HSC 435 - Life Course Perspective on Health

Units: 3 ; Breadth Area: GE-UDB
Understanding and improving public health using a life course perspective. Health outcomes reflect multilevel influences at specific developmental stages; emphasis will be on the interrelatedness of biological, social, and environmental factors on poor health and disparities.

Strongly Recommended Preparation: Upper division status (greater than 60 earned semester units) and completion of lower division Areas B1-B3; and HSC 315.
Prerequisites: Completion of GE Areas A1, A2, A3 and B4 with grade C- (CR) or better.
Possible Instructional Methods: Entirely On-ground, or Hybrid.
Grading: A-F grading only.
Breadth Area(s) Satisfied: GE-UDB - Upper Division Science Inquiry and Quantitative Reasoning
Course Typically Offered: Fall & Spring

Student Learning Outcomes - Upon successful completion of this course students will be able to:

Describe the components of a life course perspective on health.
Discuss interrelationships among the biological, psychological, behavioral, social and technological determinants across the life course contributing to poor health and disparities among populations.
Assess the effects of multi-level determinants at various stages of the life span on immediate and future health prospects, at the individual and community level.
Develop an intervention strategy employing a life course perspective which prevents disease, promotes health, and/or reduces disparities.

UD-B. Upper-division Science Inquiry and Quantitative Reasoning Learning Outcomes

demonstrate advanced and/or focused science or quantitative content knowledge in a specific scientific field, using appropriate vocabulary and referencing appropriate concepts (such as models, uncertainties, hypotheses, theories, and technologies);
apply advanced quantitative skills (such as statistics, algebraic solutions, interpretation of graphical data) to scientific problems and evaluate scientific claims;
demonstrate understanding of the nature of science and scientific inquiry and the experimental and empirical methodologies used in science to investigate a scientific question or issue; and
apply science content knowledge to contemporary scientific issues (e.g., global warming) and technologies (e.g., cloning), where appropriate.