Fall 2020 - HSCI 495 D200
Applied Health Science Project (4)
Class Number: 6332
Delivery Method: Remote
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 course is part of the Health Change Lab, an applied program 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 the city of Surrey. 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 equity centered design/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 to community 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-LEVEL EDUCATIONAL GOALS:
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 an Equity-centered design 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 30%
- Team Project 50%
- Self/ Peer/Instructor Evaluation 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 on Tuesdays from 11:30-5:20pm and Thursday 1:30-5:30pm.
Permission by instructor is required.
90 credits completed and permission from instructor.
MATERIALS + SUPPLIES:
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/
ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS
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
TEACHING AT SFU IN FALL 2020
Teaching at SFU in fall 2020 will be conducted primarily through remote methods. There will be in-person course components in a few exceptional cases where this is fundamental to the educational goals of the course. Such course components will be clearly identified at registration, as will course components that will be “live” (synchronous) vs. at your own pace (asynchronous). Enrollment acknowledges that remote study may entail different modes of learning, interaction with your instructor, and ways of getting feedback on your work than may be the case for in-person classes. To ensure you can access all course materials, we recommend you have access to a computer with a microphone and camera, and the internet. In some cases your instructor may use Zoom or other means requiring a camera and microphone to invigilate exams. If proctoring software will be used, this will be confirmed in the first week of class.Students with hidden or visible disabilities who believe they may need class or exam accommodations, including in the current context of remote learning, are encouraged to register with the SFU Centre for Accessible Learning (email@example.com or 778-782-3112).