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California University of Pennsylvania
Guidelines for New Course Proposals
University Course Syllabus
Approved: 10/19/12
Department of Justice, Law & Society
A.
Protocol
Course Name: Medical Anthropology
Course Number: ANT 231
Credits: 3 credits
Prerequisites: ANT 100 or permission from instructor
Maximum Class Size: 30
B.
Objectives of the Course:
Upon completion of this course, the student will be able to:
1. Define medical anthropology and its subject matter
2. Explain the connections between human health, disease, culture and biological adaptation
3. Describe the cultural, environmental, and physiological factors impacting physical and
mental health
4. Examine changes in the usage of the ecosystem and their impact on the health of human
populations
5. Evaluate the merit of the interdisciplinary approach to the study of health and disease
6. Describe how populations cope with physical and mental illness
7. Identify the role cultural practices play in the transmission of disease
8. Identify the role cultural practices play in the personal health of men, women and children
C.
Catalog Description:
This introductory course emphasizes the contributions from biological anthropology,
archaeology, and cultural anthropology to the study of human sickness and health.
D.
Outline of the Course:
1. Medical Anthropology Introductory Overview
2. Ethnomedicine
3. Historical Origins of Medical Systems
4. Theories of Disease Causation
5. Healers and Healing
6. Diet and Nutrition
7. Growth, Development and Aging
8. Infectious Diseases
9. Mental Health and Illness
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Teaching Methodology (online)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lecture notes, assigned readings, case studies, PowerPoint images, Flash movie,
individual and group projects, online communication strategies (i.e., email, discussion board and
chat rooms), and incorporation of Internet resources. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
F.
Sample Text(s) include:
Brown, Peter and Barrett, Ron. 2009. Understanding and Applying Medical
Anthropology. New York; McGraw-Hill
Wiley, Andrew and Allen, John. 2009. Medical Anthropology: A Biocultural Approach.
New York; Oxford University Press.
Joralemon, Donald. 2009. Exploring Medical Anthropology. New York; Pearson.
McElroy, Ann and Townsend, Patricia. 2008. Medical Anthropology in Ecological
Perspective. Boulder, CO; Westview Press.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Assessment Activities (online). Individual instructors may customize different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Threaded online discussions
Exams and/or quizzes
Individual/Group projects
Case studies
Analysis of student work samples
H.
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically involve the
faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval
notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying,
providing documentation and requesting accommodations in a timely manner.
Contact Information:
• Location:
• Phone:
• Fax:
• Email:
Web Site:
I.
Azorsky Hall – Room 105
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://sai.calu.edu/osd
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Cal U Library Subject Page for Anthropology: http://library.calu.edu/anthropology
Includes links for Anthropology-related article index search tools, such as AnthroSource,
SocINDEX, and OneSearch, as well as links to specific (and general) Anthropology
journals.
Among some of the many books and ebooks available in the Cal U Library applicable to medical
anthropology include:
Baer, Hans. 2001. Biomedicine and Alternative Healing Systems in America: Issues of Class,
Race, Ethnicity, and Gender. Madison, WI; University of Wisconsin Press.
Barnes, Ethne. 2006. Disease and Human Evolution. Albuquerque, New Mexico; University of
New Mexico Press.
Chen, Nancy N. 2009. Food, Medicine, and the Quest for Good Health: Nutrition, Medicine,
and Culture. New York; Columbia University Press.
Feldman, Jamie L. 1995. Plague Doctors: Responding to the AIDS Epidemic in France and
America. Westport, CT; Bergin and Garvey.
Howe, P. D. 2004. Sport, Professionalism, and Pain: Ethnographies of Injury and Risk. New
York; Routledge.
Lupton, Deborah. 2003. Medicine as Culture: Illness, Disease and the Body in Western
Societies. Thousand Oaks, CA; Sage Publications.
Waugh, Earle, Szafran, Olga, and Crutcher, Rodney (eds.). 2011. At the Interface of Culture and
Medicine. Edmonton; University of Alberta Press.
Additional Information for Course Proposals
J.
Proposed Instructors:
Anthropology faculty in the Department of Justice, Law & Society may teach this course.
K.
Rationale for the Course:
This course will develop students’ appreciation of cultural diversity and the impact of
culture and biology on a population’s health, as well as that of the individual. Students
will be encouraged to evaluate their personal health decisions and impact that their culture
has upon it. Students will be encouraged to examine health and well-being using an
interdisciplinary approach and broaden their understanding of how cultures define and
treat illness and those who are ill.
L.
Specialized Equipment or Supplies Needed: None needed
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources? (Please explain)
No, this course does not require additional human resources.
2.
Does the course require additional physical resources? (Please explain)
No, this course does not require additional physical resources.
3.
Does the course change the requirements in any particular major?
