Contemporary Health Issues ( Official )
WebCMS orange bar image
Contemporary Health Issues ( Official )
College logo image
WebCMS text image
Contemporary Health Issues ( Official )

Printer Friendly Version


SECTION A – Course Information

1. Course ID:

BIOL     5

Student Learning Outcomes

2. Course Title:

Contemporary Health Issues

3. Division:

Natural Sciences Division

4. Department:

Biological Sciences Department

5. Subject:


6. Short Course Title:

Contemporary Hlth Issues

7. Proposed Effective Term:

Summer 2019

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:


Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:


Note:   Date to be entered by the Instruction Office.


2. Method of Instruction:


 Work Experience, Occupational


 Open Entry/Exit

 Lecture and Laboratory


 Independent Studies

 Distance Learning



3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.






         28.00 To


To be arranged:

         26.00 To







Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:







To be arranged:







Total Hours:    


         28.00 To


To be arranged:

         26.00 To




4. Credit Units:

  3.00 To


Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term


5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

083700 - Health Education

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)


6. SAM Priority Code: [Select One]



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.





7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:

Biological Sciences

8. General Course Information

a. Course Credit Status:

D Credit Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:


( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:



9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite

b.   Co requisite

c.   Advisories

d.   None


10. Course Special Designators:

Do not edit this text box. Use the 'Add'/'Remove' command buttons above.

11. Course Program Status:

These buttons are only active when the course reaches Stage 5 in WebCMS.


 Program Applicable


 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds



SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

Applying for CSU Transfer Status

UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.


SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.



Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

ASE - Lifelong Understanding and Self-Development
AAE - Life Long Understanding

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSE - Lifelong Understanding and Self-Development

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)



SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Contemporary health issues known to affect the quality and longevity of life. Topics include sexuality and reproduction, stress management, fitness and nutrition, substance use and abuse, and environmental quality. Emphasis on prevention of illness and injuries.

b. Class Schedule Description:



Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Contemporary health issues known to affect the quality & longevity of life with emphasis on prevention of illness & injuries.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

-Dimensions of health and wellness
-Health behavior change
-U.S. government's national Healthy People Initiative
-United Nations Sustainable Development Goals
-Stress management
-Mental and psychological health
-Relationships and communications
-Sexual and reproductive health
-Fertility and population
-Substance, alcohol, and tobacco use and abuse
-Nutritional awareness
-Exercise for health and physical fitness
-Weight management
-Chronic, infectious illnesses and injuries; control and prevention
-Environmental health
-Conventional and complementary medicine
-Health care consumerism
-Aging and dying
-Final exam

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)

3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Identify the nine dimensions of wellness and their interrelationship.
2. Identify patterns of disease and disability in the U.S.
3. Explain two major national and international governmental efforts to promote health.
4. Describe the components of a behavior modification program.
5. Explain methods for achieving wellness through lifestyle management
6. Explain the interrelationship and health-related benefits of managing stress and sleep.
7. Identify the differences between mental and psychological health.
8. Recognize the warning signs, risk factors, and protective factors related to suicide.
9. Identify the benefits of prenatal testing, prenatal care, and childbirth classes.
10. Describe the effects of psychoactive drugs on multiple body systems.
11. Evaluate the interaction between fitness and nutrition on the one hand, and chronic diseases on the other.
12. Analyze problems in health care delivery in the U.S.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

Three essays of 1- to 3-pages related to assessment of health risks
Two journal entries of 1- to 5-paragraphs documenting health behavior change strategies
2- to 3-page paper evaluating the success of a health intervention according to accepted standards, or critically analyzing both sides of a health controversy

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:

Calculations of the appropriate stage in a woman's fertility cycle and pregnancy for various reproductive interventions
Analysis of the nutritional content of popular foods

Category 3. Skills Demonstrations:

Demonstrations of the correct application of a contraceptive method
Presentation of a nutritional food choice

Category 4. Objective Examinations:

Multiple choice, matching items, true or false, and short answer questions that assess patterns of disease and disability, identify risk factors, and suggest prevention education strategies

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. Plan a health behavior change that would improve your personal well-being (for example: quitting smoking, improving your diet, starting an exercise program, etc.) Create a chart to document use of strategies.
2. Work with a study group to research and present a 5- to 15-minute explanation of a health-related topic to the class (for example: contraceptive methods, sexually transmitted diseases, psychoactive substances, etc.)
3. Keep a dietary journal for a week and evaluate your nutritional intake of calories, amount and type of protein, fat and carbohydrates, sodium, and water.
4. Work with a study group to research and prepare for the class a food that meets the newest United States Department of Agriculture (USDA) nutritional guidelines.


6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  P. Insel and W. Roth


  Core Concepts in Health


  McGraw Hill

Date of Publication:



  15th Edition Brief

b. Book 2:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:







Date of Publication:




c. Book 3:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:







Date of Publication: