University of Alberta - School of Public Health Self-study Document Appendix by School of Public Health, University of Alberta

PUBLIC HEALTH SCHOOL OF

publichealth.ualberta.ca

Appendix

February 2012

Office of the Dean School of Public Health, University of Alberta Edmonton Clinic Health Academy 11405 - 87 Ave., Edmonton, Alberta T6G 1C9 Phone: 780.248.1864 Fax: 780.492.0364 www.publichealth.ualberta.ca

This document was prepared in response to the accreditation criteria (2005) provided by the Council on Education for Public Health, the independant accrediting agency recognized by the US Department of Education to accredit schools of public health. Council on Education for Public Health 800 Eye Street, NW, Suite 202 Washington, DC 20001-3710 Phone: 202.789.1050 Fax: 202.789.1895

APPENDICES – TABLE OF CONTENTS Table of Contents 1.0

2.0

3.0

4.0

The School of Public Health 1.2b Academic Planning: Values, Principles and Guidelines 1.4e Grade Appeal Procedure 1.5a (i) Admission Procedures (MPH, MSc / PhD) 1.5a (ii) Recruitment Policies and Procedures 1.5a (iii) Faculty Evaluation Committee (FEC) Guidelines 1.6k Practicum Agreements

3 11 15 17 21 49

Instructional Programs 2.6a MPH Competency Framework 2.6c Competency Framework Workshop 2.9b (i) MSc Competency Framework 2.9b (ii) PhD Competency Framework 2.9b (iii) MSc Specialization Competencies 2.10a PhD Specialization Competencies

59 71 77 83 87 101

Creation, Application and Advancement of Knowledge 3.1a Grant Review Procedures 3.1c Research Activity of Primary and Secondary Faculty 3.2b (i) School Service Activities 2008-11 3.2b (ii) Service Activity of Faculty 2008-11 3.3a Procedure for Managing Courses and Curricula

105 113 147 153 205

Faculty, Staff and Students 4.1a Primary Faculty – Fall 2011 4.1b Secondary Faculty – Fall 2011 4.3c Diversity Action Plan 4.5a Diversity Working Group: Background Document: Issues and Strategies

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207 227 231 238

APPENDICES – TABLE OF CONTENTS

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Criterion 1.0: Appendix School of Public Health

CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES Academic Planning: Values, Principles and Guidelines Purpose of this Document The Executive Management Committee (EMC) recognized the need for the School to articulate a series of values, principles, and guidelines to codify current practices and decision-making priorities, and guide future academic planning activities for the main functions of the School. Beginning in December 2010, the Executive Management Committee (EMC) has engaged in a series of focused meetings to discuss values, principles and guidelines to inform our academic planning, and the following document reflects the cumulative record of these ongoing discussions. This document is intended to assist the School in advancing its mission, goals, and objectives; assist the School in articulating strategic planning priorities over the short and longer terms; and assist the School in formulating specific operational plans and in guiding decision-making in key functional areas. The Executive Management Committee (EMC) is committed to sharing these principles widely for input among faculty members, administrative staff, students, and external stakeholders, and to performing an annual review and update of this document.

A. Educational Programs General 1. All programs and degrees, and changes to existing programs and degrees, must be approved by the Executive Management Committee (EMC), and subsequently, by the School‘s Faculty Council. 2. The School is committed to offering nationally recognized graduate education programs and continuing education to well-qualified students. 3. The School will partner with appropriate academic units to offer education in public health. 4. The School will collaborate, as appropriate, with academic units offering joint degrees and clinical training programs that involve public health. 5. The School will continue to support the Royal College specialty requirements for Medical Officer of Health and Public Health and Preventive Medicine training. 6. The School will endeavour to produce well-rounded graduates of its programs, capable of being employed as critical, problem-solving contributors to a variety of health and social service practice and research contexts.

Graduate Education Programs 7. The School values both academic (disciplinary) expertise and practitioner competencies in its graduate training programs. 8. The School will offer a practice-oriented MPH degree, with specializations available in biostatistics, epidemiology, health policy and management, environmental health, health promotion, and global health.

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CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES 9. The School is committed to, and will continue to offer, MPH-level training using a distance format. 10. The School is committed to discipline-based research training, and will offer researchoriented MSc and PhD degrees. Students enrolled in these degree programs will obtain advanced training in at least one of the core disciplines of public health (epidemiology, health policy and management, health social sciences, biostatistics, and environmental health). Transfers from the MSc to the PhD program will be offered, subject to explicit requirements. In addition, the School will retain the current general PhD degree (to be reviewed at a later date) and will consider offering practice-based doctoral-level training (e.g., a DrPH degree). 11. The School will continue to market research training in the areas of health promotion and global health for students in any of the discipline-based research training specializations. 12. The School will offer continuing professional education opportunities to the practice and research communities by offering short courses in a variety of formats.

Admissions 13. The Executive Management Committee (EMC) will hold an annual admissions strategy meeting in which a variety of factors are considered in setting yearly admissions targets across the Education programs, including: a. CEPH requirements; b. budget realities and projections; c. market conditions for prospective graduates; d. competitor training programs. 14. The School is committed to using a transparent review and approval process for all applicants to its graduate education programs.

Evaluation 15. The School is committed to implementing several mechanisms to ensure quality control of its graduate education programs, including: a. Participation in the University of Alberta’s required course evaluation system to evaluate courses taught in the School, along with instructor performance. b. Continuous feedback from students through such activities as “brown bag lunches”, student representation on Education committees and working groups. c. Oversight / review of new and existing course offerings by the two education committees. d. A regular graduating student survey to assess students’ satisfaction with their educational experience.

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CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES B. Research 1. The School expects that faculty members who have a significant (≥ 40 %) research allocation in their appointments will commit to achieving national recognition in peer-reviewed grant competitions and to making regular contributions to leading peer reviewed journals. 2. All else being equal, the School values collaborative research endeavours more than individual research programs. 3. In its current phase of evolution, the School commits to build on current research program strengths while supporting the development of emerging research areas. Regular review of this principle is required. 4. The School encourages faculty members to seek salary support awards. When a faculty member receives a salary support award: a. The School will make arrangements to ensure that the faculty member’s research time is protected in relation to other teaching and administrative responsibilities, as required by the sponsoring agency.

C. Public Health Practice and Service 1. Expertise in public health practice is a valued component of School activities, as reflected by: a. Faculty Evaluation Committee (FEC) requirements for engaged scholarship. b. Annual review of the School faculty complement to ensure that an appropriate balance of practice and public health service is identified, relative to research strength. c. Recruiting and retaining practice-intensive faculty members to the School. 2. The School is committed to establish an Office of Public Health Practice, which is to be a hub for a variety of activities, including: a. Coordination of relationships with a variety of public health practice communities (e.g., medical officers of health, community-based practitioners.) b. Coordination of practicum placements for graduate students. c. Coordination of applied research and evaluation activities conducted by the School on behalf of external practice stakeholders (e.g., rapid assessments). 3. The School will expect and support faculty members’ service contributions to the School, university, academic, professional, government, and non-government organizations.

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CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES D. Faculty Recruitment1 and Retention2 General 1. The Executive Management Committee (EMC) will hold an annual faculty recruitment and retention strategy meeting to review School hiring priorities, and will create a multi-year faculty recruitment and retention document. This document will be presented annually to Faculty Council for discussion. 2. The School endorses the principle that when a faculty position becomes vacant due to retirement and / or relocation, control over the position reverts to the Executive Management Committee (EMC) for recommendations regarding replacement. 3. In making recruitment and retention decisions, the School prioritizes faculty members’ ability to make multiple contributions across disciplines, areas of practice and scholarship, and ability to link with other University of Alberta faculties. 4. The School prioritizes decision making related to faculty retention prior to decision making related to faculty recruitment. 5. The School commits to the following principles in making retention and recruitment decisions: a. In all recruitment efforts, nominations for academic positions will normally be submitted by the department chairs to the Executive Management Committee (EMC) for review and approval. b. Normally, the School will prioritize CEPH requirements for meeting minimum faculty complements in each disciplinary area. Other criteria will also be considered as needed. c. The School will attempt to strike a balance between practice and research-focused faculty responsibilities. Recruitment and retention decisions will consider the overall competencies the School needs from faculty to support its mission, goals, and objectives, in addition to disciplinary needs. The School values both academic (disciplinary) expertise and practitioner competencies, depending on the position under consideration. d. In making recruitment and retention decisions, the School will give priority to demonstrated or likely excellence in teaching, research, service, and engaged scholarship over adequate and / or average performance in these areas. e. The School will clearly articulate the requirements for each position it is recruiting for. Nominations for academic positions that have been approved by the Executive Management Committee (EMC) will be converted into a position description by the relevant chair(s) that outlines expected contributions to teaching, research, service and engaged scholarship. 6. The School values diversity in recruitment and retention decisions, along several dimensions: a. gender; b. race; 1 2

Proactive efforts of the School to hire contingent or continuing faculty members. The process of establishing a continuing (i.e., hard-funded, numbered) university position for a faculty member.

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES c. training experiences (i.e., the School may consider hiring its own graduates, but normally only after a period of postdoctoral training outside the School).

Retention 7. The School will prioritize retention decisions based on the following criteria: a. promotion to professor; b. Achieving tenure and promotion to associate professor, within one of the core disciplinary areas of the School, and / or other programmatic areas of public health practice located in the School. c. in exceptional cases, consideration of contributions to the School and fit with strategic priorities.

Recruitment 8. The School commits to annual review of its faculty complement and an annual review of recruitment plans and priorities. 9. The School supports the recruitment of faculty members to both contingent and continuing faculty positions. a.

In all recruitment efforts, the School expects candidates to deliver an open seminar and to meet with students prior to decision making.

