Simon Fraser University
Engaging the World

Course Outlines

Spring 2020 - HSCI 839 G100

Strategies for Reducing Health Inequities (3)

Class Number: 7101

Delivery Method: In Person

Overview

  • Course Times + Location:

    Jan 6 – Apr 9, 2020: Wed, 2:30–5:20 p.m.
    Burnaby

  • Prerequisites:

    HSCI 807.

Description

CALENDAR DESCRIPTION:

Critical application of theory and research on social inequities and health to the development of interventions, programs and policies for reducing health inequities at the population level. Emphasis on critical, collaborative, evidence-based, reflexive public health practice.

COURSE DETAILS:

This course focuses on applying theory and research on social inequities and health to the development of interventions, programs, policies and strategies for structural change designed to reduce health inequities at the population level. Examples of interventions include community capacity building and mobilization as well as advocacy and community based research. A focus on the contexts of practice will assist students in understanding tensions between different paradigms for understanding and implementing change. There will be an emphasis on developing learners’ capacity to engage in critical, collaborative, evidence-based, reflexive public health practice. Students will also be encouraged to cultivate professional networks and communities of practice for life long, self-directed learning as it relates to addressing social inequities in health and working as an agent of change.

COURSE-LEVEL EDUCATIONAL GOALS:

By the end of the course, students will be able to:

  • Understand and discuss theories of change as they relate to addressing health inequities;
  • Discuss dominant hegemonic practices and the challenges faced by practitioners in applying critical social inequities approaches on the ground;
  • Explain principles, strategies and multilevel practices, including community and intersectoral partnerships and action research strategies aimed at reducing health inequities;
  • Engage in self-reflexivity and awareness about their positionality in relation to reducing health inequities in order to articulate the implications for practice;
  • Compare and contrast essential concepts and practices in initiatives aimed at reducing health inequities (e.g. community development, community empowerment, healthy public policy, strategies targeting structural change);
  • Apply research findings to inform policy and practice initiatives aimed at reducing inequities in health.

Grading

  • Written Assignments 70%
  • Facilitation (2 x 15%) 30%

NOTES:

This course requires your collaboration and participation in creating a productive learning environment. The course will be run as an interactive seminar and students are expected to attend class and come prepared to actively participate in discussions and activities. Throughout the course students will be encouraged to bring in their own relevant experiences and other source materials (e.g., from media, popular culture, etc.) related to the course. Some classes will be held in the community and away from campus. The course is designed to:

  • Challenge you to think outside of the dominant frameworks of population and public health;
  • Challenge you to critically examine assumptions about yourself, your knowledge, your research and your practice.

Materials

REQUIRED READING:

Journal articles and other readings available through SFU Library.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

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

ACADEMIC INTEGRITY: YOUR WORK, YOUR SUCCESS