AAMS 3340: Asian American Communities’ – Course Guide
1. What Is AAMS 3340 About?
AAMS 3340: Asian American Communities’ Wellness and Health Disparities is a course focused on historical and contemporary health issues affecting Asian American and Pacific Islander (AAPI) communities in the United States.
The course examines health and wellness disparities through several perspectives, including:
- Social sciences
- Health professions
- Community activism
- Public policy
- Historical experiences
- Social and economic conditions
- Environmental factors
- Cultural contexts
A major theme is that health disparities cannot always be understood by looking only at individual health conditions. The course connects health outcomes to broader historical, social, economic, environmental, cultural, and institutional factors affecting different Asian American and Pacific Islander populations.
Students also gain hands-on experience with community-based participatory research and explore ways to advocate for health and well-being among Asian American communities and other marginalized or vulnerable populations.
Course Information
| Detail | Information |
|---|---|
| Course | AAMS 3340 |
| Title | Asian American Communities’ Wellness and Health Disparities |
| University | University of Houston |
| Semester | Fall 2026 |
| Learning platform | Canvas |
| Online components | Synchronous and/or asynchronous online activities are described in the syllabus; Microsoft Teams may also be used |
| Prerequisite | Not specified in the provided syllabus |
2. What Do Students Learn?
By the end of AAMS 3340, students are expected to develop an understanding of health disparities across diverse Asian American populations and learn how those disparities relate to larger social conditions.
Students learn to:
- Understand differences in health disparities among Asian American demographic groups.
- Examine how settlement policies can affect the health and wellness of Asian immigrant and American communities.
- Connect historical, social, and economic events with contemporary health outcomes.
- Conduct community-based participatory research.
- Develop scientific research papers.
- Build leadership skills related to civic engagement and health advocacy.
- Consider health and wellness issues affecting Asian Americans as well as other vulnerable communities.
3. AAMS 3340 Course Topics
The course progresses from understanding the populations being studied to examining specific health concerns and then exploring research and strategies for community action.
Major topic areas include:
Asian Americans and Pacific Islanders in the United States
- Social, demographic, and cultural characteristics
- Historical and contemporary contexts
- Asian American health research and funding
- Pacific Islander communities
Health Across the Life Span
- College student psychological health
- Children and adolescents
- Women’s health
- Men’s health
- Older adults
- LGBTQ and questioning populations
Factors Influencing Health Disparities
- Traditional, complementary, and alternative medicine
- Language access
- Health insurance
- Racism and discrimination
- Occupational and environmental health
- Cultural approaches to health and illness
Community-Based Research and Action
- Health interventions
- Community-based participatory research
- Multicultural evaluation
- Community health centers
- Health workforce issues
Emerging Health Issues
- Disability
- Oral health
- Gambling addiction
- Anti-Asian prejudice during COVID-19
- Strategies for improving community health
The topics are connected throughout the course by the broader question of how social conditions, institutions, culture, history, and community experiences influence health and wellness.
4. How Is the Course Structured?
The syllabus organizes the course around weekly discussion sessions, assigned readings and documentaries, pop quizzes, and a research project portfolio.
The schedule contains two discussion sessions in most weeks, with readings or screening materials associated with each session. Students respond to discussion prompts and engage with classmates’ posts.
The course also includes:
- 26 discussion sessions
- 10 random pop-quiz sessions
- A four-part final project portfolio
- Assigned academic readings
- Documentary films
- A research paper
- Proposal submissions throughout the semester
Course Progression
The course begins with an introduction to Asian American and Pacific Islander communities and their health contexts. It then moves through health issues across different stages of life and populations, followed by institutional and social factors affecting disparities. Later weeks introduce community-based research and strategies for improving health before concluding with emerging health issues and anti-Asian prejudice during COVID-19.
5. What Assignments Are in AAMS 3340?
Discussion Posts
Discussions make up the largest part of the course grade.
There are 26 discussion sessions. Each session provides two prompts based on assigned readings or documentary materials. Students select one prompt for their primary response.
For each discussion:
- Primary post: At least 200 words
- Secondary post: At least 50 words responding critically to a classmate
- Both posts require citations from assigned readings or screening materials.
- Primary posts can earn up to 20 points.
- Secondary posts can earn up to 5 points.
Discussion sessions are time-limited. Each session is available for 48 hours, with Session #1 discussions due Tuesdays and Session #2 discussions due Fridays.
Pop Quizzes
There are 10 pop-quiz sessions throughout the course.
Each quiz:
- Contains 5 questions.
- Has one correct answer per question.
- Awards 2 points for each correct answer.
- Is worth up to 10 points.
- Is based strictly on assigned readings.
- Has a 24-hour completion window.
The quiz dates are randomly assigned, so students are notified when a quiz is released.
Final Project Portfolio
The major research assignment consists of four submissions:
- Proposal Part #1
- Proposal Part #2
- Proposal Part #3
- Final research paper
The project uses a community-based observational/participatory research approach and develops progressively throughout the semester.
