BI214 Personal & Community Health

for S2B 2011

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


BI 214 Personal & Community Health


S2B 2011 BLA


Wise, Sherrie


Adjunct Faculty


DrPH candidate
BS General Biology/ International Studies

Office Location

Fort Bliss Park University

Office Hours

As needed, by appointment, usually 30 minutes prior or after class

Other Phone



Semester Dates

March 21 to May 15, 2011

Class Days


Class Time

8:00 AM to 1:00 PM



Credit Hours



The textbook for this course is required

Health and Wellness
Author: Edlin, Gordon
ISBN: 978-0-7637-6593-4    Edition: 10TH
Publisher: Jones & Bartlett Publishers



Required:  MyPyramidTracker - Free registration
You will use this website to track your dietary activity for your nutrition and exercise project. I recommend that you register and familiarize yourself with this website as soon as possible.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information

Course Description:
BI214 Personal and Community Health LE (MGE): Educational in nature with emphasis on personal hygiene, community health and health education, this course covers diverse topics such as: wellness, mental health, stress, nutrition, weight management, communicable disease, noncommunicable disease, reproductive health, parenting, substance abuse, aging and ecology. Socioeconomic and sociocultural factors that impact the wellness of specific cultural groups will also be discussed. This course does not count toward a biology major. 3:0:3

Educational Philosophy:
The instructor's educational philosophy is based on a well-rounded combination of lecture-based learning, readings, quizzes, class discussions, videos, examinations, web sites, and writings.  The instructor will encourage each learner to consider the topics explored on multiple ecological levels including the following: individual self-reflection, interpersonal elements of family and friends, the individual learner's community, and finally at the national level.  

Learning Outcomes:
  Core Learning Outcomes

  1. Plan for, prepare, implement and assess/refine for re-implementation, a positive lifestyle behavioral change.
  2. Describe and demonstrate the ability to analyze personal dietary information for the major nutritional categories.
  3. Summarize the major classes of drugs, alcohol, tobacco and their effects and addictions.
  4. Interpret characteristics, processes, and treatments of various infectious and noninfectious diseases.
  5. Identify and explain human sexual anatomy and physiology, STDs, contraception and reproductive processes.

  Instructor Learning Outcomes
  1. Utilize basic constructs of the Social Cognitive Theory to explore individual health behavior
  2. Explore and utilize the Social-Ecological Model when considering individual and community health characteristics
Core Assessment:

Core assessment is the final exam consisting of 80 objective questions (2 pts each) and 8 discussion question (point value indicated on each).

Assignment Issues:

  1. List and discuss the attributes of the six dimensions of wellness.
  2. Define physical fitness and explain the key components of a physical fitness program.
  3. Describe and demonstrate the ability to analyze dietary information for the 6 majornutritional categories.
  4. Compare and contrast the characteristics of carbohydrates, proteins, and lipids.
  5. Summarize the importance and describe the roles of vitamins, minerals, and water in human nutrition.
  6. Identify the organs of the human reproductive system and explain their physiological role.
  7. Compare and contrast the costs and benefits of many birth control methods.
  8. Demonstrate knowledge of the anatomy, physiology, and psychology of pregnancy and birth.
  9. Describe the major classes of drugs and their effects.
  10. Explain the short- and long-term effect of alcohol and tobacco use.
  11. Define and summarize the types of sexually transmitted diseases including their symptoms, prevalence in society, treatment, and transmission.
  12. Define what is "lifestyle disease."  Discuss examples.

Link to Class Rubric

Class Assessment:

Assessment items include the final examination, quizzes, projects, and individual learning summaries. The core assessment for this course is the comprehensive final exam (Meets 25% of overall course grade)


Grades for this course will be determined using the following items: final examination, three quizzes, three individual learning summaries, as well as nutrition and physical activity projects.  Quizzes and learning activities must be submitted via eCompanionon the due dates listed below by 11:59 PM Mountain Standard Time (MST).  Any items submitted after the deadline will incur late submission points deductions (see Late Submission section of syllabus).