For recruitment to contingent positions, the School commits to transparency in communicating expectations about continuation of the position.

Contingent positions may be developed for faculty with a variety of academic roles.

10. In the case of recruitment to continuing or contingent positions that are research intensive (i.e., 60-75% research), faculty will be expected to apply for appropriate external salary awards, as will current faculty who hold such awards. 11. The School will also hire into contract positions to meet defined needs in teaching, research, service, and / or engaged scholarship for a defined period. 12. In the case of recruitment to continuing positions, the School commits to using an open, competitive process involving a department led Advisory Selection Committee (ASC), and procedures detailed in section D5 a-d of this document. a.

The written position description for these positions will specify expected contributions to teaching, research, service, and engaged scholarship. This description will form the basis of a job advertisement to be approved by the Executive Management Committee (EMC).

13. In the case of recruitment to contingent positions, the School commits to using an assessment process involving an ad-hoc department led Advisory Selection Committee (ASC), along with evaluation of the viability of the applicant as a contributing academic faculty member with responsibilities in teaching, research, service, and engaged scholarship, and review of the proposed appointment in light of the School academic staff plan. a.

The position description for these positions will be submitted by the chair(s) and, if a candidate for such a position has already been identified, will include a written

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CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES statement of the candidate’s expected contributions to teaching, research, service and engaged scholarship, along with the candidate’s curriculum vitae. E. External Relations External relations encompasses fund development / advancement and donor relations, alumni relations, media relations, community consultation, government relations, marketing, trademarks and licensing, and visual identity.

External Advice 1. The School is committed to obtaining advice from external stakeholders with regard to strategic directions and operational plans. This commitment will entail the establishment of an External Advisory Council (EAC), who will be charged with providing external advice to the School with respect to strategic directions, promoting the School to other external stakeholders, and fund development / advancement. 2. The School commits to including external stakeholders in ongoing activities and planning, for example by including representatives on standing committees, working groups and admission committees.

Community Engagement 4. The School is committed to engaging with members of the public, communities, organisations and agencies outside the university in areas of research education and service. 5. The School will encourage research practice that involves the community at all stages of the research process. 6. To achieve this, the School will build capacity for engagement both within the School and within the community to support engagement, with particular attention being paid to the needs of marginalised communities and those experiencing health inequalities.

Fund Development / Advancement 7. The School will articulate its position taking into account the University of Alberta policy regarding the ethics of financial contributions obtained from private and public sector sources. The School commits to establishing a transparent process of prioritizing donations and external funds in relation to its strategic objectives. 8. The School values the support of donors and will nurture and maintain mutually beneficial relationships with them.

Alumni Relations 9. The School values its relationship with alumni and seeks to foster an enduring and mutually beneficial relationship with them. 10. The School’s relationship with alumni begins when they become a student.

Media Relations 11. The School values the role of media in building awareness and understanding about the School’s work, and seeks to be open and accessible.

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CRITERION 1.0 – APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES 12. Whenever practical, media inquiries will be channelled through to the media relations staff. Individual faculty members are encouraged to speak to the media about their individual academic activities. 13. The primary spokespeople for the School are media relations staff and the dean, or the dean’s designate.

Marketing 14. Marketing strategies will be aligned with the goals of the School, and will be planned, implemented and evaluated accordingly.

Trademarks, Licensing and Visual Identity 15. The School respects the ownership of University of Alberta trademarks and promotes consistency in the use and protection of the University of Alberta’s trademarks. 16. The School respects the importance of maintaining and protecting a visual identity that accurately reflects the institution’s high standards and commitment to excellence and will adhere to the University’s Visual Identity Program. 17. The School views its sub-identity as an asset and will seek to maintain its integrity and protect its use.

F. Organizational Culture General 1. The School values transparency in decision-making. This entails commitments to: a. Ensuring that administrative staff, faculty members, students and external stakeholders are represented on all operational committees run by the School. b. Providing a work environment in which tolerance of diverse opinions, perspectives and open discussion is fostered, whenever School business is transacted. c. Regular communication to administrative staff, faculty, students and external stakeholders regarding the rationale for strategic decision-making and the setting of operational priorities. 2. The School is committed to promoting an organizational culture that values diversity. For a full explanation of the School’s diversity initiative see http://www.publichealth.ualberta.ca/en/about_us/diversity.aspx .

Internal Communication 3. The School commits to informing administrative staff, faculty, and students about School activities, operational and academic plans. 4. Internal communication is a responsibility that is shared by all faculty and staff in the School. 5. The School will support and foster School-initiated (or School-level) communication by appropriately assigning responsibility and granting authority for it, including: a. Developing and maintaining accurate distribution lists for administrative staff, faculty members, students and external stakeholders

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.2b ACADEMIC PLANNING: VALUES, PRINCIPLES AND GUIDELINES b. Developing clear rules for the use of internal communications, i.e., responsibilities for maintaining distribution lists, access to such lists, role obligations for internal communication and dissemination activities

Transformative Organization 6. The School will provide support to administrative staff by: a. Articulating clear protocols for recruitment and retention of staff members. b. Providing appropriate recognition to staff for exemplary performance. c. Providing training opportunities to staff to upgrade their skills. 7. The School will provide support to faculty members by: a. Communicating the rationale for Faculty Evaluation Committee (FEC) decisions to individual faculty members in a timely manner. b. Providing an annual omnibus report to all faculty members regarding Faculty Evaluation Committee (FEC) performance across the academic staff complement. c. Identifying and supporting faculty member applications for internal (University of Alberta) and external awards.

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CRITERION 1.0 – APPENDIX 1.4e GRADE APPEAL PROCEDURE Grade Appeal Procedure The University of Alberta strives to provide a fair, open and supportive environment for students. (U of A 2010-11 Calendar, Section 20.2: Statement on Equity in Student Affairs).

Introduction The determination of the final grade in a course is the initial responsibility of the instructor(s), or the persons expressly authorized by the academic unit leader to determine the final grade. The School’s Faculty Council has the ultimate authority to determine the final examination grades and final grade in courses offered under its auspices. The School’s Faculty Council believes that the instructors are in the best position to assess the performance of their students and that department or centre (through the chair or director) are the custodians of acceptable standards of grading practices within the department or centre. However, a student does have recourse to procedures in certain situations in which disagreements may have arisen. Thus a student may: Apply for a reappraisal of an exam or final term paper worth more than 50% of the final grade (see Reappraisals Procedure); Initiate an informal grade appeal; or Initiate a formal grade appeal. The School advocates early and informal resolution of problems. Students are therefore encouraged to resolve their problems first through the School’s informal grade appeal procedures or reappraisals procedure.

Definitions Appeal

A request to overturn a final grade judgment.

Appellant

A student appealing a final grade in a course offered by the School.

Committee

The ad hoc committee established to hear the grade appeal.

Committee Chair

The chair of the ad hoc committee established to hear the grade appeal.

Department

The department or centre in the School which offered the course in which the final grade is being appealed.

Grade

A final grade, reflecting a judgment of a student’s achievement made by the instructor(s) based on a combination of absolute achievement and relative performance in a class.

Formal Appeal

Appealing to a committee constituted by the School Faculty Council once all other means of appeal have been exhausted.

Informal Appeal

Consultation about a grade or mark with the instructor, the chair of the department or director of the centre in which the course was taught, or the associate dean (education) of the School.

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CRITERION 1.0 – APPENDIX 1.4e GRADE APPEAL PROCEDURE AD (E)

Associate Dean (Education)

Grounds for School of Public Health Appeals 1. The following do not constitute grounds for an appeal: disliking the instructor’s marking scheme; coming close to the instructor’s cut-off point for a higher grade; disagreeing with the instructor’s judgment about the quality of submitted work. 2. The following may constitute grounds for an appeal: errors in calculation; procedural errors, such as deviating from the course outline; failure to consider all relevant factors, including extenuating circumstances for poor performance; credible claims of instructor bias or discrimination.

Informal Appeals 1. Informal appeals should be pursued initially with the instructor of the course. 2. If an issue remains unresolved, the informal appeal should then be pursued with the department. 3. Students must initiate informal grade appeals with the instructor, by the following deadlines: a. No later than February 1 for courses taught during Fall; b. No later than June 25 for other fall / winter courses taught during the preceding fall / winter term. c. No later than 30 calendar days after the publication of results of final grades for courses taught in spring / summer.

School of Public Health Formal Grade Appeals 1. If the informal appeal does not resolve the issue(s), the student may petition in writing to the associate dean (education) declaring intent to pursue a formal appeal. 2. A formal appeal to the School Faculty Council shall be initiated by delivery of a written petition signed by the appellant, to the associate dean (education) in the School no later than March 1 for fall courses or July 25 for other fall / winter term courses taken during the immediate preceding winter session or 60 calendar days for courses taken during the immediate preceding (spring / summer session). An appellant who has delivered a written petition to the associate dean (education) by these dates will be considered to have met the deadline for initiating a formal appeal. The written petition must state the grounds for the formal appeal; provide documentation or describe other evidence to support the grounds; the relief being sought; and the steps the appellant has taken within the informal appeal route.

