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Course Learning Outcomes:

1. Recognize health as a human right in order to identify opportunities to demonstrate social responsibility and service.
2. Integrate social and physical determinants of health to assess the unique needs of special populations.
3. Draw on examples of successful interventions and best practices to assess the community’s access to resources and design a well-informed health advocacy plan.
4. Identify and engage the appropriate stakeholders to develop consensus on the rationale and execution of a health advocacy plan.

Course Learning Outcomes:

1. Analyze the strengths and potential pitfalls in creating public health policy aimed at mitigating racially-based health inequities, particularly as they relate to racialized communities in Canada.
2. Apply a process of reflexive inquiry to continuously adapt and improve upon their skills in cultural safety, and advocacy for health equity
3. Demonstrate the complexity and pervasiveness of racism as it relates to health, and develop potential personal and structural ways to begin to disrupt and dismantle these effects.
4. Identify the ways in which their individual social location influences their perspective and practice as health advocate and global citizen
5. Understand the importance of collaboration and empowerment of stakeholders, when advocating for positive change.

Course Learning Outcomes:

1. Analyze the impact of biohacking and/or gerontechnology from the perspective of older adults, caregivers and/or medical professionals.
2. Build communication skills and engage in knowledge dissemination using blogging, streaming, and presentation skills as well as through the design of an infographic in order to become a better scholar and communicator.
3. Critically analyze anti-aging and gerontechnology tools and techniques in order to develop scholarship by evaluating uses, strengths and risks associated with gerontechnology and/or biohacking in both standard and novel situation
4. Examine consumer needs and critique the business/capitalist drivers behind the creation of biohacking and/or gerontechnology tools and techniques.
5. Identify ethical concerns associated with biohacking and gerontechnology to analyze how these ethical concerns impact older adults and whether they are different depending on geography, culture, or social determinants of health (SDH).
6. Identify the current and future biohacking and gerontechnology tools to understand how they might help or hinder the experience of aging globally.

Course Learning Outcomes:

1. Recognize health as a human right in order to identify and engage in opportunities to demonstrate social responsibility and service.
2. Integrate determinants of health with institutional barriers and enablers to assess the unique needs of special populations and affiliated organizations.
3. Draw on examples of successful interventions and best practices to assess the community and organization’s access to resources and design a well-informed health advocacy plan.
4. Identify and engage the appropriate stakeholders to develop consensus on the rationale and execution of a health advocacy plan

Course Learning Outcomes:

1. Using systems thinking, students will accurately identify the health risks and care needs of populations affected by different types of humanitarian emergencies
2. Analyze various potential human health interventions for different types of emergencies to maximize health benefits while mitigating risk
3. Demonstrate awareness of historical health inequities and adapt planned interventions to ensure optimal outcomes for vulnerable and marginalized populations

Course Learning Outcomes:

1. Analyze the impact of human activity including factory farming, wild caught meat (bush meat) on the environment as well as on the association with diseases including viruses
2. Apply One Health related concepts to explain how they might help or hinder the health of humans, non-human animals and the environment globally
3. Critically analyze One Health tools and techniques to evaluate uses, strengths and risks associated with One Health strategies in both standard and emerging situations
4. Examine special topics in One Health to determine their impact on humans, the environment and non-human animals globally, critically analyzing business/capitalist drivers behind the perpetuation of activities and industries that are detrimental to One Health goals.
5. Identify ethical concerns associated with the One Health framework including those involving the social determinants of health and inequities. Analyze and communicate how these ethical concerns impact human health and whether they are different depending on geography, culture, or social determinants of health (SDoH)

Course Learning Outcomes:

1. Analyze the implications for access with respect to how cancer drugs get approved and funded in the U.S, Canada and around the world
2. Appraise and then propose policy level solutions to address disparities in global cancer outcomes, including the role of organizations such as the WHO and other non-profit international organizations.
3. Critically appraise clinical trials and other types of research in oncology and assess the magnitude of clinical benefit of cancer drugs.
4. Discuss the economics of cancer drugs, and its relationship with global cancer disparities.
5. Produce both a publication style research-style as well as a commentary-style article related to global oncology and/or cancer policy.

Course Learning Outcomes:

1. Demonstrate how concepts of globalization, equity, and social and international development influence community health organizations' work to enhance their ability to enhance equitable relationships in global health service delivery
2. Describe their individual philosophy of practice in global health, including the broad values, knowledge, and approaches that they will use to identify, understand, and respond to a community's health needs
3. Develop and communicate a process of self-reflexivity to adapt and improve upon their global health practice through a combination of continuous independent reflection and regular communication with relevant stakeholders
4. Identify the ways in which their individual social location influences their perspectives to inform their practice as a global health researcher, service provider, activist or community organizer

Course Learning Outcomes:

1. Apply basic concepts surrounding the design, conduct, and interpretation of observational studies that are commonly used in the field of epidemiology by conducting a critical appraisal of an observational study.
2. Develop compelling, evidence-based rationales for research studies based upon existing evidence and communicate logical and creative arguments in support of research ideas and associated study designs.
3. Discuss the origins of research questions in human health and disease, and best practices for articulating such questions in the health sciences.
4. Evaluate experimental concepts, design, and basic analysis in order complete a critical appraisal of a clinical trial.
5. Understand and apply key concepts and practices of qualitative health research by conducting a critical appraisal of a qualitative study.

Course Learning Outcomes:

1. Communicate methodological paradigms, approaches, and tests to justify and explain alignment with research questions.
2. Design and critique experimental, quasi-experimental, and qualitative research protocols to ensure data is valid and reliable.
3. Establish appropriate quantitative and qualitative data collection and analyses to provide sufficient evidence to effectively respond to research questions.
4. Review and interpret literature within one or more Bachelor of Science (Honours) in Health Sciences track(s) to establish research questions relevant to human wellness.

Course Learning Outcomes:

1. Apply qualitative research methodologies in practice to recognize benefits and limitations of various approaches.
2. Compare methodological approaches to qualitative health research to align appropriate methodologies and methods to research questions.
3. Explain ethical principles, power dynamics and relationality in qualitative inquiry to inform reflexivity and positionality in their own research.
4. Present proposals and findings of qualitative research.
5. Utilize qualitative data analysis software to analyze qualitative data and apply methods of triangulation.

Course Learning Outcomes:

1. Distinguish between public and private law.
2. Apply the hierarchy of public law rules.
3. Summarize Canada’s gradual constitutional evolution from a colony of the United Kingdom to an independent country.
4. Assess the constitutional basis for the protection of human rights in Canada.
5. Compare the roles and responsibilities of the executive, legislative and judicial branches of government.
6. Evaluate the interaction between the three branches of government and the appropriate institutional relationships between them.
7. Differentiate between legal and political constitutionalism and accountability.

Course Learning Outcomes:

1. Identify the sources and subjects of international law and the structure of the international legal order.
2. Analyze fact scenarios in which international legal issues arise.
3. Discuss the role of international law in the modern world.
4. Develop the skills to research in depth an international legal topic.
5. Connect international law with Canadian law and society.
6. Critique the structure of the international legal order.