CAN - 330 - Cannabis Science, Analysis, and Well-being

2024-2025 Undergraduate Course New

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  • Department*
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  • Subject*
    Course Number*
    330
    330
  • Title*
    Cannabis Science, Analysis, and Well-being
    Cannabis Science, Analysis, and Well-being
    Course titles longer than 30 characters will be abbreviated by the Registrar's Office.
  • Course Type*
  • Catalog Course Description*

    This course comprehensively explores the physical and psychological health effects of cannabis consumption. It also examines the analytical techniques used within the cannabis industry to ensure product safety and regulatory compliance.

    Write a concise catalog course description (50 words or less) for the college catalog, including the course goals and/or content.
  • Prerequisite:

    2nd year standing OR instructor permission

    Please indicate if prerequisite should include "or instructor permission". The college catalog specifies that courses at the 300 and 400 level are expected to have prerequisites. Try to avoid cascading prerequisites. Instead, include only the last course the student would be expected to take in sequence of courses. Be sure to specify “and” or “or” between prerequisite courses. It is not necessary to include a prerequisites’ own prerequisites. For example: if MAT 161 is the prerequisite to MAT 162, any course whose prerequisite is MAT 162 should not also list MAT 161 as a prerequisite. Please note that minimum grade requirements for a major are not enforced course prerequisites. If a minimum grade is part of a course prerequisite, please be sure to list that here.
  • Should the prerequisite also include "or instructor permission"?*
    Prerequisites that include the "or instructor permission" allow the advisor and department chair to submit/approve a prerequisite override. If this statement is not part of the prerequisite, the advisor needs to submit a prerequisite deviation form for the student, and the department chair needs to review and approve the registration.
  • Co-requisite:

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    Indicate any course the student is also required to take along with this new course.
  • Equivalent Course:
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    N/A
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  • Offered:*
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  • Credit:*
    3
    3
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  • Is this course repeatable?*
  • Repeat Credit Limit
    0
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    Enter the maximum number of credits the student can earn for all instances of this course.
  • Is there a lab associated with this course?*
  • If yes, what is the lab course name?
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  • How many credits is the lab?
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  • Grade Mode*
  • Mode of Instruction*
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  • Special Section Attributes
    Check all that apply. You may find a description of each special section in the following document: https://docs.google.com/spreadsheets/d/e/2PACX-1vT53TjC4Gj0ZmfCmVd9_ccHhqts7jO4FgjVVY_a7z2TcRYRkxZom6jkL3I/pubhtml
  • Is this new course to be added to an "area of study" within a major/minor?*
    Examples of "areas of study" /"concentration" include: Art: Art History Non-Western; History Western; History Modern or Contemporary; History Medieval/Renaissance; Museum Studies; Foundations; etc. English: Reading and Critical Methods; Literary Histories, Cultural Aesthetics & Transformations of Power (Before 1700, 1700-1900, After 1900); History: US History; European History; World Transnational/Comparative History; African, Asian or Latin American History
  • If yes, which area?

  • Justification

    Justify the need for the course in a particular program of study. Explain the unique contributions of this course within the canon of your offered courses. Include such details as: Targeted student population, rationale for class size, rationale for elective or required status, and why the course is offered at a particular level.

  • Justification of new course*

    With the legalization of cannabis for medical and/or recreational use in various jurisdictions worldwide, there is a growing need for skilled professionals knowledgeable about the health effects of cannabis and the regulatory landscape surrounding its production and distribution.

    Cannabis consumption has significant implications for public health, ranging from potential therapeutic benefits to risks associated with misuse or inadequate product quality. Understanding the health impacts of cannabis, including its physiological effects, potential risks, and harm reduction strategies, is crucial for healthcare professionals, policymakers, and consumers alike. This course provides a comprehensive examination of cannabis health impacts, equipping participants with the knowledge needed to make informed decisions and promote public health initiatives.

    Ensuring the safety and quality of cannabis products is paramount for protecting consumer health and building trust within the industry. Analytical techniques play a vital role in assessing the potency, purity, and safety of cannabis products, detecting contaminants, and verifying compliance with regulatory requirements.