Bonus Assignments
The syllabus also identifies two bonus activities:
- Syllabus quiz — 25 bonus points
- Brainstorming entry reflection — 25 bonus points
6. AAMS 3340 Grading Breakdown
The regular course grade is based on 1,000 points:
| Assessment | Weight | Points |
|---|---|---|
| Pop Quizzes | 10% | 100 |
| Discussions | 65% | 650 |
| Final Project Package | 25% | 250 |
| Total | 100% | 1,000 |
The final project package is divided into:
| Final Project Component | Course Weight |
|---|---|
| Proposal Part #1 | Part of 15% proposal component |
| Proposal Part #2 | Part of 15% proposal component |
| Proposal Part #3 | Part of 15% proposal component |
| Final Paper | 10% |
| Total Final Project Package | 25% |
The syllabus also lists the following bonus opportunities:
| Bonus Activity | Bonus Points |
|---|---|
| Syllabus Quiz | 25 |
| Brainstorming Entry Reflection | 25 |
7. What Is the Final Project?
The final project is a research project examining a health issue affecting a selected population or community.
Students use a community-based observational/participatory research methodology introduced in the course.
The research may be:
- Online/virtual: Students participate in and observe an Asian American community through a social media or online community platform.
- Offline/field research: Students select a particular group or community for study.
The syllabus describes several stages of the research process:
- Selecting a research topic and research questions
- Developing a theoretical framework
- Designing the research method
- Participating and observing
- Potentially conducting interviews
- Compiling the research into a scientific paper
The research process is submitted in four stages: three proposal parts followed by the final paper.
8. What Readings and Materials Are Used?
The syllabus states that the required textbook and journal articles are available free through the UH Online Library, with links provided through Canvas Files.
Required Textbook
Trinh-Shevrin, C., Islam, N. S., & Rey, M. J. (2009). Asian American Communities and Health: Context, Research, Policy, and Action.
Required Articles
The course includes articles addressing topics such as:
- Asian American college student psychological health
- Shamanism and chronic illness among older Hmong Americans
- Demographic characteristics of Asian immigrant elderly populations
- Anti-Asian prejudice during COVID-19
Documentary Films
The syllabus includes:
- The Split Horn: Life of a Hmong Shaman in America
- Can: Mental Illness and Recovery in the Asian American Community
- Nailed It!
- An Ocean Divide: Obesity, Aid and Remittances in the South Pacific
- Asian American Stories of Resilience and Beyond
Students should expect to use both readings and documentary materials when completing discussion activities.
9. AAMS 3340 Weekly Topics
| Week | Main Topics / Activities |
|---|---|
| Week 1 | Course introduction; Asian American Stories of Resilience and Beyond; brainstorming entry |
| Week 2 | Asian Americans and Pacific Islanders in the U.S.; contextual understanding of Asian American health; social, demographic, and cultural characteristics |
| Week 3 | Social, demographic, and cultural characteristics of U.S. Pacific Islanders; Asian American health research and funding |
| Week 4 | An Ocean Divide; Asian American college student psychological health |
| Week 5 | Can; health of children and adolescents |
| Week 6 | Women’s health; men’s health |
| Week 7 | Health of older adults; health of LGBTQ and questioning people |
| Week 8 | The Split Horn; factors influencing health disparities; Proposal Part #1 |
| Week 9 | Complementary and alternative medicines; language access |
| Week 10 | Health insurance; racism and discrimination; Proposal Part #2 |
| Week 11 | Occupational and environmental health; health interventions |
| Week 12 | Community-based participatory research; multicultural evaluation; Proposal Part #3 |
| Week 13 | Workforce issues; community health centers |
| Week 14 | Disability, oral health, and gambling addiction; Thanksgiving break |
| Week 15 | Anti-Asian prejudice during COVID-19 |
| Week 16 | Final research paper due |
10. What Skills Can Students Develop?
AAMS 3340 combines academic study with research and online learning skills.
Academic and Research Skills
Students can develop skills in:
- Community-based participatory research
- Research question development
- Theoretical framework development
- Research-method design
- Community observation and participation
- Potential interviewing
- Scientific writing
- Evidence-based discussion
- Using citations to support academic claims
- Evaluating health disparities in social and cultural contexts
Technology Skills
The syllabus expects students to be comfortable with basic computer and online-learning tasks, including:
- Using email and attachments
- Creating and using hyperlinks
- Using Microsoft Office and Microsoft Teams
- Downloading and installing software
- Finding credible online resources
- Participating in discussion forums
- Uploading and saving files
- Taking screenshots for technical support
11. What Should Students Expect?
AAMS 3340 is a reading-, discussion-, and research-intensive course.
Students should expect frequent deadlines because discussion activities occur throughout the semester. With 26 discussion sessions, participation is a significant component of the final grade.
Students should also expect:
- Regular reading and documentary assignments
- 10 randomly scheduled pop quizzes
- Frequent Canvas activity
- Multiple research-project deadlines
- Academic writing in APA or Chicago style
- A final scientific research paper
- Community-based research activities
- Online discussions and potentially synchronous online activities
Important Course Requirements
Writing assignments must be:
- Typed
- In 12-point Times New Roman
- Double-spaced
- Formatted with one-inch margins
- Written in either APA or Chicago style
The syllabus states that technology problems are not accepted as a reason for missing assignment deadlines. Students are encouraged to begin assignments early, back up their work, and identify alternative submission methods when technical problems occur.
Generative AI
The syllabus permits potentially limited use of generative AI tools such as Microsoft Copilot or ChatGPT EDU for polishing writing, but discourages other uses. When AI is used to refine writing, students must clearly disclose its use in the reference page of the submission. Students are instructed to ask the instructor when unsure about appropriate AI use for an assignment.
