Simon Fraser University
Engaging the World

Course Outlines

Summer 2024 - HSCI 449 D100

Community and Health Service (3)

Class Number: 2856

Delivery Method: Blended

Overview

  • Course Times + Location:

    May 6 – Aug 2, 2024: Fri, 9:30 a.m.–12:20 p.m.
    Vancouver

  • Prerequisites:

    90 units including HSCI 312 with a minimum grade of C- and HSCI 319 or 327, with a minimum grade of C-. Students may be required to successfully complete a Criminal Record Check.

Description

CALENDAR DESCRIPTION:

Multi-week service learning project with a community-based partner organization or school arranged each semester. Related class work addresses community partnerships, health promotion, reciprocity, local control, sustainability, participatory research, and skills. Students with credit for HSCI 349 may not complete this course for credit.

COURSE DETAILS:

This course involves a multi-week service-learning project in partnership with a community organization. Class work will be practice-based to apply knowledge previously acquired in health sciences undergraduate program. Students will have opportunity for dialogue and reflection addressing issues related to health promotion practice, community engagement, reflective practice, and skill development in community health. The primary goal of this experiential course is to provide students with a service-learning opportunity whereby they are exposed to real-world environment and have chance to work with community partners. This experience will assist students to make the transition from academic environment to the real world and thus provide an opportunity for individual reflection on professionalism and civic engagement. 

COURSE-LEVEL EDUCATIONAL GOALS:

LEARNING OBJECTIVES: By the end of this course, students who participate and fulfill the course requirements will be prepared to:

  • Reflect upon professional skill development (e.g., collaborative engagement, critical thinking, effective communication, initiative) in relation to doing community-based service with examples.
  • Apply community engagement principles in real-life settings to mobilize knowledge through project proposals.
  • Describe how theoretical underpinnings of health promotion can be applied at the community level through team presentations of community projects and team assessment tools.

 

Grading

  • Weekly Journals 25%
  • Self and Peer Evaluations 25%
  • Team Service Learning Project 50%

NOTES:

INSTRUCTOR LED CLASSES: Half of the lectures will be dialogue-based and will be held on Fridays. On the alternate weeks, instructor will have regular check-ins with each student team and community partners to support progress of the community projects. Attendance to both sessions is mandatory for all students. First two and last two classes are held in person at Vancouver campus.

SERVICE-LEARNING SCHEDULE FOR HSCI 449:  Each week, students will work in small teams a minimum of 3 hours (per student) on community projects, at flexible hours that adapt to the student team and community partner schedule. Students are responsible for setting up the schedule with the community partner. 

Materials

REQUIRED READING:

All additional readings will be made available in class.

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

RECOMMENDED READING:

Minkler & Wakimoto (2021). Community Organizing and Community Building for Heath and Social Equity. Fourth Edition. Online book version available through SFU Library.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

SFU’s Academic Integrity website 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