    The interdisciplinary nature of this course allows for the integration of knowledge from various fields, including biology, chemistry, public health, regulatory affairs, and business. By fostering collaboration and cross-disciplinary dialogue, the course facilitates a holistic understanding of cannabis science, regulation, and public health implications, preparing students for multifaceted roles within the cannabis industry and related sectors.

  • Course Information

    List the course objectives in measurable terms (i.e. list what the student is expected to do as a result of this course). Avoid non-measurable terms, such as: Understand, Familiarize, Appreciate, Help, Learn

    Unacceptable Examples:
    1. Students will understand important terms and events.
    2. Students will appreciate nuanced criticisms.

    Use measurable objectives:
    Critically Examine, Describe, Discuss and compare, Analyze and interpret, Demonstrate

    Acceptable Examples:
    1. Students will analyze and interpret important terms and events.
    2. Students will demonstrate informed criticism.
    3. Students will produce a project that will...
    4. Students will identify important historical resources...

  • Course Objectives*

    1. Demonstrate an understanding of the chemical and biological nature of cannabis as well as the impacts these factors play on physical and psychological well-being.

    2. Gain a comprehensive understanding of the analytical techniques and procedures employed for cannabis quality assurance and regulatory compliance.

    3. Apply critical thinking skills to evaluate cannabis-related research, regulations, and industry practices.

  • Expanded Course Description for Course Outline*

    Considering the evidence-based research on the health impacts of cannabis, students will examine the physiological, psychological, and societal impacts of cannabis consumption. Topics include the effects of cannabinoids and terpenes on the endocannabinoid system, therapeutic applications, potential risks, and harm reduction strategies. Moreover, students will learn about the analytical methods used to assess the quality, potency, and safety of cannabis products. This includes chromatography, mass spectrometry, microbial testing, and other advanced techniques employed by industry laboratories to detect contaminants, ensure accurate labeling, and meet regulatory requirements. At the same time, it will be imperative that students explore the complex regulatory landscape governing the production, distribution, and sale of cannabis products. 

    This class will be predominantly lecture-based. Lectures will involve some reiteration of the reading assignments to clarify aspects of the reading, but will mostly serve as a supplement to the reading to provide context through which to make sense of what they had read in preparation for class.

    Class time will also be devoted to discussion of the content. Small group discussions will involve the instructor posing some questions related to a particular module to students who will then be broken up into groups to discuss the answers among themselves before reporting out to the rest of the class and engaging in a class-wide conversation. Discussions will also comprise a more general classwide discussion of readings, lectures, and other potential sources of content (e.g., videos, documentaries, current news articles, and/or new policies). 

    Please give an expanded description of the course content. This should be an elaboration of the catalog description above. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department). The intended audiences for this course description are future instructors for the course and future students in the course.
  • Course Outline*

    Module 1: Understanding Cannabis Biology and Chemistry (Outcome 1)

    Examples include but are not limited to:

    • The botanical and chemical aspects of cannabis, include its cultivation, anatomy, cannabinoid composition, and terpene profile.
    • Overview of cannabis varieties and their physiological effects.
    • Overview of cannabis varieties and their psychological effects.
    • Indica, Sativa, Hybrids, facts and myths
    • Deleterious and beneficial impacts of cannabis on well-being.
    • Impacts of children and adolescents.

    Module 2: Analytical Techniques for Cannabis Analysis (Outcomes 1, 2, and 3)

    Examples include but are not limited to:

    •  Analytical methods employed in the study and quality assessment of cannabis products.
    • Chromatography, spectrometry, and other techniques.
    • Quantifying cannabinoids. 
    • Detecting contaminants. 
    • Ensuring product safety and consistency.

    Module 3: Exploring Cannabis Therapeutics (Outcomes 1 and 2)

    Examples include but are not limited to:

    • Evidence-based research vs pseudo-science.
    • Therapeutic potential of cannabis compounds in managing various medical conditions, such as chronic pain, epilepsy, anxiety, Parkinson's, and more.
    • Endocannabinoid system, pharmacokinetics, and the latest clinical findings shaping medical cannabis use.