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CRITERION 1.0 – APPENDIX 1.4e GRADE APPEAL PROCEDURE 3. If the associate dean (education) believes that: 3.1 There are eligible grounds for a formal appeal; and 3.2 There is a reasonable chance of success for the formal appeal based on the supporting evidence; the associate dean (education) shall strike a committee to hear the formal appeal. The committee will act on delegated authority from the School Faculty Council. 4. PURPOSE OF THE COMMITTEE 4.1 The purpose of the committee is to: a. Determine whether there is sufficient evidence to uphold the appeal. b. Examine the evidence and determine whether, on a balance of probabilities, it supports the grounds of appeal. 4.2 If the evidence does not support the grounds of appeal, the committee shall dismiss the appeal. 4.3 The committee may re-grade student work. 5. RELIEF 5.1 If the committee decides to grant the appeal, the committee may recommend one of the following remedial actions to the associate dean (education): a. If the appeal is upheld, to recommend remedial action to the associate dean (education). Such action might range from requesting that the exam / paper be remarked to recommending a specific change of grade, where the committee has sufficient expertise to re-grade student work; the committee may re-grade and substitute its grade for the instructor’s grade. b. Where the committee determines it does not have the expertise to re-grade student work, it may recommend that student work be re-graded by a content expert and that grade substituted for the instructor’s grade. The associate dean (education) will determine who will be asked to re-grade the student’s work. 6. COMPOSITION 6.1 The committee shall consist of three members, at least one of whom will be a student representative selected in consultation with the School student association. The membership shall not include the chair of the department, centre director, the instructor(s), the appellant, or another student from the course in question. The associate dean (education) shall screen members to ensure there is no conflict of interest. 6.2 The committee will select a chair from its own membership to supervise the appeal procedures, to cast a vote, and to report to the associate dean (education). 6.3 A committee will hear no more than one appeal. 7. JURISDICTION 7.1 A committee shall hear an appeal from the appellant for a grade in the same course only once.

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CRITERION 1.0 – APPENDIX 1.4e GRADE APPEAL PROCEDURE 7.2 The decision of the committee shall be final. 8. PROCEDURES FOR HEARING FORMAL GRADE APPEALS 8.1 The associate dean (education), will forward the written petition to the committee. 8.2 The associate dean (education) shall set a date for hearing the appeal. The associate dean (education) shall give two weeks’ notice to the appellant by an effective method of delivery. 8.3 The requirement of two weeks’ notice may be waived if there is unanimous agreement of the chair, the appellant and the associate dean (education). a. Once the student’s petition has been circulated, the committee may request that additional resource people be available at the meeting to hear the appeal, such as the department chair, centre director, the graduate coordinator(s), and other students. b. The associate dean (education) shall be available for consultation. c. The appellant may appear before the committee. d. The instructor(s) may appear before, or provide materials to the committee. 8.4 The committee is not bound by rules of evidence or procedures applicable to courts of law. It shall avoid the development of adversary situations between itself and the appellant. None of the parties to an appeal shall bring legal counsel to the hearing. a. The hearings of the committee shall be governed by such procedures as the committee shall from time to time decide, subject to the following: i.

Decisions of the committee shall be by majority vote.

ii. Hearings of the committee shall be held in camera. b. Prior to hearing evidence the committee shall take such steps as are necessary to familiarize itself thoroughly with the relevant faculty and / or department regulations. c. All evidence introduced at the hearing must be relevant to the grounds of appeal. 8.5 The recommendation of the committee shall be signed by the chair of the committee and delivered in writing at the conclusion of the Hearing to the associate dean (education). 8.6 The associate dean (education) will inform the student of the recommendation of the

committee in writing.

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CRITERION 1.0 – APPENDIX 1.5a (i) ADMISSION PROCEDURES Admission Procedures MPH Procedure Timelines Date October 1 January 31 February 1-18 February 21

February 21March 11 March 14 - 25 April 1

Item Application portal opens Application deadline – all applications and supporting documents must be received. Graduate programs administrators finalize applications for streams (calculating GPA’s, ensure file completion, etc.) Applications provided to PHS streams (biostatistics, environmental Health Sciences, epidemiology, health policy and management, global health) and the director of CHPS for review by faculty members. Only applications that meet minimum GPA requirements and are “complete” applications will be provided to stream leaders / director of Centre for Health Promotion Studies (CHPS). PHS stream faculty and CHPS faculty review applications and make final recommendations to education committee chairs. Education committees meet to review recommendations from streams / centre. Applicants notified of admission recommendation by department.

To keep within the timelines of other universities across Canada, the School tries to contact our quota of students (by email*), by the 1st week of April at the latest. Students usually have two weeks to make their decision in writing to the graduate program administrators. A student from the waiting list is contacted, with a deadline of two weeks from that date to make his or her decision. When a student's acceptance email is received, the application is sent to the Faculty of Graduate Studies and Research (FGSR) for processing. An unofficial letter of acceptance or “welcome” is sent immediately, a formal admission letter is sent to the student from the Faculty of Graduate Studies and Research. Detailed information on orientation (SPH 101 and campus) is emailed** to new students, by the end of May. Once students have received the necessary information for registration, they can, at anytime complete their registration for fall / winter courses through Bear Tracks.

Applicants will be notified of admission decisions to both their University of Alberta and personal email addresses. ** Admitted students will be notified of Orientation information to their University of Alberta email only.

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CRITERION 1.0 – APPENDIX 1.5a (i) ADMISSION PROCEDURES MSc / PhD Procedure Timelines Date October 1 January 31 February 1-18 February 21

February 21March 11 March 14 - 25

April 1

Item Application portal opens Application deadline – all applications and supporting documents must be received. Graduate programs administrators finalize applications for streams (calculating GPA’s, ensure file completion, etc.) Applications provided to stream leaders / director of HPS (biostatistics; environmental health sciences; epidemiology; leadership, health management and policy; global health) for review by faculty members. Only applications that meet minimum GPA requirements and are “complete” applications will be provided to stream leaders / director of HPS. Streams / centre review applications and make final recommendations to Research Degrees Committee. Research Degrees Committee (RDC) meets to review recommendations from streams / * centre. Applications will have an identified supervisor prior to being submitted to the committee. Applicants notified of admission recommendation and supervisor by department.

To keep within the timelines of other Universities across Canada, the School tries to contact our quota of students (by email**), by the 1st week of April at the latest. Students usually have two weeks to make their decision in writing to the graduate program administrators. A student from the waiting list is contacted, with a deadline of two weeks from that date to make his or her decision. When a student's acceptance email is received, the application is sent to the Faculty of Graduate Studies and Research (FGSR) for processing. An unofficial letter of acceptance or “welcome” is sent immediately, a formal admission letter is sent to the student from the Faculty of Graduate Studies and Research (FGSR). Detailed information on orientation (SPH 101 and campus) is emailed*** to new students, by the end of May. Once students have received the necessary information for registration, they can, at anytime complete their registration for fall / winter courses through Bear Tracks.

The Centre for Health Promotion Studies will continue with their application process (nine person admissions committee), for this year, reviewing MSc applications along with the MPH applications and ranking all applications as a whole with the top 30 applicants being admitted regardless of whether they are applying to the MPH or MSc degree. ** Applicants will be notified of admission decisions to both their University of Alberta and personal email addresses. *** Admitted students will be notified of orientation information to their University of Alberta email only.

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CRITERION 1.0 – APPENDIX 1.5a (ii) RECRUITMENT POLICIES AND PROCEDURES Search & Selection (Faculty Recruitment) Policies and Procedures General Faculty Council (GFC) Policy indicates that full-time faculty shall be appointed to the staff by the authorized appointing officer (dean) normally on the advice of an Advisory Selection Committee (ASC). The duty of the Advisory Selection Committee (ASC) is to advise the dean in the matter of appointments to the regular full-time faculty. The composition of the Advisory Selection Committee (ASC) consists of the dean (or associate dean) as chair, the department chair, one or two department members selected according to procedures approved by Faculty Council, and one or two members from outside the department selected according to procedures approved by Faculty Council. A member from a relevant professional association may be added if recommended by the Advisory Selection Committee (ASC). Advisory Selection Committee’s must be used for faculty appointments with tenure at the level of full professor or associate professor; such procedures shall also be used for appointments as associate professor without tenure or assistant professor unless waived by the dean. (UAPPOL General Faculty Council (GFC) Policy Manual 48.2.2 Selection Procedures). The dean will strike a departmental Advisory Selection Committee (ASC) for the assessment of applicants for each faculty position unless an explicit decision is made to waive or modify this process in consultation with the Executive Management Committee (EMC). The Advisory Selection Committee (ASC) will consist of the department chair of Public Health Sciences (PHS) or director of Centre for Health Promotion Studies (CHPS) as Advisory Selection Committee (ASC) chair, one departmental graduate student appointed by the Advisory Selection Committee (ASC) chair, and the following members. For Public Health Sciences (PHS), the committee members will include the relevant stream leader and one or two department members, the director of Centre for Health Promotion Studies (CHPS) or her / his designate, and one member from another University department appointed by the dean if considered advisable. For the Centre for Health Promotion Studies (CHPS), the committee members will include two department members, the department chair of Department of Public Health Sciences (PHS) or his / her designate, and another member from the Department of Public Health Sciences (PHS) or another university department appointed by the dean if considered advisable. A representative from an external organization may be added with the approval of the dean. For faculty appointments where the applicant’s position is contingent on continuing support from an outside agency (for example ProvLab, Alberta Health Services), similar procedures will be followed with the inclusion of a representative of the supporting agency on the Advisory Selection Committee (ASC).

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CRITERION 1.0 – APPENDIX 1.5a (ii) RECRUITMENT POLICIES AND PROCEDURES The Advisory Selection Committee (ASC) will review the requirements for the position including expectations for teaching, research, service, and engaged scholarship that will form the basis for the job advertisement as provided by the Executive Management Committee (EMC). In the School Academic Planning document (May 2011), section D is particularly relevant.

