PHS 212 Health and Social Justice

CRN 75437
FALL 2024
Dates: 8/12/24 – 12/13/2024

This is an 18-week course. Class meets August through December and is an in-person course. Meeting days are Tuesdays and Thursdays from 1:30 – 2:50PM in room 1100 on the Cuesta SLO campus. 

Instructor and email

Coral Minton  
cminton@cuesta.edu 

WELCOME!

I look forward to working with you. This class examines health inequities in the United States which stem from unequal living conditions. This course is transferable to CSU/UC academic systems in the area of Behavioral Sciences with an emphasis on advocacy for health and social justice. Although not required, it is helpful if students meet eligibility requirements for English composition. There is an advocacy component to this class. From an individual standpoint, advocacy might mean speaking up for a partner, family member or other person who needs help regarding their health and well being. With social justice, this component is expanded towards speaking up on behalf of a group. Advocacy might appear in any number of ways such as promoting wellness, identifying an action for care, a draft plan and/or correspondence for a public agency, or raise awareness regarding health concerns through community events and/or suggestions for policy change. Assignments may examine statistical data and identify options or choices on how best to address health concerns. 

The course begins by examining social theories as they apply to health. This area includes an examination of social determinants of health and health disparities (differences) among various subgroups of people. Topics within the course scope might include access to health insurance, the environment, community resources, diseases, mental health, addiction, violence, abuse, public health disasters, reproductive rights, and housing insecurity. Although this course has a focus on society in general, the individual approach allows the student to examine factors from case studies and/or explore topics related to personal experiences.

Please email if there are difficulties coming to class, or meeting deadlines. I am generally flexible with most deadlines. 

PHS 212 Catalog Description:

Provides an introduction to the health inequities in the United States that stem from unequal living conditions. Explores how education, socioeconomic status, racism, and gender shape health epidemics and policy development. Explores fundamental theories and demonstrate basic skills to advocate for health and social justice. 

Student Learning Outcomes:

1. Describe and examine disparities in health outcomes in the United States by the social determinants of health including socioeconomic status, gender and ethnicity. 
2. Compare and contrast the individual approach and public health model paradigms to explain health disparities
3. Evaluate recent public health literature detailing ways social determinants of health such as interrelationships, structure and function, are embodied in disparate health outcomes. 
4. Contrast United States policy on access to health insurance with that of other developed countries, and non-Western societies. 
5. Describe a connection between contemporary public health issues, using social science theories such as conflict and structural function, that affect the health of individuals and social groups. 

Textbook

To Be Determined (TBD). Some materials are free and involve reading/listening to content and  videos online. 

Class location:

Room 1100 is located near the swim pool. The women's locker room is at one end of the building and 1300 Kinesiology building is adjacent on the other side. The classroom is not far from campus flagpole and weight room. Gil Stork gym is located on the opposite side of the pool.

Student Hours:

I am available to meet with students on Thursdays before class (12:30-1:30PM). We can also connect through email or via zoom meeting if needed. 
My office is in room 1321 located in the Kinesiology and Athletics building 1300. 

Online learning management system

Cuesta’s Course learning management system is CANVAS. There is a self-paced tutorial that students may access NOW to get introduced to the learning environment. It walks students through a typical course layout and the common Canvas tools. The tutorial also provides resources on how to download applications, working with browsers, and more.
https://www.cuesta.edu/academics/distance/survey.html

 
During the first meeting I will review some basic functions in Canvas. It is encouraged to review the link above as an introduction. You can access CANVAS quickly by
•    Go to to cuesta.edu.
•    On the top of the page click on Canvas (green button)
•    Log in with your cuesta college username and password
•    Click the class page to get started. (PHS 212)

The Canvas app can be downloaded onto a phone. Canvas provides the framework for the course including links to documents, videos and presentations, student data files, the tools to receive and send course materials, and a grade book. Using the communication tools, you can communicate using e-mail, and you can share materials and ideas with other course participants via the discussion forums and groups. Some aspects of Canvas work better on a computer so it is helpful to have something available especially during group projects which may involve shared documents.

Accessing Canvas: Prior to the course start date you will receive an email to your my.Cuesta.edu address providing you with a reminder about our first class meeting, and with log in procedures for Canvas, the learning management system (LMS) used to deliver course content. 
If there is difficulty logging into Canvas and you need assistance please email me or technical support at this email address: support@my.cuesta.edu. If you have never taken an online class or this is your first experience with Canvas, please be patient with yourself and ask for help.

Cuesta Tech Support email: support@my.cuesta.edu 

Quick references and links:

Cuesta add policy: 

http://www.cuesta.edu/student/studentservices/admrreg/arpolicies/addcourse.html Links to an external site.. 

Drop Policy:

Students that miss the first day/week and do not turn in work within the first week may be dropped, however do not expect to be dropped if you “go silent”. Please read Cuesta’s drop policies.
http://www.cuesta.edu/student/studentservices/admrreg/arpolicies/dropcourse.html Links to an external site.. 

Student code of conduct:

https://www.cuesta.edu/about/leadership/vpss/student-code-of-conduct-and-discipline/index.html Links to an external site.

Cuesta waitlist procedure and instructions:

Prior to the course start date, if this course is full, please sign up for the wait list. Do keep an eye on the fill list. If slots become available, I will try to contact those on the wait list to sign up for a spot. Attending the face-to-face class during the first week is the best method to get an add code. Please review the institution’s policies. http://www.cuesta.edu/student/studentservices/admrreg/arpolicies/Waitlist.html Links to an external site.. 

DSPS Statement:

This course design is with an accessible Learning Management System. Course materials are prepared with ADA compliance in mind. Any student who feels they may need an accommodation based on the impact of a disability, such as extended time on exams, should contact me privately to discuss your specific needs. Please contact Disabled Student Services & Programs at Building 3300 (546-3148) on SLO Campus or on North Campus (591-6215) to coordinate reasonable accommodations for documented disabilities. Doing so as soon as possible will help ensure accommodations in a timely manner. Please let me know if there is something I can do early in the course, to help accommodate your needs. 

Diversity and Inclusion Statement

It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students' learning needs be addressed both in and out of class, and that the diversity of culture students bring here be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender identity, sexuality, disability, age, socioeconomic status, ethnicity, race, nationality, religion, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally, or for other students or student groups.
Thank you for reading my introduction letter and I look forward to working with you. If you have any questions regarding this course, please contact me at the email listed above. I will do my best to answer your questions or refer you to someone that can answer your needs.

Sincerely, Coral Minton