    Module 4: Cannabis Policy, Regulation, and Ethics (Outcomes 2 and 3)

    Examples include but are not limited to:

    • Pharmaceutical companies lobbying against medical cannabis.
    • The legal and ethical landscape surrounding cannabis. 
    • Global regulatory frameworks, social justice implications, and ethical considerations in research and practice.
    • Quality control standards in robust markets e.g. (New York State, California, Colorado, and Canada). 

    Module 5: Promoting Cannabis Well-being (Outcome 1, 2 , and 3)

    Examples include but are not limited to:

    • Cannabis beyond its medicinal applications.
    • Using cannabis to enhance holistic well-being.
    • Cannabis and other wellness strategies (meditations, mindfulness, exercise, dietary changes, and psychological therapy).
    • Harm reduction, responsible use, and harm minimization strategies.
    Most course outlines contain the following: Course Content; Methods of Instruction; and Course Requirements. This may include: an outline, a bulleted list, or a prose description. UCC will not enforce a specific format for the Course Outline. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department).
  • Methods of Evaluation*

    Course evaluations can comprise small reading and reflection assignments corresponding to all or some of the modules. Students could also be evaluated on their ability to contribute substantially to class discussion whether in group settings or in general, class-wide discussions. Moreover, open-notes or closed-notes quizzes and/or exams might be implemented as instructors see fit. Lastly, students will write a term paper/project throughout, during, or at the end of the semester. This project can be split into component drafts or involve one rough draft. Feedback will be provided on rough drafts and students will be allowed to address the feedback before completing a final draft.

    Describe the types of assignments or assessments that may be used to evaluate student learning outcomes. You should not specify the frequency, number or duration of these activities. For example- The methods of evaluation include: participation in classroom discussions, oral presentations, written projects, quizzes and exams.
  • Textbook(s)/Course materials*

    Pertwee, R. G. (Ed.). (2014). Handbook of cannabis. Oxford University Press, USA.

    Preedy, V. R. (Ed.). (2016). Handbook of cannabis and related pathologies: Biology, pharmacology, diagnosis, and treatment. Academic Press.

    Nazarenus, C. (Ed.). (2019). Medical Cannabis Handbook for Healthcare Professionals. Springer Publishing Company.

    Thomas, B. F., & ElSohly, M. A. (2015). The analytical chemistry of cannabis: Quality assessment, assurance, and regulation of medicinal marijuana and cannabinoid preparations. Elsevier.

  • Bibliography*

    Johnston, M. R. (2020). Chemistry of Cannabis: An Interdisciplinary Course. Journal of Chemical Education, 97(12), 4311-4315.

    Bernstein, N., Gorelick, J., & Koch, S. (2019). Interplay between chemistry and morphology in medical cannabis (Cannabis sativa L.). Industrial Crops and Products, 129, 185-194.

    Lal, S., Shekher, A., Narula, A. S., Abrahamse, H., & Gupta, S. C. (2021). Cannabis and its constituents for cancer: History, biogenesis, chemistry and pharmacological activities. Pharmacological Research, 163, 105302.

    Abdel-Kader, M. S., Radwan, M. M., Metwaly, A. M., Eissa, I. H., Hazekamp, A., & ElSohly, M. A. (2023). Chemistry and biological activities of cannflavins of the cannabis plant. Cannabis and Cannabinoid Research, 8(6), 974-985.

    Pellati, F., Borgonetti, V., Brighenti, V., Biagi, M., Benvenuti, S., & Corsi, L. (2018). Cannabis sativa L. and nonpsychoactive cannabinoids: their chemistry and role against oxidative stress, inflammation, and cancer. BioMed research international, 2018.

    ElSohly, M., & Gul, W. (2014). Constituents of Cannabis sativa. Handbook of cannabis, 3(1093), 187-188.