 Activity Date
 Quizzes (every 2 weeks)
Due by

 100 (2 x 50 points each)
 Learning Activities (every 2 weeks)
Due by:
 150 (3 x 50 points each)
Wellness Project
Due by 5/7
Nutrition Project
Due by 5/7
Midterm Exam
Final Exam


Grading Scale:

A = 900 - 1000 points

B = 800 - 899 points

C = 700 - 799 points

D = 600 - 699 points

F = below 600 points

Late Submission of Course Materials:
Any quiz or learning activities submitted after 11:59 PM (MST) on the due date will incur a 5 point deduction per day that it is late.

Nutrition Projects submitted after after the due date will receive a maximum of 75% credit.

Wellness Projects submitted after the due date will receive a maximum of 75% credit.

Classroom Rules of Conduct:
Both written and verbal participation in this course shall be done respectfully and courteously.  Any disruptive behavior (as deemed by the instructor) will not be tolerated.  Cell phones are prohibited unless otherwise approved by the instructor in anticipation of an emergency call.

Course Topic/Dates/Assignments:

Please read the corresponding chapters prior to lecture each week.

Week Topic Chapters
1 Introduction & Achieving Wellness
Unit 1
(Ch. 1-4)


Understanding and Preventing Disease   

Unit 4
(Ch. 12-15)

3 Eating and Exercising Toward a Healthy Lifestyle
Unit 2
(Ch. 5-7)
4 MIDTERM (Weeks 1-3)
5 Explaining Drug Use and Abuse
Unit 5
(Ch. 16-18)
6 Building Healthy Relationships
Unit 3
(Ch. 8-11)
7 Making Healthy Choices and Overcoming Obstacles
Unit 6
Unit 7
(Ch 19-24)

8 FINAL EXAM Comprehensive

 Date  Material Covered
 Quiz #1
 Weeks 1 and 2
 Quiz #2
 Weeks 5 and 6
There will be no quiz for weeks 7 and 8.  This material will be included in the Final Exam.

 Individual Learning Summaries
 Date  Material Covered
 Individual Learning Summary #1
 Weeks 1 and 2
 Individual Learning Summary #2
 Weeks 3 and 4
 Individual Learning Summary #3
 Weeks 5 and 6

  Learning Activities (Submit via eCompanion dropbox):

Each student, in his or her own words, shall complete summaries about what he/she learned approximately one page or 250 words in length.  Each summary should answer the following questions:

A.) What is a concept or lesson you have learned in the past two weeks of class, related to the assigned chapters and lectures?  Choose one that resonates most prominently with you.  Elaborate. (Worth 25 points)

Example: "Before last week's lecture I was unaware of the different types of Cardiovascular Disease.  I now know that there are several, including..." [...]" I found this fascinating, as Cardiovascular Disease is the number one killer in the nation." ...

B.) Provide an example of how this concept or lesson you learned relates to a real-life situation that you have experienced or heard about in the media.  You can use a personal experience, an experience of a family member or friend, a community-wide situation/event, or a nation-wide situation/event to elaborate. (Worth 25 points)

Example: "After last week's lecture I considered further my own family's history of Cardiovascular Disease, including my mother's recent heart attack.  I realized that this has many ancillary effects on my family including ... "
NOTE: Any references to the class textbook, media reports, newspapers, or magazine stories, etc... must be cited properly using APA format (6th ed.)  This includes paraphrasing a news report in your own words.  You must provide appropriate referencing.

Nutrition and Wellness Projects

Because this course is concerned with your long term health, there are a couple of long term projects built into the course. The Nutrition project involves the use of the MyPyramidTracker diet analysis program. This project will involve a 24 hour recording of foods and beverages. The Wellness project extends over a longer period of time. Although the directions are specific about the activities that you participate in, if there are circumstances that prevent you from completing them please contact me and we will work on a different aspect for you.

Instructions for Wellness Project:

Begin this project after Week 1 of class, and continue tracking your progress and journaling for a minimum of two weeks.

1.) Go to

2.) Click on "Student Edition".

3.) Select Chapter 1.

4.) Click on "Behavior Change Workbook".

5.) Complete all 15 worksheets (Part 1 and Part 2).  Fill in each worksheet on your computer and print it.  DO NOT email them to me.  You will turn in the printed copies to me.  If you wish to email yourself the worksheets after completing them, provide your email address in both fields ("Your email address", AND "Your Professor's email address").

6.) Submit your completed workbook and journal with a cover page, and in a binder, to me in class on the due date.  Failure to submit a journal will result in a 50 point deduction from your project grade.

