Simon Fraser University
Engaging the World

Course Outlines

Spring 2026 - HSCI 481 D100

Senior Seminar in Social Health Science (3)

Class Number: 2114

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 5 – Apr 10, 2026: Tue, 2:30–5:20 p.m.
    Burnaby

  • Prerequisites:

    90 units, including at least 15 upper division HSCI units with a minimum grade of C-. Other prerequisites may vary according to topic.

Description

CALENDAR DESCRIPTION:

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

COURSE DETAILS:

This course explores how inequities in children’s development, gender, race, and mental health shape individual and community wellbeing. These issues are deeply connected to broader social determinants of health and are influenced by systemic structures, organizational practices, and public policy decisions. Rather than approaching these topics solely from a theoretical perspective, this course engages students in a project-based learning experience that places real-world challenges at the centre of inquiry.

Throughout the term, students will work with a real-world case example that reflects a current equity-related issue affecting children, women, or racialized communities. Using course concepts, policy frameworks, and intersectional analyses, students will conduct a deep dive into the case to understand root causes, contributing factors, and the impacts on individuals and systems. Students will analyze how institutions and policies shape outcomes and will incorporate these learnings into their research project.

The project work is designed to support the development of applied skills in inquiry, analysis, and solution design. Students will draw on research, evidence and case insights to propose actionable, equity-focussed recommendations tailored to their case example. By the end of the course, students will not only understand how health inequities emerge but also be prepared to design meaningful interventions that support more equitable, accessible, and just public health outcomes.

COURSE-LEVEL EDUCATIONAL GOALS:

Upon completion of the course, students will be prepared to:

1. Examine early childhood development and childcare as key social determinants of health and assess their significance within current public policy debates.
2. Critically analyze the systemic, socio-cultural, and structural factors that drive health disparities across gender, race, and mental health, particularly for individuals facing intersecting barriers to access.
3. Gain a deeper understanding of workplace health challenges and inequities experienced by women, including women from BIPOC (Black, Indigenous, People of Colour) communities, and how organizational environments contribute to health and well-being.
4. Analyze the role of public policies, institutional practices, and organizational systems in perpetuating or mitigating health inequities affecting children, families, and diverse communities.
5. Study real-world examples to identify root causes, systemic influences, and how community engagement principles impact or can impact examples. 6. Design evidence-informed, equity-focussed recommendations and practical interventions based on insights from the case analysis. 7. Apply relevant theories, frameworks, and research to develop a coherent, actionable project that addresses a real-world scenario in community settings.

Grading

  • In-class learning excercises 10%
  • Reading summaries/reflections 10%
  • Facilitated discussion 20%
  • Group assignment 30%
  • Group presentation 20%
  • Peer evaluation 10%

NOTES:

Course Delivery: This course is a mix of in-person, online and asynchronous learning. The course will be delivered in the form of an interactive seminar. Accordingly, preparation and participation will be essential to success. The course will include lectures, in-class activities, short videos, and guest speakers, with in-class discussions being a central focus. Students will be expected to share their written work with their peers. Students will also take a leadership role in course delivery. Scheduled community guest speakers will present on real-world cases to illustrate health disparities and students may engage with presenters throughout the term for added context to the case example. Guest presenter presentation materials may not be available and so you are encouraged to attend classes.

Materials

MATERIALS + SUPPLIES:

Online Resources: The course will use SFU platforms, including Canvas and Zoom for this term. Students are expected to hand their assignments in and regularly check the canvas site for course announcements. Canvas will be the primary route of notification for assignments, grades, and notifications. The instructor may make minor changes to the syllabus throughout the course. Changes will be announced in class and through Canvas

REQUIRED READING NOTES:

Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Registrar Notes:

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS

At SFU, you are expected to act honestly and responsibly in all your academic work. Cheating, plagiarism, or any other form of academic dishonesty harms your own learning, undermines the efforts of your classmates who pursue their studies honestly, and goes against the core values of the university.

To learn more about the academic disciplinary process and relevant academic supports, visit: 


RELIGIOUS ACCOMMODATION

Students with a faith background who may need accommodations during the term are encouraged to assess their needs as soon as possible and review the Multifaith religious accommodations website. The page outlines ways they begin working toward an accommodation and ensure solutions can be reached in a timely fashion.