Increasing diversity, including diverse perspectives in science, technology, engineering, and math (STEM) classrooms and teaching practices, is recognized as a current higher education priority. Resources to assist institutions and instructors are growing; however, many STEM instructors still hesitate to implement diverse teaching practices and discussions of diversity issues in their courses for a variety of reasons. This paper describes an example of the incorporation and discussion of diversity and social justice issues as part of an upper level physiology of aging course. The general approach was to examine the functional intersection of the sociology and physiology using social determinants of health as mechanistic influencers of physiology and examining how they affect healthy aging and etiology of age-associated diseases. Activities included in-class and virtual discussion, collaboration with the university diversity department, and a written assignment where the students explored in depth how a social determinant of health affected molecular physiology of aging. Students were also provided with strategies they can use in careers as health practitioners to be more inclusive in their practices. Student participation and feedback indicated that this approach and activities were engaging, enlightening and useful and should be continued. They specifically appreciated the social issues discussed in their sociology courses being included in their physiology major course and thinking about how those issues are mechanistically linked to physiology. This was the first attempt at this approach, and strategies for future activity improvement and tips for successful implementation are also addressed.