Procedures for Recruitment and Visit 1. Advertising for academic positions in the School will be managed by the assistant dean (administration) with advice from the dean and relevant department chair. 2. Dean’s assistant will monitor the School recruitment mailbox for application e-mails to the dean and update Excel spreadsheet recruitment database (Z drive - Administration). If application is received by the department chair / Centre for Health Promotion Studies (CHPS) director or other faculty members, the material will be forwarded to dean’s assistant. 3. Dean’s assistant will send note of acknowledgement to each applicant that application and documents have been received. 4. A single, hardcopy applicant folder will be created and retained by the Dean’s Office [in the assistant dean (administration)’s files] to include all materials submitted by applicant, namely: CV Letter of interest; Letters of reference; Teaching dossier (if available); Any additional confidential material received. Note: Folder will be dated and destroyed one year after application submission. 5. Dean’s assistant will distribute application electronically to the Advisory Selection Committee (ASC) chair and members and to the Executive Management Committee (EMC) for information. The Advisory Selection Committee (ASC) chair will forward the application to relevant stream or Centre for Health Promotion Studies (CHPS) faculty for review and assessment. 6. The Advisory Selection Committee (ASC) will review the applicants with additional input from faculty colleagues as needed. If the Advisory Selection Committee (ASC) wishes to request references, the department chair will request permission from the applicant and contact references for letters. Chair’s assistant will distribute references to the Advisory Selection Committee (ASC) and provide a copy to the dean’s office for the applicant’s recruitment file [assistant dean (administration) and dean’s assistant]. In arriving at a short list of highly qualified candidates, the Advisory Selection Committee (ASC) may decide to conduct telephone interviews. 7. When the Advisory Selection Committee (ASC) has agreed on a short list of candidates, the applicants’ materials excluding references will be sent to the Executive Management Committee (EMC) members and the curriculum vitae will be sent to all continuing faculty for information and comment in advance of planned visits. 8. When the Advisory Selection Committee (ASC) decides on a visit by a candidate, the department chair, on behalf of the dean, will invite the applicant, copied to dean’s assistant.

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CRITERION 1.0 – APPENDIX 1.5a (ii) RECRUITMENT POLICIES AND PROCEDURES 9. The chair or stream leader, if designated by chair, will identify him / her to the Dean’s Office as the academic lead for the visit. 10. The academic lead will contact applicant to confirm dates to meet with the committee and key faculty members. He / she will work together to determine visit dates by: introducing him / herself as the academic lead during the visit, stating the role of the academic lead suggest preferred dates (within a range of two months) to applicant – with the request that the applicant arrive the night before the visit begins suggest a response time for the applicant to confirm dates 11. Chair’s assistant will work with chair (or academic lead, if designated by chair) and dean to build a two day itinerary for visit. 12. Chair’s assistant will contact members of the Advisory Selection Committee (ASC) including the dean for availabilities. 13. A formal visit by an applicant will include: i.

One hour presentation by the applicant of his / her research activities, followed by questions. All faculty, staff, and students should be invited to attend.

ii. Series of 30-minute interviews accommodating as many members of the Advisory Selection Committee (ASC), stream members, and key faculty members as possible. The order of priority for the meetings can be: 1) chair 2) stream leader (who may be academic lead) 3) dean if schedule permits 4) Associate dean (education) and associate dean (research) 5) stream members 6) students 7) other faculty and staff iii. informal lunch with stream members or other faculty iv. informal dinner for five or six including the Advisory Selection Committee (ASC) , and other key faculty if feasible, normally held at the Faculty Club v. informal lunch with students vi. formal one – two hour panel interview of applicant by the Advisory Selection Committee (ASC) vii. exit interview with chair Chair’s assistant, on behalf of the Advisory Selection Committee (ASC), will obtain evaluations from faculty and students on the applicant’s potential contributions to the School.

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CRITERION 1.0 – APPENDIX 1.5a (ii) RECRUITMENT POLICIES AND PROCEDURES Note:

For faculty appointments where the applicant’s position is contingent on continuing support from an outside agency, the department chair in consultation with the dean may modify some elements of the visit but a research presentation and opportunity to assess the applicant’s teaching contributions will be included.

14. Chair’s assistant will book flight using the Travel Authorization Payment (TAP) form and accommodation using the Hotel Authorization for Payment (HAP) form and confirm dates with candidate (the academic lead should choose accommodations that will be as logistically convenient as possible in order to minimize the costs of transportation). 15. Chair’s assistant will book room for presentation (preferably larger classroom such as 13-126 CSB) and will request title and electronic copy of presentation from the candidate – must be received at least two weeks before visit. 16. Chair’s assistant will send finalized itinerary and presentation date to candidate, Advisory Selection Committee (ASC) members, stream leader, dean’s assistant and key faculty members meeting with candidate. (Note: chair’s assistant must send all communications regarding candidate’s visit to the Dean’s Office) 17. Chair’s assistant will contact communications team to create poster and distribute news of visit via digest and communications listserv (must be distributed to all students and faculty) well in advance of presentation. 18. Communications team will assist in advertising the event in prominent areas (digest, website, events calendar, etc.) and send presentation posters to chair’s assistant to advertise and post. communications team will also assist in creating “Welcome” packages for candidates, to include information about the School and its programs, the University of Alberta, the City of Edmonton (if external) and other relevant but useful information for prospective faculty. 19. Chair’s assistant will send out meeting request well in advance of date to ensure that Advisory Selection Committee (ASC) members are confirmed to attend final interview. 20. The Advisory Selection Committee (ASC) will hold a decision meeting after short listed candidates have visited and the chair will make its recommendation to the dean immediately thereafter. 21. The dean may seek additional input and will discuss decision with chair. 22. The chair will notify the successful candidate and draft the offer in consultation with the dean and assistant dean (administration). For unsuccessful candidates, the chair will send a letter with a negative response.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES Faculty Evaluation Committee (FEC) Guidelines A.

Introduction 1.

University of Alberta

School of Public Health

Faculty Evaluation Committee and Review Process 1.

Composition of Faculty Evaluation Committee (FEC)

Performance Review Process

Performance Assessment and Standards

Teaching

Research and Engaged Scholarship

Service

Professional Conduct

Assignment of Responsibilities and Merit Increments 1.

Assignment of Staff Responsibilities

Merit Increments

Tenure and Appointment as Associate Professor

Promotion to Professor

Teaching

Research and Engaged Scholarship

Service

Contested Cases and Appeals 1.

Contested Cases

Appeals

Appendix A

Procedures Determining the Award of Tenure

Appendix B

Procedures for Promotion to the Rank of Professor

Appendix C

Policies Governing Sabbatical

Appendix D

Policy Governing Supplemental Professional Activities (SPA)

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES A. Introduction 1. University of Alberta The responsibilities of a faculty member at the University of Alberta are described in Article 7 of the 1998 AAS: UA Faculty Agreement: “A staff member shall be a scholar, active in teaching, in research, and in service.” (7.01)1 Teaching and research are expected of all staff members (7.03, 7.05) while more latitude is allowed in the assignment of responsibility for service (7.09). Although basic definitions of staff member responsibilities are contained in other subsections of Article 7, performance standards for these responsibilities are to be established in large measure by Faculties. Articles 12 and 13 of the 1998 agreement address faculty evaluation including merit increment, tenure, and promotion decisions. The purpose of this document is to state the School’s standards of performance (13.01a, 13.03) as called for in the Faculty Agreement. These are the standards that will guide the School Faculty Evaluation Committee (FEC) in its decisions. Faculty Evaluation Committee (FEC) shall consider the performance of each staff member in the faculty, except for that of the dean and/or department chair(s) (13.13).2 The primary focus of Faculty Evaluation Committee (FEC) deliberations will be to identify and reward meritorious performance. The award of increments and promotions shall be based on merit and not on length of service (13.05). Although an individual faculty member can anticipate steady advancement for meritorious performance as she or he progresses through each rank (assistant professor, associate professor, full professor), the application of the criteria for determining merit becomes stricter and the standards of merit higher. The standards of performance shall be higher in the higher ranks and as progress through the ranks occurs (13.06.01). The Faculty Evaluation Committee (FEC) is a statutory committee of Faculty Council. By approving these written standards, the School Faculty Council provides policy direction to the Faculty Evaluation Committee (FEC). The standards encourage consistency in the Faculty Evaluation Committee (FEC) decisions both between staff members and across time. However, the Faculty Evaluation Committee (FEC) is still expected to apply its own wisdom and common sense in judging individual cases. The Faculty Evaluation Committee (FEC) may change its application and interpretation of the standards as time passes, but this process should be gradual.

1 2

Note: All statements in this document printed in italics are excerpted from the 1998 Faculty Agreement Note: In the School, the director of the Centre for Health Promotion Studies shall have a role equivalent to that of a department chair. Thus, throughout this document, the terms ‘chair’ and ‘department chair’ include the director, Centre for Health Promotion Studies.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES 2. Scholarship in the School of Public Health Academic staff of the School are expected to assume the general responsibilities indicated in the preceding section, i.e., teaching, research, and service. However, the interdisciplinary and applied nature of scholarship in public health, along with its broad mandate to protect health, promote health, and to prevent disease and injury, requires special consideration in the School Faculty Evaluation Committee (FEC) guidelines, as reflected in the following principles. The School subscribes to Boyer’s (1990) inclusive definition of scholarship that includes the scholarship of integration and the scholarship of application, as well as the scholarship of discovery and of teaching.3 Boyer also emphasized the importance of the scholarship of engagement that connects these four dimensions of scholarship to ‘understanding and solving pressing social, civic and ethical problems’. These dimensions of scholarship and their implications are discussed in the Report of the Commission on Community-Engaged Scholarship in the Health Professions (2005)4. The School is committed to continuing to build effective scholarly interactions with its partners and with communities outside the University of Alberta. The School thus recognizes the importance of the scholarship of engagement for its faculty members with respect to their teaching, research and service activities. In teaching and service, engaged scholarship represents an important extension of more traditional activities. In public health research, engaged scholarship represents the role of faculty members in bringing knowledge and evidence to bear on important issues of public health practice, programs and policy, and is described in these guidelines as engaged scholarship in research, in association with more traditional research. Principle 1: Faculty members within the School will be evaluated with respect to engaged scholarship as indicated by the impact of their work on public health including the effectiveness of knowledge transfer and exchange with stakeholders outside the University of Alberta. The School explicitly adopts the principle that engaged scholarship including knowledge transfer and exchange is an additional area for evaluating meritorious performance of faculty members. Although academic public health requires strong disciplinary work, it is inherently multidisciplinary and interdisciplinary in nature. Consequently, academic staff of the School will be recognized for engaging in scholarship that makes connections across disciplines and through this activity, advances knowledge and insight. Principle 2: Faculty member contributions toward multidisciplinary and interdisciplinary public health scholarship will be given equivalent weight in the Faculty Evaluation Committee (FEC) process to determine merit increments, tenure, and promotion decisions as similar work done within a single discipline or within the School, with the support of the chair / dean. These contributions include publications involving interdisciplinary collaborators from other faculties or centres; teaching in interdisciplinary courses, whether coordinated by the School or another faculty; multidisciplinary and interdisciplinary research conducted with colleagues in another 3 4

