Simon Fraser University
Engaging the World

Course Outlines

Summer 2025 - HSCI 481 D100

Senior Seminar in Social Health Science (3)

Class Number: 3887

Delivery Method: In Person

Overview

  • Course Times + Location:

    May 12 – Jun 20, 2025: Mon, Wed, 9:30 a.m.–12:20 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:

In Canada, life expectancy is 83 years for women and 78 years for men. While the three leading causes of death in Canada are the same for both women and men, on average, men die younger from these conditions.  In other countries, women are more likely to die at younger ages than men. Population patterns of morbidity are even more complex; descriptions, experiences and distributions of health and disease vary both across and within groups of women and men.  Why? Are observed differences in health, illness and disease between women and men biological? Or are these differences socially created? And how do social and biological factors influence each other? We will ask how can we investigate the relationship between biological and social determinants of health and when and why should our science attempt to understand these differences in the health of women and men? How can health programs and policy be designed to address sex and gender as determinants of health? And what can scientific inquiry in this area offer us in our attempt to improve population health? This course will offer students an opportunity to explore these issues through an exploration of literature examining sex, gender and health. The course will begin with a overview of the concepts of sex and gender and will cover theoretical frameworks from women’s studies, gender studies, sociology and public health that have been applied to understand the relationship between gender and health. We will then explore the relationship between gender and a range of health issues across a variety of different populations. The topics covered will vary by semester, based upon student and instructor preference.

COURSE-LEVEL EDUCATIONAL GOALS:

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

  • Define the concepts of sex and gender and describe ways sex and gender can be measured;
  • Explain theoretical frameworks that have been applied to examine the relationships between gender and health;
  • Critically examine gender as a determinant of health and situate gender in relation to other determinants of health;
  • Conduct a gender analysis of a health program, policy or research topic and make recommendations for future initiatives related to the topic area; and
  • Recognize the influence of gender in their lives and the lives of others.

Grading

  • Participation, Class Exercises & Discussion Posts 15%
  • Reading Summaries/Reflections 25%
  • Individual/Small Group Assignment 30%
  • Facilitated Discussion (no powerpoints allowed) 15%
  • Individual/Group Presentation (Powerpoint with audio) 10%
  • Peer Feedback 5%

NOTES:

This will be an interactive seminar where preparation and participation is essential to the success of the course. The course will include very short lectures, guest presentations, short films and classroom activities, with discussion/dialogue a part of all of these activities. Students will be expected to share their written work with their peers and will take leadership roles in the course delivery. This is NOT a lecture based class. You have to be in the room to learn. If you have other commitments in May/June, this is NOT the class for you.

There is a significant amount of reading in this seminar. You will be expected to read 3-4 articles per class. You will be writing based on these readings, so you cannot expect to just skim articles. If you do not like reading or are planning to take multiple courses, this is NOT the seminar for you.

Beginning in Class #6, written homework assignments will be due two days before each seminar to enable preparation for each seminar. In intersession, this means you have more than one assignment due each week.

NOTE:  Final exam (presentation of research projects) will be held during the exam period.  The exam is only this, a final presentation that enables you to share your work with your peers. It will be evaluated, in part, by your peers. You may choose to do this via pre-recorded Powerpoint presentations or a live presentation, but you will answer questions in person.

REQUIREMENTS:

90 units, including at least 15 upper division HSCI units.  HSCI 340 and CGPA 2.7 or greater highly recommended.

*I will consider requests from students that are almost there in terms of credit requirements, but not until students with 90 units have had the opportunity to register first. You can email me at tucker@sfu.ca to explain your situation if this applies to you.

Materials

MATERIALS + SUPPLIES:

You will be required to keep a journal during this course.

REQUIRED READING:

  1. Fausto-Sterling, A. (2012). Sex/Gender: Biology in a Social World. Routledge.
  2. Original articles will be assigned each week (all available online through SFU Library system).

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

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

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.