Updated 18 April 2008 KEENE STATE COLLEGE 2008 2009 COURSE PROPOSAL FORM NOTE: Please review the Senate Curriculum Committee Guidelines for instructions on completing proposal form. (refer to pages 4 5 for proposal details) DATE OF SUBMISSION: 9/18/2008 SPONSORING PROGRAM AND CHAIR: REBECCA DUNN, REBECCA BROWN, HEALTH SCIENCE PROPOSAL SPONSOR: MARGARET A SMITH PROPOSED ACTION: Underline or boldface proposed changes. Course Addition Number Change Title Change Credit Change Description Change Prerequisite Change Course Deletion Course Replacement Other: CURRENT COURSE NUMBER, TITLE and DESCRIPTION: HLSC 220 : Women and Health A historical and current survey of the biological, social, economic, and political issues that affect women's physical and mental health. Includes discussion of body image, nutrition, exercise, addictive behaviors, aging, and disorders common to women. Prereq: Sophomore Standing PROPOSED COURSE NUMBER and/or TITLE: IIHLSC 350: Women and Health: Witches, Harlots, & Healers Abbreviated Course Title, if necessary: Women and Health PROPOSED COURSE DESCRIPTION: A survey of women’s health from the biological, social, economic, and political perspectives, drawing from the interdisciplinary field of health science. Prerequisite: 24 credits in ISP, including ITW101 and IQL101. Updated 18 April 2008 LEARNING OUTCOMES: . By the end of this course, a student [who attends and participates in class and completes assignments and exams in a satisfactory manner,] will be able to: 1. Discuss the history of women’s health and women in health 2. Define such terms as sexism, sex, sexuality, gender, gender role, gender identity, sexual orientation, dominance/subordination, discrimination, oppression, feminist/feminism 3. Appraise the sociopolitical issues of women’s sexual health (e.g. safer sex, sexually transmitted diseases, HIV and AIDS) 4. Examine how sexism, racism, heterosexism and other forms of oppression impact women’s health 5. Examine women’s health from historical, physiological, psychological, sociocultural, educational/career/economic, spiritual, familial, and life span perspectives 6. Analyze such issues as body image, eating disorders, alcohol and other drug abuse/addiction, and mental health 7. Assess women’s reproductive choices and the sociopolitical issues associated with this topic 8. Evaluate women’s unique medical problems, procedures and unique health concerns in an analysis of the sexism in health care INTERDISCIPLINARY OUTCOME: Students will be able to: CAnalyze the assumptions and actions of society from multiple perspectives [health science, psychological, sociological, historical, women studies] INTEGRATIVE OUTCOME: The following integrative outcomes apply to Women and Health: Diversity Capply diverse perspectives experiences to develop disciplinary arguments Skill Outcomes: 1. Reading: Demonstrate an understanding and ability to relate discipline or interdisciplinary specific information to theories presented in a course Updated 18 April 2008 2. Writing: Cultivate disciplinary and interdisciplinary expertise necessary to question sources, develop ideas, and offer interpretations 3. Information Literacy: Utilize discipline specific resources in order to find information 4. Critical Thinking: Demonstrate the ability and willingness to approach a particular idea, problem, task, or goal from multiple perspectives. RATIONALE: We, in Health Science, believe this course is a good course to add to the interdisciplinary program because it is taught from different disciplinary perspectives. Women’s health is primarily studied from health science, history, psychology, and sociology. However, these four dominant perspectives also require the discussion of such topics as economics, politics, women studies, and social justice. For example, in using a historical view, we discuss and analyze the history of women’s health and health related issues (e.g. women’s role in health care). In using the psychological perspective, we look at mental health and mental health related topics, particularly focusing on the history of women’s mental health, the psychoCsociocultural issues of diagnostic categories, and the biopsychosocial issues of body image, eating disorders, and alcohol and other drug problems. In using the sociological view, we incorporate the issues of societal roles, sexism, and oppression in understanding women’s health from the past to the present. We propose moving the course from a 200 level course to a 300 level course because the students will need the skills gained in ISP coursework to meet the learning outcomes. Additionally, according to Bloom’s taxonomy of learning, the level of learning for this class is above the introductory level and requires advanced thinking, reading, writing, and application skills that are more common among students taking 300 level courses than those taking 100 or 200 level courses. For clarification of Bloom’s taxonomy please refer to http://web.princeton.edu/sites/mcgraw/Scholar_as_Teacher_assessing_s tudent_learning_at_the_end_of_the_semester_bloom%27s_taxonomy_2 8.html This course involves intensive writing, with students completing weekly essays and two major writing intensive projects [ one research based paper, Updated 18 April 2008 the other a presentationCbased project, which includes a heavy writing component]. It is highly recommended that due to the intensity of the writing that the cap be held at 25. RESOURCES: Library holdings are currently sufficient; we will work with Lois Merry to update holdings as needed. We will consult with Lois Merry if library instruction is necessary given the writing and research that is required for this course. ADVISORY OPINIONS: Women Studies: Women Studies supports this proposal. Updated 18 April 2008 SIGNATURE PAGE 2008-2009 1. Sponsoring Program: _________________________ Chair Signature: _______________________ For ___ Against ___ Abstain___ Absent ___ Date _____________ 2. Advisory Opinions: List the names of the affected departments and include department responses. 3. Dean: Comment: Approved____ Not Approved____ Signature: _________ Date ________ 4. School Curriculum Committee or the Interdisciplinary ISP Subcommittee: Comment: For . 4 Against . 0 Abstain . 0 Absent . 3 Chair: Sara Hottinger Date . 10/7/08 . 5. Senate Curriculum Committee: Comment: For ___ Against___ Abstain ___ Absent ___ Chair: __________________________Date _________ 6. Keene State College Senate: Passed ___ Failed ___ Information___ Signature: ____________________________ Date ________ 7. Provost and Vice President for Academic Affairs: Approved___ Not Approved____ Information___ Signature: _____________________Date ________ 8. President: Approved___ Not Approved___ Information___ Signature: ______________________Date ________ Updated 18 April 2008
Senate Curriculum Committee
Keene State College
"II HLSC 350" (2008). Approved Curriculum Proposals. 187.