Fall 2019 - HSCI 481 D100

Senior Seminar in Social Health Science (3)

Class Number: 2639

Delivery Method: In Person


  • Course Times + Location:

    Sep 3 – Dec 2, 2019: Fri, 9:30 a.m.–12:20 p.m.

  • Prerequisites:

    90 units, including at least 15 upper division HSCI units. Other prerequisites may vary according to topic.



An in-depth overview of the sociocultural, epidemiological, and policy aspects of population and public health. May be repeated for credit.


Subtitle: Introduction to Health Program Planning and Evaluation in Global Health Settings

The course will focus on overviews of basic concepts, principles, and practices for health program planning and evaluation in global health contexts. It aims to prepare students to define types and roles of NGOs (non-governmental organizations), and requirements for health program planning and evaluation. This course will equip students with the knowledge and skills to conceptualize and design evaluation of public health programs. Consideration will be given to the Project Cycle Management (PCM) frameworks applied by NGOs in low to middle income countries. Students will become familiar with the use and development of a logic model in health program planning and evaluation. Developing effective and efficient health programs require knowledge of the necessary design, different research methodologies, and evaluation requirements and the range of ethical issues embedded in project cycles. These fundamentals will equip health program planning and evaluation to students who wish to pursue professional roles in global health contexts.


Upon completion of this course and fulfilling the necessary requirements, student will be better prepared to:
1. define program planning frameworks and specific methodologies for conducting a situational analysis and needs assessment of health program in global health settings,
2. describe the roles of NGOs in health program planning, monitoring, and evaluation for program improvement in low to middle income settings,
3. apply a logic model framework to the design of an evaluation of selected public and community health program in low to middle income countries;
4. compare and contrast different sampling methods and research methodologies for an evaluation of selected health program; and
5. explore common ethical issues facing public health practitioners and others undertaking health program planning and evaluation activities in specific global health settings.


  • Exam (1) 20%
  • Exam (2) 20%
  • Small group project (3 parts) 45%
  • * Part A: choosing a topic, situation analysis, and rationale (10%)
  • * Part B: needs assessment presentation and paper (15%)
  • * Part C: project evaluation using a logic model presentation and paper (25%)
  • Case studies 15%


Weekly 3 hour class will include a combination of interactive lectures, case studies, student group work and presentations.
Small group projects and an individual assignment centered on the needs assessment and logic model framework will provide students with opportunities to engage and share ideas with each other and the instructor.

Standard prerequisites per SFU Calendar -- no additional prerequisites.


Full-time attendance, completion of pre-readings and preparation for group activities is expected for active and effective learning.



There is no required textbook for this course. Required reading will be assigned prior to class and distributed via Canvas.


Recommended textbook: Health Program Planning and Evaluation: a practical, systematic approach for community health, 3rd edition, L. Michele Issel, Jones & Bartlett Publishers (2013).  The book is reserved at the library.

Registrar Notes:

SFU’s Academic Integrity web site http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating.  Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the University community.  Academic dishonesty, in whatever form, is ultimately destructive of the values of the University. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the University. http://www.sfu.ca/policies/gazette/student/s10-01.html