    Citti, C., Russo, F., Sgrò, S., Gallo, A., Zanotto, A., Forni, F., ... & Cannazza, G. (2020). Pitfalls in the analysis of phytocannabinoids in cannabis inflorescence. Analytical and Bioanalytical Chemistry, 412, 4009-4022.

    Brenneisen, R. (2007). Chemistry and analysis of phytocannabinoids and other Cannabis constituents. In Marijuana and the Cannabinoids (pp. 17-49). Totowa, NJ: Humana Press.

    Borille, B. T., González, M., Steffens, L., Ortiz, R. S., & Limberger, R. P. (2017). Cannabis sativa: a systematic review of plant analysis. Drug Analytical Research, 1(1), 1-23.

    Atapattu, S. N., & Johnson, K. R. (2020). Pesticide analysis in cannabis products. Journal of Chromatography A, 1612, 460656.

    Dawson, D., Stjepanovic, D., Lorenzetti, V., Cheung, C., Hall, W., & Leung, J. (2024). The prevalence of cannabis use disorders in people who use medicinal cannabis: a systematic review and meta-analysis. Drug and Alcohol Dependence, 111263.

    Shafiee, A., Rafiei, M. A., Jafarabady, K., Eskandari, A., Abhari, F. S., Sattari, M. A., ... & Bakhtiyari, M. (2024). Effect of cannabis use on blood levels of brain‐derived neurotrophic factor (BDNF) and nerve growth factor (NGF): A systematic review and meta‐analysis. Brain and Behavior, 14(1), e3340.

    Froude, A. M., Fawcett, E. J., Coles, A., Drakes, D. H., Harris, N., & Fawcett, J. M. (2024). The prevalence of cannabis use disorder in attention-deficit hyperactivity disorder: A clinical epidemiological meta-analysis. Journal of Psychiatric Research.

    Marquette, A., Iraniparast, M., & Hammond, D. (2024). Adverse outcomes of cannabis use in Canada, before and after legalisation of non-medical cannabis: cross-sectional analysis of the International Cannabis Policy Study. BMJ open, 14(1), e077908.

    Schlag, A. K., O'Sullivan, S. E., Zafar, R. R., & Nutt, D. J. (2021). Current controversies in medical cannabis: Recent developments in human clinical applications and potential therapeutics. Neuropharmacology, 191, 108586.

    Maurer, G. E., Mathews, N. M., Schleich, K. T., Slayman, T. G., & Marcussen, B. L. (2020). Understanding cannabis-based therapeutics in sports medicine. Sports Health, 12(6), 540-546.

    Legare, C. A., Raup-Konsavage, W. M., & Vrana, K. E. (2022). Therapeutic potential of cannabis, cannabidiol, and cannabinoid-based pharmaceuticals. Pharmacology, 107(3-4), 131-149.

    Bougea, A., Koros, C., Simitsi, A. M., Chrysovitsanou, C., Leonardos, A., & Stefanis, L. (2020). Medical cannabis as an alternative therapeutics for Parkinsons’ disease: Systematic review. Complementary therapies in clinical practice, 39, 101154.

    Pattnaik, F., Nanda, S., Mohanty, S., Dalai, A. K., Kumar, V., Ponnusamy, S. K., & Naik, S. (2022). Cannabis: Chemistry, extraction and therapeutic applications. Chemosphere, 289, 133012.

    Charitos, I. A., Gagliano-Candela, R., Santacroce, L., & Bottalico, L. (2021). The Cannabis spread throughout the continents and its therapeutic use in history. Endocrine, Metabolic & Immune Disorders-Drug Targets (Formerly Current Drug Targets-Immune, Endocrine & Metabolic Disorders), 21(3), 407-417.

    Fernández-Ruiz, J., Galve-Roperh, I., Sagredo, O., & Guzmán, M. (2020). Possible therapeutic applications of cannabis in the neuropsychopharmacology field. European Neuropsychopharmacology, 36, 217-234.

    Ortiz, Y. T., McMahon, L. R., & Wilkerson, J. L. (2022). Medicinal cannabis and central nervous system disorders. Frontiers in Pharmacology, 13, 881810.