No, this course does not change the requirements of any major.
4.
Is the course replace an existing course?
No, this course does not replace an existing course.
5.
How often will the course be taught?
This course will be taught every other year.
6.
Does the course duplicate an existing course in another Department or College?
No, this course does not duplicate an existing course.
7.
What is the recommended maximum class size for this course?
The recommended maximum class size for this course is 30 students.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC.
This course had been approved previously as a Health and Wellness Course under the old
General Education System many years ago. For the new Gen Ed System (effective Fall 2013),
an application will be made for approval as a social science course, as well as listing as an
ethics/multicultural list option.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the
department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Guidelines for New Course Proposals
University Course Syllabus
Approved: 10/19/12
Department of Justice, Law & Society
A.
Protocol
Course Name: Medical Anthropology
Course Number: ANT 231
Credits: 3 credits
Prerequisites: ANT 100 or permission from instructor
Maximum Class Size: 30
B.
Objectives of the Course:
Upon completion of this course, the student will be able to:
1. Define medical anthropology and its subject matter
2. Explain the connections between human health, disease, culture and biological adaptation
3. Describe the cultural, environmental, and physiological factors impacting physical and
mental health
4. Examine changes in the usage of the ecosystem and their impact on the health of human
populations
5. Evaluate the merit of the interdisciplinary approach to the study of health and disease
6. Describe how populations cope with physical and mental illness
7. Identify the role cultural practices play in the transmission of disease
8. Identify the role cultural practices play in the personal health of men, women and children
C.
Catalog Description:
This introductory course emphasizes the contributions from biological anthropology,
archaeology, and cultural anthropology to the study of human sickness and health.
D.
Outline of the Course:
1. Medical Anthropology Introductory Overview
2. Ethnomedicine
3. Historical Origins of Medical Systems
4. Theories of Disease Causation
5. Healers and Healing
6. Diet and Nutrition
7. Growth, Development and Aging
8. Infectious Diseases
9. Mental Health and Illness
E.
Teaching Methodology (face to face or classroom)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lectures, PowerPoint images, assigned readings, case studies, multi-media
presentations, group discussions, and guest speakers. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
Teaching Methodology (online)
A variety of teaching methodologies may be used in teaching this course. They include, but are
not limited to: lecture notes, assigned readings, case studies, PowerPoint images, Flash movie,
individual and group projects, online communication strategies (i.e., email, discussion board and
chat rooms), and incorporation of Internet resources. Emphasis will be placed on engaging the
learner for involvement and active participation in the learning process.
F.
Sample Text(s) include:
Brown, Peter and Barrett, Ron. 2009. Understanding and Applying Medical
Anthropology. New York; McGraw-Hill
Wiley, Andrew and Allen, John. 2009. Medical Anthropology: A Biocultural Approach.
New York; Oxford University Press.
Joralemon, Donald. 2009. Exploring Medical Anthropology. New York; Pearson.
McElroy, Ann and Townsend, Patricia. 2008. Medical Anthropology in Ecological
Perspective. Boulder, CO; Westview Press.
G.
Assessment Activities (face to face or classroom). Individual instructors may customize
different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Exams and/or quizzes
Individual/Group projects
Case studies
Research Reports
Article/Book Critiques
Assessment Activities (online). Individual instructors may customize different activities.
1.
2.
3.
4.
5.
6.
7.
Performance assessment tasks
Weekly assignments and reports
Threaded online discussions
Exams and/or quizzes
Individual/Group projects
Case studies
Analysis of student work samples
H.
Accommodations for Students with Disabilities:
Accommodations for Students with Disabilities
Students with disabilities:
• Reserve the right to decide when to self-identify and when to request accommodations.
• Will register with the Office for Students with Disabilities (OSD) each semester to receive
accommodations.
• Might be required to communicate with faculty for accommodations which specifically involve the
faculty.
• Will present the OSD Accommodation Approval Notice to faculty when requesting
accommodations that involve the faculty.
Requests for approval for reasonable accommodations should be directed to the Office for Students with
Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval
notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying,
providing documentation and requesting accommodations in a timely manner.
Contact Information:
• Location:
• Phone:
• Fax:
• Email:
Web Site:
I.
Azorsky Hall – Room 105
(724) 938-5781
(724) 938-4599
osdmail@calu.edu
http://sai.calu.edu/osd
Supportive Instructional Materials, e.g. library materials, web sites, etc.
Cal U Library Subject Page for Anthropology: http://library.calu.edu/anthropology
Includes links for Anthropology-related article index search tools, such as AnthroSource,
SocINDEX, and OneSearch, as well as links to specific (and general) Anthropology
journals.