Boyer E. (1990). Scholarship Reconsidered: Priorities for the Professoriate. The Carnegie Foundation Commission on Community-Engaged Scholarship in the Health Professions. Linking Scholarship and Communities: Report of the Commission on Community-Engaged Scholarship in the Health Professions. Seattle. Community-Campus Partnerships for Health. 2005

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES faculty or external to the University of Alberta; and administrative or community service involving interdisciplinary activities undertaken on behalf of the School or the University of Alberta.

B. Faculty Evaluation Committee and Review Process 1. Composition of Faculty Evaluation Committee (FEC) The School Faculty Evaluation Committee (FEC) will include 3 ex-officio members, each with voting privileges: 1) the dean of the School, who will chair the Faculty Evaluation Committee (FEC) and annual meetings, 2) the chair, Department of Public Health Sciences, and 3) the director, Centre for Health Promotion Studies who functions as a department chair. Three regular voting members of the Faculty Evaluation Committee (FEC) and one alternate non-voting member will be elected by Faculty Council from the pool of tenured School faculty members. Regular voting Faculty Evaluation Committee (FEC) members will serve for a two-year term and be elected to stagger their terms; the alternate non-voting Faculty Evaluation Committee (FEC) member will serve for one year. The alternate member will be present at Faculty Evaluation Committee (FEC) meetings, but will not vote except in cases where regular elected Faculty Evaluation Committee (FEC) members are excused (e.g. absence of a voting member or conflict of interest). In the case of Faculty Evaluation Committee (FEC) meetings for purposes of tenure review, another voting tenured member will be elected from the department of the candidate and may be the alternate Faculty Evaluation Committee (FEC) member. Two other Faculty Evaluation Committee (FEC) members will be appointed. One voting member external to the School will be appointed by the provost and vice-president (academic) from the President’s Review Committee (PRC). One other Faculty Evaluation Committee (FEC) member (non-voting) external to the University of Alberta will be appointed by the dean from a list of nominees made by Faculty Council from a pool of adjunct faculty and external stakeholders with interests in public health. The appointed external member will not vote, but will participate in Faculty Evaluation Committee (FEC) discussions in order to provide commentary on contributions of faculty members to applied scholarship. Quorum will be five of six (80%) of voting members, excluding the dean who must be present as Faculty Evaluation Committee (FEC) chair and who will vote in case of ties. 2. Performance Review Process On an annual basis, each faculty member's progress will be reviewed by the department chair and Faculty Evaluation Committee (FEC) based on Article 7 (University Responsibilities), Article 8 (Supplementary Professional Activities) and Article 13 (Faculty Evaluation). At appropriate times after the initial appointment, each faculty member will be considered for tenure and / or promotion (Article 12). If a faculty member is granted one or more leaves during a probationary period and, if the length or type of leave is such that it materially affects the performance on which the faculty member is to be assessed, the probationary period shall be extended for one or more years. This extension shall be made by the provost and vice-president (academic) on the recommendation

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES of the dean following consultation with the department chair and the faculty member. It is the responsibility of the chair and Faculty Evaluation Committee (FEC) to ensure that the faculty member is not disadvantaged by such leave(s). In the School, annual reviews of performance will be based on job description and contributions in the following categories: teaching, research / engaged scholarship, and service. In addition to the annual report, which follows a precisely defined format, objective documentation addressing the faculty member’s contributions may include formal and informal feedback from students, peers, or supervisors. For those faculty members who are also members of interdisciplinary teaching and / or research groups and / or have significant academic activities external to the University, input from team members outside the School will be considered. Included with the annual report will be evidence of faculty member’s contributions to engaged scholarship in teaching or service, and particularly as related to research, including knowledge transfer and exchange activities and the impact of their work on the field of public health in the year under review. Academic staff will be evaluated on a calendar year basis, i.e., from January 1 to December 31. Each staff member is required to submit a preliminary annual report in the first week of December and a final annual report in the defined format with any other material to the department chair no later than eight calendar days after December 31. After meeting with individual faculty members to review their annual reports, academic progress, and plans, the department chair will provide individual recommendations regarding merit increments to the Faculty Evaluation Committee (FEC) with a copy to the staff member. Procedures for tenure and promotion are outlined in Appendices A and B. January 8

Deadline for submission of final annual report to the department chair

January 22

Department chair completes individual meetings with staff members to discuss annual reports, review position description and plans, and provides a written recommendation to the Faculty Evaluation Committee (FEC) and faculty member Faculty Evaluation Committee (FEC) meetings for annual performance review are scheduled in the first week of February

March 31

Dean communicates Faculty Evaluation Committee (FEC) decisions to staff members

A schedule of dates for Faculty Evaluation Committee (FEC) processes will be provided to faculty members in June. Faculty Evaluation Committee (FEC) meetings for tenure, promotion, and review of sabbatical leave applications will be scheduled for late November.

C. Performance Assessment and Standards For each category of performance (i.e. teaching, research / engaged scholarship, service), performance assessment and standards will be discussed as if the evaluation was to be based solely on that category. The weighting by performance category depends on the position description of the faculty member. Weighting for most faculty members is 40:40:20 for teaching, research /

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES engaged scholarship, and service respectively; for research-intensive faculty the weighting may be 15:75:10; and for a small number of teaching-intensive faculty it may be 60:20:20. In all cases staff will be evaluated relative to their individual position description, and personalized letters will be prepared and sent to each individual. It is recognized that there are significant overlaps among the three categories. Faculty Evaluation Committee (FEC) will exercise its judgment in arriving at a decision on overall performance based on performance in each category and the weighting of categories in the position description. 1. Teaching The Faculty Agreement defines teaching as follows: Participation in undergraduate and graduate teaching programs, including classroom teaching, supervision of graduate students, and personal interactions with and advising of students (7.02a) Except where a staff member has a reduced teaching assignment, performance as a teacher shall be of major importance in the review (13.06.2). Evaluation of teaching will be broadly based including evaluation of course content, course design, and performance in the classroom (13.06). Expectations for performance as a teacher will increase with increasing seniority. Normally, each staff member will be assigned one - two FCE's (full course equivalents) per year (i.e. one or two three-credit courses per term). Beginning assistant professors will normally be assigned one Full Course Equivalent (FCE) per year and research-intensive staff one-half – one Full Course Equivalent (FCE). Intersession teaching may be a part of the normal teaching load. Alternative delivery of teaching (e.g., via online education) may also be part of the normal teaching load. As staff of a primarily graduate School, faculty members are expected to undertake substantial amounts of graduate student supervision. Equivalent supervisory loads may be considered to be six MPH, two MSc or one PhD student. Examples of graduate supervisory loads may include: for faculty with 40:40:20 position descriptions 18 supervisory equivalents (e.g. six MPH, two MSc and one PhD student); and for research-intensive faculty 30 supervisory equivalents (e.g. three PhD, two MSc and six MPH students). Teaching may also include supervision of students who are working in the public health field as part of their professional training (i.e. supervision of practicum experience). Supervision of post-doctoral fellows will also be considered. Staff members are expected to maintain a teaching dossier in addition to their curriculum vitae. Teaching performance for all members of the School is expected to be of consistently high quality. A sustained effort, with emphasis on continuing improvement or maintenance of performance, is expected of all staff members. Program / course coordinators are expected to be the organizers and leaders in carrying out teaching responsibilities in their area; they are expected to ensure that courses under their jurisdiction relate to, and articulate with, allied course work offered within the School. Indicators used to assess teaching performance will include but not be limited to: developing new courses, leadership in educational program development; teaching course load, including teaching of new courses;

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES attainment of good / satisfactory scores on student evaluations; student comments on course evaluations and through other sources; comments by peers and colleagues and / or administrators; versatility; the ability to teach different class sizes and to use online technology; quality and quantity of graduate student supervision, including mentoring and successful degree completion; graduate student achievement of external awards and publications; independent problem solving in matters relating to teaching assignments; creativity and innovation, and keeping abreast of new developments; acting as a resource to colleagues, including production of teaching aids; recognition by teaching awards; commitment to professional development of teaching skills. Engaged scholarship in teaching will also be considered in assessing performance including indicators such as: developing and maintaining professional or community-based learning programs; developing and maintaining organizational linkages for educational purposes between the School and professional or community-based organizations. a. Superior / Outstanding Performance A staff member would have demonstrated superior performance by exceeding expectations in graduate student supervision, and in teaching activities such as lectures, small group learning, field practicum experiences, or continuing professional development programs. Examples of superior performance include teaching evaluations in the top 10%; contributions to course and / or curriculum development; and a consistently high level of quality and quantity of graduate student supervision and performance. Included would be a successful educational administrative role such as chairing a School or departmental education-related committee. Leadership in the educational realm will be considered a measure of superior performance and include the development, implementation and / or evaluation of innovative teaching methods, or novel continuing professional development or community-based learning programs. They may have been nominated and / or received one of the School’s annual awards for excellence in teaching or supervision / mentoring or an external award / recognition. b. Good / Satisfactory Performance A staff member would have met expectations by demonstrating consistently satisfactory performance in all teaching and supervisory activities. This would include fulfillment of their assigned teaching duties within the context of their job description; satisfactory evaluations of their teaching activities by students; successful supervision of

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES appropriate numbers of students; and demonstrated commitment to personal professional development of their teaching or supervisory skills. c.

