional healing methods; access to health care;
disparities in health status, discrimination in healthcare; and effect of socioeconomic status;
4. Library research on each group member’s area of responsibility. Each student must write a
summary of information gained from library research, using at least 3 references that are
cited in the paper;
5. An interview is required for each panel member to compare information found in the text and
in your library research with information gained from your interaction with an individual from
your assigned ethnic population.
The panel group should be prepared to answer class questions about these objectives, because
the class will be expected to get this information from your presentations.
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ORAL PRESENTATION GUIDELINES
 DO NOT READ YOUR SUMMARY OF LIBRARY INFORMATION.
 YOUR ORAL PRESENTATION SHOULD FOCUS ON YOUR PERSONAL INTERVIEW.
Specifically, how did the information gained compare to your library research?
 TIME YOUR PRESENTATION. Those longer than 7 minutes will have points deducted.
SUMMARY GUIDELINES
Each student will write a summary of information gained from her/his library research. Minimum
of 3 pages of text, using normal type face, 12 pt font, double spaced, 1 inch margins (maximum
of 4 pages), excluding references. Students are responsible for providing a copy of their
summary to each member of the on the day of the oral report. A class group email list will be
available to facilitate this. A hard copy must be turned in to the Instructor. (There will be a 10%
late penalty).
Each Summary should include:
 Ethnicity of your panel assignment.
 Your specific panel topic.
 Important points gained from your library research (be sure to cite your references).
 Critical analysis: How did the library research compare with the information gained from your
interviewee? Explain why it was similar or different.
 References: References from a minimum of 3 library sources (Do not use the required text
as a source; your research should go beyond the textbook). All references listed must be
used and cited in the paper and written in APA format.
IMPORTANT:
A paper that contains any plagiarism (copying the words of your references or any other
material) will receive zero points. All information must be paraphrased. Students must copy and
paste their paper and submit it at: http://www.turnitin.com before assignment is handed in to
receive credit.
Note: You need a way to protect against plagiarism. Turnitin.com is an anti-plagiarism
service available to you as a University faculty member.
Required (University Policy S05-8): At least one written assignment must require
students to do library research and use primary resources. This assignment should
require students to complete a critical analysis of some issue using library resources.
You may give them readings, but they MUST obtain more information using the library.
A single paper will not meet all writing requirements, as feedback and practice on writing
skills must occur throughout the semester.
TERM PROJECT (100 points) Due:___





Your essay must be a typed, double spaced paper of 7-8 pages of text, excluding title and
references pages. Use normal type face, 12 pt font, and 1 inch margins.
Title page should include your title of the paper and be written in APA format.
You need a minimum of 5 references. Two of these references must be primary sources published
in a scientific journal (a research journal article, not a review article).
Do not use the textbook as a source; your research should go beyond the textbook.
All references listed must be used and cited in the paper (Use APA format).
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Term Project content must include the following:
 Choose a specific cultural/ethnic group.
 Describe a disease/condition that is prevalent and of concern to this group.
 Discuss biomedical causative factors/etiology.
 Explain biomedical treatment for this disease/condition.
 Review traditional cultural attitudes/beliefs about the cause and treatment of this disease/illness.
 Provide a critical analysis of barriers to healthcare including socioeconomic factors, education,
discrimination, and historical factors.
 Explain cultural patterns of communication (including gender differences).
 Based on the above, design a culturally sensitive treatment plan for a patient who suffers from this
disease/condition, and specify whether your treatment plan is designed for a male or female.
IMPORTANT:
SJSU Academic Integrity Policy will be strictly enforced. A paper that contains any plagiarism (copying
the words of your references or any other material) will receive zero points. All information must be
paraphrased and references cited. Recycled papers will receive zero points.
 Students must copy and paste their paper and submit it at: http://www.turnitin.com, the day the
assignment is due to receive credit. Instructions will be provided.
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Required (University Policy S05-8): A course calendar giving dates for lecture/class
topics, reading assignments, and assignments. A template, as an example, for a
course calendar is given below. It is a good idea to identify due dates of major
assignments in some way (e.g., bold font).
Required (University Policy S05-8): Link course objectives to assignments and topics.
This can be done elsewhere on the greensheet, but links should be obvious to the
reader.