Part 1: Developing a Plan for Behavior Change and Completing a Contract

  1. Choosing a Target Behavior
  2. Gathering Information About Your Target Behavior
  3. Monitoring Your Current Patterns of Behavior
  4. Setting Goals
  5. Examining Your Attitudes About Your Target Behavior
  6. Choosing Rewards
  7. Breaking Behavior Chains
  8. Completing a Contract for Behavior Change

Part 2: Overcoming Obstacles to Behavior Change

  1. Building Motivation and Commitment
  2. Managing Your Time Successfully
  3. Developing Realistic Self-Talk
  4. Involving the People Around You
  5. Dealing with Feelings
  6. Overcoming Peer Pressure: Communicating Assertively
  7. Maintaining Your Program over Time
 Instructions for Nutrition Project:
2.) Click on "Assess Your Food Intake".
3.) Register as a new user.
4.) Enter your age, gender, height, and weight, and click "Proceed to Food Intake".
5.)  Enter all foods and beverages consumed in the past 24 hours, and their quantities.
6.) Click "Save and Analyze".
7.) Calculate your 2005 Dietary Guidelines Comparison, and PRINT.
8.) Calculate Nutrient Intakes from Foods, and PRINT.
9.) Calculate My Pyramid Stats, and PRINT.
10.) Summarize these findings in a minimum of 150 words, comparing your food intake over the past 24 hours to the 2005 Dietary Guidelines Recommendations.  Describe which food groups you consumed in excess, and those you did not consume enough of. Failure to submit the summary will result in a 50 point deduction from your project grade.
11.) Submit all of the following to me with a cover page by end of class on the due date: your 150 word summary, your printed 2005 Dietary Guidelines Comparison, your printed Nutrient Intakes from Foods Report and your My Pyramid Stats report.

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty ( or Park University 2010-2011 Undergraduate Catalog Page 92

Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2010-2011 Undergraduate Catalog Page 92-93

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2010-2011 Undergraduate Catalog Page 95-96

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: .

Additional Information:


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Identified and discussed 6 or more items called for in the nutrition-based question 82. Identified and discussed 4-5 items called for in the nutrition-based question 82. Identified and discussed 1-3 items called for in the nutrition-based question 82.  
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Defined “lifestyle disease” and gave 6 or more examples. (85)

Discuss how lifestyle, family history, occupation and geography influence your nutritional choices. (81)

Defined “lifestyle disease” and discussed 5 examples. (85)

Discuss three facets: lifestyle, family history, occupation and geography;  influence your nutritional choices. (81)

Defined “lifestyle disease” but gave less than 5 examples. (85)

Discuss two or less facets: lifestyle, family history, occupation and geography;  influence your nutritional choices. (81)

Content & Technical Skill in Communicating                                                                                                                                                                                                                 
1, 2, 3, 4, 5                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
Listed the 6 dimensions of wellness then elaborated on each with 2 or more examples; consistently used health-specific terminology in answering discussion questions.  (86)  Accurately answered 80% of the objective test items (Qs. 1-80) Listed the 6 dimensions of wellness then gave basic explanation for each and used health-specific terminology in answering discussion questions.  (86)  Accurately answered 60-79% of the objective test items (Qs. 1-80) Listed 1-5 dimensions of wellness but did not explain each or did so in a cursory manner and did not use health-specific terminology in answering discussion questions.  (86)   Accurately answered less than 59% of the objective test items (Qs. 1-80)  
Civic Literacy                                                                                                                                                                                                                                             
3, University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                       
Demonstrated mastery of 7 or more negative aspects of substance abuse including examples towards oneself and one's community.  (87) Demonstrated mastery of 4-6 negative aspects of substance abuse including examples towards oneself and one's community. (87) Demonstrated mastery of 3-5 negative aspects of substance abuse including examples towards oneself and one's community. (87)  
Values Literacy                                                                                                                                                                                                                                            
1, 2, 3 University Mission & Vision                                                                                                                                                                                                                                                                                                                                                                                                                                                                                  
Demonstrated mastery of and implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. (81, 82, 85, 86, 88) Demonstrated mastery of but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. (81, 82, 85, 86, 88) Demonstrated a cursory understanding but no implementation of positive lifestyle changes in areas of nutrition, physical wellness, and personal behavior. (81, 82, 85, 86, 88)  


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Last Updated:2/25/2011 11:26:50 AM