Acceptable / Below expectations Performance A staff member would have demonstrated performance below expectation in their teaching performance by inconsistent teaching evaluations with several below average scores; inconsistent evaluation of graduate student experience by students and / or peers; a paucity of requests or reluctance to accept graduate students for supervision; and / or a lack of commitment to professional development in the area of teaching / supervision.

d. Unacceptable performance A staff member would have demonstrated unacceptable performance by consistent under-performance in their teaching activities as evidenced by an unwillingness to participate in teaching activities or graduate supervision; and / or consistently poor evaluations of teaching activities or graduate supervision. Documented unprofessional or unethical behavior in the teaching role would be considered unacceptable, as would unresponsiveness to recommendations for professional development of teaching or supervisory skills. 2. Research and Engaged Scholarship The Faculty Agreement defines research as follows: Participation in research, including both original research and reflective inquiry, and the dissemination of the results of research by means appropriate to the discipline(s) (7.02b). Both research and engaged scholarship will be considered in the performance review with the balance determined by the faculty member’s position description and performance goals; this balance may range from minimal engaged scholarship to a predominant role in this area. Throughout these guidelines the format ‘research / engaged scholarship’ is used to refer to this balance. Expectations for performance in research / engaged scholarship will increase with increasing seniority. Research Performance in research will be of major importance in the review unless a staff member's contract indicates otherwise. All members of the academic staff are expected to engage in research appropriate to the scholarly functions of the School. Expectations for rank will be determined, in part, based on demonstrated performances of faculty within the School. For faculty with 40:40:20 position descriptions, research expectations for good / satisfactory performance normally include a minimum of two peer reviewed articles per year and one submitted grant application (unless existing grants have more than 18 months to run); and for research-intensive faculty, a minimum of four peer reviewed articles per year and maintenance of one peer reviewed grant as principal or two grants as co-investigator. Indicators used to assess research contributions will include but not be limited to: originality, independence and excellence in science;

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES sustained program of research, development and scholarly work; refereed and invited publications in peer reviewed journals, with the quality of publications taking precedence over quantity; national or international recognition as a scholar whose research has had significant impact in their field; in collaborative research, demonstrated intellectual leadership; scholarly / technical reports; invited or refereed presentations at provincial, national or international conferences; publication in monographs, books and one-print media; authorship or editorship of books; support of research by grants from peer reviewed funding agencies; support of research by other external funding sources; including contract research; support of graduate students by external funding and other resource support; recognition by awards for research, including external salary awards; promise of future productivity and innovation. In the case of multi-year projects, the faculty member must indicate in the annual report the research contributions in the year under review using appropriate indicators (13.07). Engaged Scholarship: Knowledge Transfer and Exchange School faculty members are expected to bring to bear advanced skills and knowledge on important public health problems, policies, and issues. To create the opportunity for these contributions, partnerships and networks between academics and external constituencies are required. All stages of a process that engage faculty talents and skills in the definition, implementation, and / or evaluation of public health policies and practices, broadly defined, will be considered. Faculty members are expected to submit material indicating their contributions to engaged scholarship, including knowledge transfer and exchange and impact on public health, as part of their annual review documentation. Indicators used to assess performance in engaged scholarship will include but not be limited to: engaging the community in the formulation of research questions and / or using participatory research methods; evidence that the research responds to an issue or need identified by the community, and that the community was integrally involved throughout all phases of the research; evidence that research results were incorporated into an organization (reflected in strategic plans or business plans, results used to leverage other resources), particularly organizations responsible for the delivery or evaluation of public health services; production of a research synthesis document; (e.g. suitable for the Cochrane or Campbell Collaborations, commissioned research, research monograph or textbook that provides a

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES synthesis that advances thinking in the field and packages information in a way that provides new insight and broader application); production of a report specifically designed to influence public policy; production of a plain language document for the public or external decision makers; production of a report for non-governmental organizations; publishing in non-academic media (e.g., newspaper op-ed, letters to the editor); evidence that the research / consultation / process helped to shape public policy; utilization of one’s research findings by public health practitioners or decision makers outside the University of Alberta; recognition of one’s contribution and impact by public policy and management decision makers outside the University of Alberta (e.g. unsolicited letters, awards, appointments to advisory committees, etc). Research and Engaged Scholarship Performance Standards Faculty members’ time allocation to research and engaged scholarship may vary from 40-75% (with a small number less the 40%) and thus the performance expected in this category will vary accordingly; requiring appropriate assessment by Faculty Evaluation Committee (FEC). A. Research a. Superior / Outstanding performance will exceed expectations. There will be evidence of: a substantial record of research productivity with either a landmark paper in a prestigious international journal or multiple papers in journals that make a significant impact on the field; a consistent successful record of funding in the form of multiple peer-reviewed national or international grants with substantial funding; receipt of peer-reviewed salary awards or renewals; a significant leadership role in obtaining major funding for group research activities; recognition in the form of a major national or international award or invitation to present a keynote address at a major meeting with national or international participation; national or international recognition for scholarship having a significant impact on the field; b. Good / Satisfactory performance will meet expectations. There will be evidence of: continued publication productivity in respected journals in the field;

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES success in obtaining adequate funding to support the faculty member’s work; in accordance with rank, an established or emerging national/international reputation with invited presentations ; invitations to serve on national committees, grant review panels, or as a journal reviewer. c. Acceptable / Below Expectations performance does not meet expectations. There will be evidence of: a record of low publication output, in accordance with job description, over a number of years; lack of or inadequate research funding / support; few or no research trainees (PhD, MSc, postdoctoral) over a number of years; d. Unacceptable performance will be determined when there is insubstantial research productivity in accordance with the job description. There will be evidence of: no publications in the year under review and / or few over a number of years; lack of research funding with no annual attempts to obtain funding; failure to provide a supportive environment and adequate supervision for research trainees – this may be evidenced by trainees being unable to achieve their planned academic goal (e.g. PhD or MSc) in a reasonable time frame despite commitment and industry on the part of the student; substantiated deceptive or unethical practices; or academic misconduct; B. Engaged Scholarship a. Superior / Outstanding performance in engaged scholarship will exceed expectations. There will be strong evidence that those contributions in three (3) or more of the indicators listed above have had a major impact on external stakeholders. b. Good / Satisfactory performance in engaged scholarship will meet expectations. There will be strong evidence of contributions in one or two of the indicators listed above or weaker evidence in three or more indicators. c. Acceptable/ Below expectations performance fails to meet expectations. There will be weak evidence of contributions by the indicators above. d. Unacceptable performance will be considered when there is no evidence of contributions by the indicators and / or no effort to participate in engaged scholarship. 3. Service The Faculty Agreement defines service as follows:

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES Provision of service to the discipline(s) of the staff member; participation in the governance of the University, the Faculty, and/or the Department (7.02c) Citizenship responsibilities within the School, including participation in Faculty Council meetings and academic rounds, are expected of all academic staff. Senior academic staff, especially, are expected to provide leadership and to share in administrative and committee responsibilities and the more general responsibilities to the community and society, when provided the opportunity to do so. Contributions to Academic, Professional, and Public Bodies Academic staff are expected to contribute to the wider community by engagement in activities that relate to their academic expertise and the responsibilities of the School. Those activities in which a staff member engages as a citizen that are not related to his / her academic role are excluded. Indicators used to assess contributions to academic, professional, or public bodies will include but not be limited to: participation as an invited member of grant review panels; participation as an editor or associate editor for scientific journals; review of manuscripts for refereed scientific journals; ad hoc review of grant applications; service on academic, government, and professional committees, task forces, study groups, advisory bodies concerned with the formulation and adoption of public health policies, programs and practices; participation in policy and program reviews for external public health stakeholders consultation as an expert or examiner for reviews of academic or professional programs consultation on research projects conducted by agencies outside the University; dissemination of knowledge to the general public including the preparation and delivery of lectures and workshops to lay members of the public; delivery of non-research, in-service, professional workshops Contributions to the School and the University Academic staff, particularly those with tenure, are expected to contribute to the administrative functions of the School and / or University of Alberta. Administrative performance will be assessed on the basis of the quality of work, the extent of responsibility, and the initiative and competence with which this responsibility is executed. Assessment will, of necessity, be made partially by peers and colleagues. Indicators used to assess service to the School or University of Alberta will include but not be limited to: membership on the School and/or University of Alberta committees; participation as an elected member of a formal decision-making body ;