    Pusiak, R. J., Cox, C., & Harris, C. S. (2021). Growing pains: An overview of cannabis quality control and quality assurance in Canada. International Journal of Drug Policy, 93, 103111.

    Mead, A. (2019). Legal and regulatory issues governing cannabis and cannabis-derived products in the United States. Frontiers in plant science, 10, 433747.

    Pruyn, S. A., Wang, Q., Wu, C. G., & Taylor, C. L. (2022). Quality standards in state programs permitting cannabis for medical uses. Cannabis and Cannabinoid Research, 7(6), 728-735.

    MacCallum, C. A., Lo, L. A., Pistawka, C. A., & Boivin, M. (2023). A clinical framework for evaluating cannabis product quality and safety. Cannabis and Cannabinoid Research, 8(3), 567-574.

    Belackova, V. (2020). “The Good, the Bad, and the Ugly Weed”: How Consumers in Four Different Policy Settings Define the Quality of Illicit Cannabis. Contemporary Drug Problems, 47(1), 43-62.

    Degenhardt, L., Hall, W., & Lynskey, M. (2001). The relationship between cannabis use, depression and anxiety among Australian adults: findings from the National Survey of Mental Health and Well-Being. Social psychiatry and psychiatric epidemiology, 36, 219-227.

    Schmid, K., Schönlebe, J., Drexler, H., & Mueck-Weymann, M. (2010). The effects of cannabis on heart rate variability and well-being in young men. Pharmacopsychiatry, 43(04), 147-150.

    Meeprom, S., Sathatip, P., Leruksa, C., Manosuthi, N., & Fakfare, P. (2023). Cannabis-infused food: Uncovering effective conditions for achieving well-being perception and choice behavior among young adult consumers. Food Quality and Preference, 109, 104915.

    Shanahan, L., Steinhoff, A., Bechtiger, L., Copeland, W. E., Ribeaud, D., Eisner, M., & Quednow, B. B. (2021). Frequent teenage cannabis use: Prevalence across adolescence and associations with young adult psychopathology and functional well-being in an urban cohort. Drug and alcohol dependence, 228, 109063.

    Fedorova, E. V., Wong, C. F., Conn, B. M., Ataiants, J., Iverson, E., & Lankenau, S. E. (2022). COVID-19’s impact on Substance Use and well-being of younger adult Cannabis users in California: a mixed methods Inquiry. Journal of drug issues, 52(2), 207-224.

    Allen, I., Fitzer, S. A., Hanson, S. N., & Henson, J. M. (2024). Thriving or Coping: The Connection Between Well-Being and Cannabis Motives in College Life.

    van Orten-Luiten, A. C. B., De Roos, N. M., Majait, S., Witteman, B. J., & Witkamp, R. F. (2022). Effects of cannabidiol chewing gum on perceived pain and well-being of irritable bowel syndrome patients: a placebo-controlled crossover exploratory intervention study with symptom-driven dosing. Cannabis and cannabinoid research, 7(4), 436-444.

    Saleska, J. L., Pauli, E. K., Rezvan, P., Cobb, O., Chen, J., Thorogood, P., ... & Laird, K. T. (2022). The safety and effectiveness of commercially available cannabidiol products for health and well-being: a randomized, multi-arm, open-label waitlist-controlled trial. Integrative Medicine Reports, 1(1), 215-226.

     

     

    Provide a current bibliography that reflects course content (within last 5 years), written in a consistent style (such as APA, MLA, etc.). If there are no recent works, justify why.
  • Library Resources*

    Students will have to use library resources to incorporate peer-reviewed articles in their written assignments. I will also use journal articles as some of the readings for this course in addition to textbooks.

    Indicate the digital, print, and/or other library resources (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact your subject librarian in Penfield Library. Provide examples such as: databases, journals, physical materials, course guides, course reserves, liaison collaboration, etc
  • Computer Technology Resources*

    N/A

    Indicate the computer technology resources and/or computer lab software, etc. (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact Campus Technology Services, or if appropriate, the Chief Technology Officer.
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