Among some of the many books and ebooks available in the Cal U Library applicable to medical
anthropology include:
Baer, Hans. 2001. Biomedicine and Alternative Healing Systems in America: Issues of Class,
Race, Ethnicity, and Gender. Madison, WI; University of Wisconsin Press.
Barnes, Ethne. 2006. Disease and Human Evolution. Albuquerque, New Mexico; University of
New Mexico Press.
Chen, Nancy N. 2009. Food, Medicine, and the Quest for Good Health: Nutrition, Medicine,
and Culture. New York; Columbia University Press.
Feldman, Jamie L. 1995. Plague Doctors: Responding to the AIDS Epidemic in France and
America. Westport, CT; Bergin and Garvey.
Howe, P. D. 2004. Sport, Professionalism, and Pain: Ethnographies of Injury and Risk. New
York; Routledge.
Lupton, Deborah. 2003. Medicine as Culture: Illness, Disease and the Body in Western
Societies. Thousand Oaks, CA; Sage Publications.
Waugh, Earle, Szafran, Olga, and Crutcher, Rodney (eds.). 2011. At the Interface of Culture and
Medicine. Edmonton; University of Alberta Press.
Additional Information for Course Proposals
J.
Proposed Instructors:
Anthropology faculty in the Department of Justice, Law & Society may teach this course.
K.
Rationale for the Course:
This course will develop students’ appreciation of cultural diversity and the impact of
culture and biology on a population’s health, as well as that of the individual. Students
will be encouraged to evaluate their personal health decisions and impact that their culture
has upon it. Students will be encouraged to examine health and well-being using an
interdisciplinary approach and broaden their understanding of how cultures define and
treat illness and those who are ill.
L.
Specialized Equipment or Supplies Needed: None needed
M.
Answer the following questions using complete sentences:
1.
Does the course require additional human resources? (Please explain)
No, this course does not require additional human resources.
2.
Does the course require additional physical resources? (Please explain)
No, this course does not require additional physical resources.
3.
Does the course change the requirements in any particular major?
No, this course does not change the requirements of any major.
4.
Is the course replace an existing course?
No, this course does not replace an existing course.
5.
How often will the course be taught?
This course will be taught every other year.
6.
Does the course duplicate an existing course in another Department or College?
No, this course does not duplicate an existing course.
7.
What is the recommended maximum class size for this course?
The recommended maximum class size for this course is 30 students.
N.
If the proposed course includes substantial material that is traditionally taught in another
discipline, you must request a statement of support from the department chair that houses that
discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for
General Education. If yes, justify and demonstrate the reasons based on the categories for
General Education. The General Education Committee must consider and approve the course
proposal before consideration by the UCC.
This course had been approved previously as a Health and Wellness Course under the old
General Education System many years ago. For the new Gen Ed System (effective Fall 2013),
an application will be made for approval as a social science course, as well as listing as an
ethics/multicultural list option.
P.
Provide Approval Form (electronically).
Additional Guidelines
The following are additional guidelines that you must follow which will expedite your course
proposal. Failure to follow these guidelines will result in the return of the proposal to the
department.
1.
Be sure that your proposal is in the correct format (Guidelines for New Course Proposals)
and that all questions have been completely answered.
2.
Be sure that you have completed and attached the Application to Establish a New Course
form and/or the Advisement Sheet Revision form and that the appropriate signatures
have been affixed. Please send through the process electronically (the preferred method)
or by paper. No items will be placed on the agenda until the Chair of the UCC is in
possession of these forms.
3.
Be sure that you include an updated advisement sheet for any course that is being
required by the department or is classified as a restricted elective. In addition, you must
include an electronic copy (MS Word or PDF) of the current advisement sheet(s) with
your proposal. Be certain that all advisement sheets affected by the proposed course
change be included with your proposal.
4.
When submitting materials for consideration by the Curriculum Committee, you must
provide an electronic copy of each item to be reviewed to the Chairperson.
5.
All completed items must be in the hands of the Chairperson of the Curriculum
Committee a minimum of one week prior to the next regularly scheduled meeting.
6.
Any department requesting a course name change, number change, prefix changes, credit
changes, etc. must submit this request on the Application to Establish a New Course
Form and submit electronically.
7.
New advisement sheets, major proposals, minors, or changes to advisement sheets will
become effective the fall semester following committee approval. The advisement
sheets must also include the committee approval date and the effective date on the
advisement page. Submit this request on the Advisement and /or Program Changes
form.
8.
New courses will become effective the semester following committee approval.
9.
Any references listed must be in the appropriate bibliographic format for the discipline.
10.
Online courses must follow the Quality Matters™ rubric and is posted on the UCC
website. Be sure that you include the online teaching methodology statement (refer E.2
above) that refers to the Quality Matters™ rubric.
11.
All course objectives must follow Bloom’s Taxonomy learning domains located on the
UCC website.
Media of