The health equity micro-minor will both broaden and deepen student learning about health equity. The courses collectively draw on multiple disciplines and diverse cultural perspectives on the principles of social justice, ethics, and human rights for health. Through this micro-minor, students complete a public health course, a history course, and a leadership or service-learning course to identify, analyze, process, and translate how to address social and structural inequities that historically marginalized populations face when trying to achieve their full health potential. Students who complete the micro-minor will be able to:
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Explain how eliminating health disparities serve as a metric for progress toward health equity for all U.S. populations;
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Describe historical, economic, and/or social indicators of disadvantage, marginalization, and discrimination within U.S. subpopulations;
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Review changes to policies, practices, laws, and systems as what fosters opportunities for populations to be healthy; and
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Critically analyze the role of racism and/or discrimination to explain the disproportionate morbidity and mortality rates and other adverse health outcomes among historically marginalized populations.
The following requirements must be fulfilled: 9 credits, including one 3-credit required course and 6 credits in elective courses.
Course List | Code | Title | Credits |
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| HSCI 2050 | Foundations of Health Equity | |
| |
| AMST 4702W | Race, Medicine, and Public Health * | |
| or HIST 3001W | Special Topics |
| or HONR 2047W | Self and Society Seminar |
| HIST 2016 | Capitalism and Inequality from the Industrial Revolution to Present | |
| HSCI 2050 | Foundations of Health Equity | |
| PUBH 2117 | Service Learning in Public Health | |
| HSSJ 2177 | Social Justice and Public Policy | |
| or HSSJ 2200 | Principles of Ethical Leadership |
| SUST 3003 | World on a Plate | |
| WGSS 3170 | Topics in Women's, Gender, and Sexuality Studies | |
*Only one course from this set of options may be counted toward program requirements.