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Tentative course calendar (an example)
Text
Reading Assignment Pages
Trans-cultural Health
Care (Text)
CO’S
Intro’, Ch. 1,
Ch. 2 (pp. 8-14)
#7, 8
Ch. 1 (p. 2)
Ch. 2 (pp. 23-27)
Handout
Handout
#3, 6, 7
Ch. 2 (pp.14-21)
#8
Ch. 2 (pp. 21-23)
#8
The Kite Runner
#1, 2.8
Traditional Views of Health Beliefs and Practices
Activity: “Your Family Folk Remedies”
LEARN Model for Cross Cultural Counseling
Alternative Medical Beliefs and Practices
Video Interaction: Alternative Medicine
Nutrition, Culture, and Health
EXAM 1
People of European Heritage
Ellis Island: Island of Hope-Island of Tears
Heritage Assessment Activity:
Investigating your own Ethnic/Cultural,
and Religious Heritage
Ch. 2
(pp. 33-39)
#4, 9
R 10/4
Panel #1 People of American Indian Heritage
Ch. 18
T 10/9
American Indians: Culture & Health Issues
Guest Speaker: Father Hank LeBeau
DATE
TOPIC
R 8/23
Green-sheet, Course Introductions,
Class Tapestry Activity
Culture and Key Concepts
Video: (XS-375) Understanding Our Assumptions
and Biases; Roundtable Discussion:
Cultural Climate at SJSU
Ethnic Demographics in the US
Ethnic Designations
T 8/28
R 8/30
T 9/4
R 9/6
T 9/11
R 9/13
T 9/18
R 9/20
T 9/25
R 9/27
T 10/2
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US Immigration History and Policy
Class Roundtable: Effects of Immigration
Communication: A Cross Cultural View
Video Interaction: Bridging the Cultural Gap
Class Discussion
Group Project Panel Assignments
Communication: Video Interaction;
Managing the Overseas Assignment;
Misunderstandings in Cross Cultural
Communication.
Course Writing Assignments: University
Academic Integrity Policy,
Instructions found at: http://www.turnitin.com,
Paraphrasing Discussion,
Panel Group Planning Time.
KITE RUNNER ESSAY DUE
#5, 7, 10
#4, 9
Ch. 2 (pp.27-33)
Ch. 12, 13
#3, 6
#1, 2, 3, 4
#5, 7, 9
#1, 3, 5, 6
7, 9, 10
#3, 5
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CO’S
Panel #2 People of Hispanic/Latino Heritage
Text
Reading Assignment Pages
Trans-cultural Health
Care (Text)
Ch. 8, 17, 20
Hispanic/Latinos: Counseling Considerations
Case Study: Group Activity
Panel #3 People of African American Heritage
Ch. 3
#1, 3, 5, 6
7, 9, 10
#2, 8
DATE
TOPIC
R 10/11
T 10/16
R 10/18
T 10/23
R 10/25
T 10/30
R 11/1
T 11/6
R 11/8
T 11/13
R 11/15
T 11/20
R 11/22
T 11/27
R 11/29
T 12/4
R 12/6
SJSU International House Student Panel
A Global Look at Culture Around the World
EXAM 2
A Western Look at
Traditional Chinese Medicine
Panel #4 People of Japanese, Chinese &
Korean Heritage
An Historical Look at the Treatment of People
of Japanese Heritage During WW II;
Video Interaction: A Personal Matter
Panel #5 People of Southeast Asian Heritage
Southeast Asian Refugee Experience
Video Interaction: Becoming American
Panel #6 People of Filipino and Asian
Indian Heritage
Filipinos: Counseling Considerations
Filipino Case Study: Group Activity
TERM PROJECT DUE
HAPPY THANKSGIVING!
Cooperative Group Learning Activity:
“A Family Member is Ill”
Gender Stereotypes in America:
Video Interaction: Gender, An Historical Look.
Class Roundtable Discussion:
Gender Discrimination in Health Care
People of Arab Heritage
Cultural Values & Islam Religion
People of Jewish Heritage: Culture and Values
A Look at Jewish Humor.
Final Exam Discussion
Wrap Up
*Friday 12/12 FINAL EXAM- 9:45 a.m.
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Ch. 7
#1, 3, 5, 6
7, 9, 10
#4
#1, 2, 3, 4
#9
Ch. 7, 14, 16
#1, 3, 5, 6
7, 9, 10
#5, 7, 10
Ch. 21
#1, 3, 5, 6
7, 9, 10
#5, 7
Ch. 9
CD-ROM: Hindu
#1, 3, 5, 6
7, 9, 10
# 1, 4, 6
#1, 3, 4, 6,
NO CLASS
#1, 2, 3, 4, 6
#6, 10
Ch. 6, 11
Ch. 15
#1, 2, 5, 7, 10
#1, 2, 5, 7, 10
#1, 2, 3, 4, 5
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