Fall 2019 - HSCI 495 D100

Applied Health Science Project (4)

Class Number: 2643

Delivery Method: In Person


  • Course Times + Location:

    Tu 11:30 AM – 2:20 PM
    Location: TBA

  • Prerequisites:

    Minimum 90 units completed.



A transdisciplinary approach to integrating and applying knowledge from both academic disciplines and non-academic fields to jointly develop innovative solutions to particular scientific and societal problems in human health. Coursework emphasizes collaboration and is based on community-embedded projects.


This is an applied course that uses a health promotion framework and design thinking approach to develop innovative solutions to a particular community health problem in Surrey. The course is based on team projects and will provide students an opportunity for experiential learning and application of systems thinking to address complex health issues and challenges in a particular setting. In this course students will explore key frameworks and concepts in the emerging field of health innovation and systems thinking to better understand a complex health problem. Working in interdisciplinary project teams, students will experience the design thinking/problem solving process by undertaking a full cycle of investigating the problem, ideation, solutions (prototype) development, and testing. The final team prototype will be presented at a showcase event with community and/or faculty partners. Student project teams will be supported and coached by the course instructor and/or community partners throughout the four phases of the design process; students will receive feedback on their projects to enable iteration through the full design cycle. Students will also keep a journal of individual learning, insights and reflections.


Course Objectives:  
Upon completion of the course, students will be prepared to:
1. Examine key frameworks and systems thinking and their contributions to solving complex social/health issues across sectors.
2. Apply a Design Thinking process including researching the problem, ideation, prototyping, testing and iterating the process to create a solution to a complex health problem in a particular community setting
3. Examine the role of empathy in undertaking health innovations including a range of communication skills to foster interdisciplinary collaboration and community engagement while undertaking the team applied project.
4. Critically reflect on how health innovation requires creative, adaptable and reflective processes to assist in the design of solutions that will contribute to health and well-being.


  • Weekly Journal Submission 20%
  • Team Project 40%
  • Self/ Peer/Instructor Evaluation 20%
  • Short Paper 20%


No final exam.   

The APPLIED HEALTH SCIENCE PROJECT (HSCI 495) course is an opportunity for applied and team-based learning and project work.

HSCI 495 is part of the Health Change Lab, in which students take BUS 453, BUS 494 (Beedie School of Business) and HSCI 495 (Faculty of Health Sciences).

Classes will be held at Surrey campus on Tuesdays from 11:30-5:20pm and Thursday 1:30-5:30pm at RADIUS office downtown at 200 – 308 West Hastings St, Vancouver (Corner of Hamilton and Hastings, entrance on Hamilton St).

The second class (Tuesday Sept 10th) will involve an all-day, off-site retreat.

Permission by instructor is required.


90 credits completed and permission from instructor.



Additional recommended readings and other materials will be available online through links provided in the course syllabus and through the Canvas course container.


Grand Challenges Canada “Integrated Innovation”, September 2010. http://www.grandchallenges.ca/wp-content/uploads/integratedinnovation_EN.pdf  

Circle of Health Kit: Interactive Health Promotion Framework. Prince Edward Island: Health and Community Services Agency (1996). Available at http://www.circleofhealth.net/

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