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES acceptance of administrative work (e.g., admissions, course coordination, chairing examination committees); contributions to student life; preparation of faculty proposals (e.g. funding applications, chair proposals); liaison or representative functions with other faculties. Contributions to Public Health Service If applicable, staff members may be assessed on the extent and quality of their public health service and / or their contributions to the field of public health. This will include public health practice, as well as administrative and managerial responsibilities. There is an expectation that faculty having a job description that includes public health service will maintain at least a good / satisfactory evaluation in this category. Public health service may be a necessary condition for awarding of a salary increment or for promotion, but it will not be sufficient as the sole indicator for such consideration. Indicators used to assess contributions to public health service will include but not be limited to: evaluation of the effectiveness (e.g., outcomes, impact) of the service; public health program development or innovations; development of public health practice guidelines; development of unique public health initiatives (e.g. emergency preparedness); public health program administration; active cross-appointments to public health service or related organizations; quality of services provided; results of formal evaluation by patients / clients; results of formal evaluation by colleagues or administrators; reputation as a public health clinician and / or strategist; awards, letters of recognition from external organizations. Engaged scholarship in service will also be considered in assessing performance including indicators such as: creating and maintaining organizational structures that link the School to the community in innovative partnerships; facilitating interactions between researchers and potential users of research results including municipal / provincial / federal governments (e.g. workshops, briefings, conferences, think tanks). a. Superior / Outstanding Performance Service contributions that exceed expectations can be related to one or more of the three areas above, and include contributions to the discipline such as serving as chair of a grants panel or site visit, serving as editor of a high-impact journal, organizing a major national or

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES international conference, serving as president of a professional organization; or recognition by receipt of a service award from a professional society. Superior performance in service to the department / faculty / University of Alberta would be recognized by effective leadership in coordination of teaching programs, chairing major committees, or developing significant new educational or research initiatives. Superior contributions to public health service would include leadership of widely recognized high quality programs or the development of service innovations. Engaged scholarship in service will have significantly exceeded expectations of external stakeholders. b. Good / Satisfactory Performance A staff member would have met expectations for good / satisfactory performance in service to the discipline by ad hoc review of research proposals and articles; serving on a grants panel, editorial board or conference organizing committee; or holding office or committee membership in a professional organization. Satisfactory service performance for the department / faculty / University of Alberta would include serving on teaching and/or administrative committees; participating in policy development; and / or organizing departmental / faculty functions. Public health service contributions would have met the quality standards of the external partner stakeholders. Engaged scholarship in service will have met expectations of community organizations or users of research. c. Acceptable / Below Expectations A faculty member would be judged to have performed below expectation in relation to service contributions by consistently failing to participate in discipline-related activities; by making minimal contributions to the organizational efforts of the department / faculty / University of Alberta and / or by frequent absences from the department / faculty or its unit meetings. Public health service contributions would not have met the expectations of external partner stakeholders. Engaged scholarship contributions will not have met expectations of external stakeholders. d. Unacceptable Performance Unacceptable performance would include refusal to participate in at least one department / faculty / University of Alberta committee; or to peer review journal articles or grant applications. It would include being asked to withdraw from a review or other committee for ethical reasons (e.g., breach of confidentiality); or provision of misleading information to the public. Public health service contributions or engaged scholarship activities will have been considered inadequate by external partner stakeholders. 4. Professional Conduct In addition to the areas mentioned above, a high standard of professional conduct will be expected of all members of the School. Where conduct has been called into question, this category will receive specific attention. Otherwise, it is expected that in carrying out teaching, conducting research and applied scholarship, and providing service to the School, University of Alberta, and wider community, the staff member’s professional conduct will at all times conform to that laid down within the code of ethics of the Canadian Association of University Teachers (CAUT), and where appropriate, that of related disciplines or professional bodies. A. Application of standards for staff members who are on leave for all or a portion of the academic year under review (13.12)

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES For periods of leave (e.g. parental, medical) or secondment of six months or less duration (or twelve months half-time), performance will be evaluated for the balance of the year and extrapolated to the full year. Periods of leave or secondment that exceed six months will not be considered in the evaluation of performance. Sabbatical or study leave policy and procedures are not included here and are described in Appendix C.

D. Assignment of Responsibilities and Merit Increments 1. Assignment of Staff Responsibilities The department chair shall assign to each staff member specific responsibilities, which shall include courses to be taught and other teaching duties and may include supervisory and administrative responsibilities (7.03). For faculty in the School, these assignments will be confirmed in writing after the department chair’s annual meeting with the staff member to discuss performance goals for the coming year. Performance goals will include expectations regarding research plans for the coming year, except in cases where the staff member's contract deems otherwise. In considering the assignment of responsibilities and individual performance goals, a balance must be considered between the needs of the School and the focus of the individual's activity. In the case of department chair reviews, the annual meeting will take place with the dean after submission of the annual report and related materials, and mutually agreeable commitments and performance goals for the chair will be determined.

2. Merit Increments Faculty Evaluation Committee (FEC) will assess each faculty member annually regarding his / her contributions to teaching, research / engaged scholarship, and service in accordance with his / her formal job description. Expectations for acceptable, good / satisfactory, superior and outstanding performance increase with rank and seniority. Merit increments are earned by achievements, contributions and significant professional development during the year under review and are not awarded automatically. There is a limited pool of merit increments, and the awarding of increments is a relative process. In assessment of teaching, it is recognized that course loads may fluctuate between years, and that consideration of performance over more than one year may be used by the chair to assist Faculty Evaluation Committee (FEC) in the overall evaluation. In assessment of research publications, submitted articles will not be considered and merit increments will be assessed on papers published in the print form of the journal during the year under review. If electronic publication (e-pub) occurs in the year under review with the print form of the journal occurring in the following year, the publication will be counted in the following year. It is recognized, however, that research productivity may fluctuate from year to year and that publication history and “in press” articles may be used by the chair to assist Faculty Evaluation Committee (FEC) in the overall evaluation. Electronic publications, web and CD-based teaching modules, governmental position or policy papers shall be considered scholarly work with merit assessed by evidence of their impact. Faculty members are expected

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES to indicate their individual contributions to multi-authored publications or group research grants. Normally, single (1.0) increments are awarded to individuals who have demonstrated good/satisfactory performance in teaching, research / engaged scholarship, and service. Except in cases where the staff member's contract deems otherwise, teaching and research / engaged scholarship are of equal and major importance in the awarding of increments. Normally, less than one increment will be awarded to individuals whose performance in teaching or research / engaged scholarship has been below expectations for rank. Multiple increments may be awarded to individuals who’s teaching, research / engaged scholarship, and service is demonstrably superior. In all instances, a staff member's performance will be compared to the performance of other individuals at the same rank. Criteria for merit increments will be applied with increasing stringency as a staff member progresses through the ranks. Improvement in or maintenance of quality and competence in teaching and research is expected. When appropriate, a cumulative assessment over a period of several years may be considered to increase the merit increment by 0.5, e.g. for a faculty member who has consistently performed somewhat better than expected for rank, and conversely, cumulative assessment of performance as somewhat less than average for rank over several years may result in the awarding of 0.5 increments instead of 1.0. Faculty Evaluation Committee (FEC) will ensure that significant achievements are recognized in the year under review (i.e. the year in which they occurred). Multiple previous extra increments will not mitigate against the award of extra merit recognition in the year under review. Normally, sabbatical leave performance will be awarded a single (1.0) increment, provided that the staff member has fulfilled the sabbatical leave plan previously approved by Faculty Evaluation Committee (FEC). a. Outstanding (Two or more merit increments) When the faculty member has made exceptional achievements during the year, or has achieved a superior rating in two or more categories; i.e. teaching, research / engaged scholarship, service. This level of achievement is likely to be seen in less than 1% of faculty members in a given year. b. Superior (One and one-half merit increments) When the faculty member has performed significantly better than expectations for rank, normally achieving a superior rating in at least one category of evaluation. c. Good / Satisfactory (One merit increment) When the faculty member performance is good / satisfactory in all evaluation categories according to his / her position description, and professional development is at a level expected for rank.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES d. Acceptable (One-half merit increment) When the faculty member’s performance in teaching or research / engaged scholarship is marginal and below expectations or overall performance is below expectations for rank but remains acceptable. e. Zero Increment If a department chair recommends that no increment be awarded to a staff member or if Faculty Evaluation Committee (FEC) decides that no increment be awarded to a staff member, in either or both cases, the decision shall be cited as one of the following (13.22): a.

that maximum for rank has been reached and standards for promotion have not been met but performance is acceptable notwithstanding;

that performance requirements for an increment have not been met but performance is acceptable notwithstanding;

c. that academic performance while on authorized leave could not be properly evaluated; e.g. if a faculty member is on sabbatical leave and did not file an annual report with the chair. d. that academic performance is unsatisfactory and unacceptable. e.g. the faculty member performs assigned duties incompetently or significantly below expectations for the rank held, has breached the Faculty’s Code of Conduct, or his/her professional development has ceased. An “unacceptable” evaluation of any of teaching, research/applied scholarship, or service (Section C – Performance Standards) warrants consideration of a 0d recommendation. In cases where a staff member's academic performance has been evaluated as unacceptable [i.e., the staff member has been awarded 0 (d) increments] in two of the three preceding years, and provided that the staff member has not had such appeal upheld by the General Appeals Committee (GAC), the Faculty Evaluation Committee (FEC) chair shall refer the record of the staff member to the provost and vice-president (academic) with a recommendation that the staff member be disciplined (14.01). Procedures governing Unacceptable Academic Performance are detailed in Article 14 of the Agreement.

