Fall 2022 - HSCI 855 G100

Health Promotion in Practice (3)

Class Number: 6944

Delivery Method: In Person


  • Course Times + Location:

    We 9:30 AM – 12:20 PM
    BLU 9021, Burnaby

  • Prerequisites:

    HSCI 901.



The values and principles that guide health promotion practice in Canada and in other contexts. The evolution of health promotion core strategies and concepts. Participatory and system approaches to advocacy, inter-sectoral and community action. Innovation and leadership to influence health promotion interventions and policies.


This course adopts a health promotion approach by using strengths-based and participatory principles to engage with public health issues in a Canadian context. Health promotion emerged in the mid-1980s as an evolution of individually-oriented health education practices. A key Canadian document introduced the term “health promotion” in 1974 and defined the “health field” as including health lifestyles, physical environment, health care systems, and biology and genetic endowment. The World Health Organization (WHO) subsequently released the Ottawa Charter of Health Promotion in 1986, which laid the foundation for public health to extend beyond promoting so-called “healthy” lifestyle practices by including public policy and community-oriented approaches that consider the social and environmental determinants of health. Canada has played a global leadership role in terms of defining and conceptualizing health promotion approaches for advocacy, inter-sectoral and community action. This experiential course will examine the core principles and strategies of health promotion, as well as its evolution and innovations in the field.


Students will be able to understand and apply principles, concepts, and strategies of health promotion.

By the end of this course, students will be prepared to:

  1. Explain the principles and values of health promotion as defined by the Ottawa Charter for Health Promotion and how they apply to the role of a public health practitioner.
  2. Examine the ethical and contextual factors that influence health promotion practice and settings and how this knowledge can support public health leadership development.
  3. Compare and contrast various health promotion strategies aimed at developing, implementing and/or evaluating health promotion interventions.
  4. Demonstrate capability to plan and facilitate an interview or dialogue session in relation to the topic of health promotion.
  5. Apply an equity-centered design approach to solve complex, health promotion issues.


  • Team Based Project 50%
  • Individual Class Preparation 20%
  • Self/Peer Evaluation 10%
  • Weekly Small Group Discussion 20%


We will be modeling and practising in class many of the critical skills needed in health promotion practice including self-reflection, communication, collaboration and participation.

Classes will be interactive – questions and discussion are encouraged to elaborate on the assigned readings and presentations. This course will include individual and group work, as well as classroom discussions. This course is enhanced by the presentation of guest lecturers and/or webinars on related topics in order to bring promising practices from health promotion field into the classroom. Attendance for guest lecture presentations is mandatory and an integral part of course work.

Weekly readings and class participation is a strong component of the learning for this course.  

No final exam for this course.

The COVID-19 pandemic is an ever-changing landscape. Please refer to SFU’s Return to Campus website for information about guidelines, policies, and updated announcements about Fall 2022 learning.


Students are required to complete the following in this course:
1. Read all of the assigned material.  
2. Attend class and participate in discussions and other activities.
3. Complete all assignments according to instructions provided and hand in on time.




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

Stanford D School. Equity Centered Design Framework resources available at:




Primary Readings:

Rootman, I; Pederson, A; Frohlich, K and Dupéré, S. (2017). Health Promotion in Canada: New Perspectives on Practice, Policy and Research. 4th Ed. Toronto, ON: Canadian Scholars’ Press Inc. This text will be available at the SFU bookstore.  

This text is available to purchase online at https://sfu-store.vitalsource.com/products/health-promotion-in-canada-fourth-edition-irving-rootman-ann-pederson-v9781773380087

Weekly assigned readings/webinars and supplementary readings will be available on the CANVAS course container.


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.

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 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