E. Tenure and Appointment as Associate Professor Tenure is in no sense the right of a School staff member who has served his or her time of probation. Regulations regarding consideration for tenure early in the probationary period, and decisions at the end of the first and second probationary periods, are described in Article 12.11 to 12.17 of the Faculty Agreement. The School endorses the following principles, as identified in the Faculty Agreement: A staff member may be appointed in accordance with this Article as a staff member with tenure, or as a staff member on probation leading to consideration for tenure. (12.01) A person appointed to the staff as a professor has tenure. (12.03a) A person appointed as an associate professor has tenure unless a constituted advisory selection committee recommends that there be a probationary period and the Dean

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES appoints with such a probationary period. If the dean appoints an associate professor with a probationary period, the procedures of 12.06 and following apply. (12.03b) A person appointed as an assistant professor shall be on a probationary period. (12.04) A staff member appointed without tenure shall serve one or more probationary periods. (12.06). Normally, the first probationary period shall be for four years. (12.07-12.09). The second probationary period shall be for two years. (12.10). The standards of performance in place at the time of appointment shall not be changed during the time of probation (13.10) The award of tenure and promotion of a staff member shall be decided by Faculty Evaluation Committee (FEC) following review of the staff member’s performance over the complete career. (13.26) For the award of tenure, the staff member must demonstrate a strong record of achievement in teaching and research, and must demonstrate on the basis of performance while on probation that he / she is capable of contributing effectively as a staff member in all areas of responsibility. (13.05c) The review of a staff member’s performance for appointment with tenure shall include a consideration of the following categories: teaching, research / engaged scholarship, and service. Each category is considered important in the assessment of performance; however, in School, staff members are expected to spend the majority of their time in teaching and research / engaged scholarship. The balance between research and engaged scholarship will vary as determined by the staff member’s position description and performance goals. The staff member must have consistently produced high quality research / engaged scholarship and demonstrated continued effectiveness as a teacher to earn an appointment with tenure. A recommendation for tenure, received by Faculty Evaluation Committee (FEC) in accordance with the procedures of Article 12, shall automatically include recommendation for designation as Associate Professor. (13.25) [Appendix A describes School Procedures Determining the Award of Tenure.]

F. Promotion to Professor The School endorses the following principle of promotion to professor, as identified in the Faculty Agreement: A tenured staff member shall be eligible to apply for promotion to the rank of professor when his or her current salary is within one increment of, or is higher than, the salary minimum of professor. (13.26) Promotion to the rank of professor is an important but not automatic or mandatory step in an academic career. Promotion to professor shall be awarded for a cumulative record of qualitatively superior performance in teaching, research / engaged scholarship, and service. Promotion shall be the result of a career review in which there must be concrete evidence that the staff member has obtained national and international recognition as an expert in a particular content area.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES For promotion to professor the staff member must demonstrate a strong record of achievement in teaching, research and service, including excellence in teaching and / or research, or, in rare circumstances, a record of exceptional service. (13.05 d) In considering promotion to the rank of professor, the following principles shall apply: Promotion to professor requires evidence of achievements and effectiveness in teaching, research / engaged scholarship, and service that are superior to those required for awarding of tenure and appointment to the rank of associate professor. The conditions of the staff member's contract will be considered in determining the relative importance of teaching, research / applied scholarship and service. Teaching and research / engaged scholarship are of major and equal importance. In unusual circumstances a record of exceptional service will be given similar consideration 1. Teaching The staff member must demonstrate excellence in teaching. Evidence of teaching effectiveness will be based on information from both students and peers. An individual whose teaching effectiveness is deemed to be minimally competent will not be promoted to the rank of professor. 2. Research and Engaged Scholarship The staff member must demonstrate excellence in research and be considered a national and international expert by his / her peers. Indicators will include evidence of a sustained, high quality research program; national / international stature; testimony to the quality of the staff member's research activities provided by knowledgeable colleagues. Excellence in engaged scholarship requires evidence of recognition that the staff member’s work has had a substantial impact on public health practice or policy; that sustained partnerships with external organizations are contributing new knowledge and evidence to decision making, and testimony to the quality of the staff member’s engaged scholarship by knowledgeable colleagues. The balance between research and engaged scholarship will vary as determined by the staff member’s position description and performance goals. An individual whose effectiveness in research / engaged scholarship is deemed to be minimally competent will not be promoted to the rank of professor. 3. Service The staff member is expected to have made significant professional contributions at provincial, national, and international levels. He / she must also demonstrate a leadership role in the administrative activities of the School and University of Alberta. Contributions to public health service, where applicable, must be recognized as significant at the provincial, national or international level. [Appendix B provides School Procedures for Promotion to the Rank of Professor]

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES G. Contested Cases and Appeals (Please also refer to the AAS: UA Agreement, articles 13.46, 13.62, 15.09) 1. Contested Cases A contested case is one where the faculty member exercises his / her right to appear before Faculty Evaluation Committee (FEC) with a view to changing a chair’s recommendation to Faculty Evaluation Committee (FEC) or the preliminary decision by Faculty Evaluation Committee (FEC). A faculty member has this right if: a. the department chair recommends less than a single merit increment be awarded, except for a faculty member who is within one merit increment from the maximum position on the University’s salary grid for associate professors and has not applied for promotion; b. the department chair recommends that no further appointment be offered to a staff member; c. the faculty member applies for promotion and the application is not supported by the department chair; After initial consideration, Faculty Evaluation Committee (FEC) may not be prepared to endorse: a. a recommendation for a further probationary appointment; b. a recommendation for tenure and appointment to associate professor; c. an application for promotion that has been supported by the department chair; or may be prepared: i.

to award a recommendation for a merit increment which is less than a single increment or no increment if the recommendation of the department chair was greater than the award the Faculty Evaluation Committee (FEC) is prepared to endorse; or

ii. to cite a recommendation for a zero increment award as unsatisfactory and unacceptable (i.e. when the recommendation of the department chair was not so to cite). Under these circumstances, the Faculty Evaluation Committee (FEC) chair (i.e., the dean), shall inform the faculty member in writing of the position of Faculty Evaluation Committee (FEC) with an offer to meet with the faculty member to discuss Faculty Evaluation Committee (FEC)’s concerns. 2. Appeals A Faculty member has the right to appeal the following decisions to the University of Alberta General Appeals Committee (GAC) in accordance with the provisions of the Faculty Agreement (Articles 13, 14, 15), provided that the Faculty member has appeared before Faculty Evaluation Committee (FEC) to present a case or has submitted documentation to Faculty Evaluation Committee (FEC) to support a case: a. the decision of the Faculty Evaluation Committee (FEC) not to offer a further appointment upon the termination of a probationary appointment; b. the decision of the Faculty Evaluation Committee (FEC) not to award promotion upon the application of the staff member; and

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES c. the decision of the Faculty Evaluation Committee (FEC) not to award an increment or to award an increment, which is less than single in value.

APPENDIX A PROCEDURES DETERMINING THE AWARD OF TENURE 1. Consideration for Tenure When the award of tenure is a consideration, normally after the second probationary period but in unusual circumstances, possibly after the first probationary period (12.12), the following procedures will apply: a. The department chair will discuss with the staff member the School criteria and request: i. an up-to-date curriculum vitae including a complete publication list and teaching dossier; ii. a list of the names of at least six referees capable of judging the candidate’s teaching and / or research / engaged scholarship activities, of which four will be external to the University; iii. additional material as deemed necessary to support the recommendation. Emphasis should be placed on teaching, research / engaged scholarship, and service. 2. Responsibilities of the Department Chair The department chair shall: a. Develop a list of referees capable of judging the staff members' teaching and / or research / scholarly activities. The referees will be selected by the chair from both the staff member's list and the chair's list. The applicant will be informed of the list of referees and have an opportunity to indicate the names of individuals, if any, who would not be acceptable to the applicant as a referee. Reasons must be included for non-acceptability. In the case of a dispute, the dean will be the final arbiter. The staff member's response will become part of the candidacy material that will be submitted to the Faculty Evaluation Committee (FEC). b. Write to a sufficient number of referees in order to obtain five letters which provide a confidential assessment of the staff member's suitability for tenure and appointment to associate professor based on contributions to teaching, research / engaged scholarship, and service. At least three letters must be from individuals external to the University of Alberta, of which two are to be chosen by the chair and have not had any personal or professional collaborative relationship with the candidate. All responses received by the chair will be considered by Faculty Evaluation Committee (FEC). In soliciting external reviews, the chair will provide the School’s Guidelines for Evaluation, indicate the candidate’s position description with weighting for teaching, research / engaged scholarship, and service, and include all materials submitted by the candidate. c. Meet with the staff member to discuss the candidacy. d. Assess the case for tenure, based upon the criteria provided in the Faculty Standards document and based upon information received from the referees.

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES e. Discuss the case with the staff member prior to the submission of a recommendation to the dean. f.

Submit a written recommendation to the Faculty Evaluation Committee (FEC), including supporting documentation, and the reasons for the recommendation at least 15 days prior to the Faculty Evaluation Committee (FEC) hearing. A copy is to be provided to the staff member with all materials except those that are confidential.

g. In instances where the department chair submits a recommendation to extend the probationary appointment, the chair must have obtained the same documentation that would have been provided to Faculty Evaluation Committee (FEC) were the recommendation to have been that tenure be granted, or that the appointment be terminated (see section 1 above). 3. Responsibilities of the Dean Where the department chair decides to recommend that no further appointment be offered at the end of the present contract, the dean shall prepare a summary of the confidential material so received and provide the staff member and department chair with a copy thereof at least ten days prior to the Faculty Evaluation Committee (FEC) hearing. The summary statement, so prepared, shall be in sufficient detail to enable the staff member to know the case he or she has to meet. Procedures governing a decision of Faculty Evaluation Committee (FEC) not to approve the recommendation are covered under Clause 13.46. All decisions about renewal of probationary appointments and granting tenure will be reached by December 20. (13.38a)

APPENDIX B PROCEDURES FOR PROMOTION TO THE RANK OF PROFESSOR In accordance with Clause 13.26 of the Faculty Agreement, this document contains the procedures to be followed in an application for promotion to the rank of Professor. 1. Notification to Potential Applicants The dean shall notify the staff member, on or before April 30th of the year in which he or she first becomes eligible to make application for consideration for promotion to the rank of professor under Clause 13.26 of the Faculty Agreement. At the same time, the department chair will receive a copy of the notice and will arrange to meet with the staff member to discuss the application. 2. Application for Consideration for Promotion A letter of application for consideration for promotion to the rank of professor shall be made to the dean on or before June 30th. At the same time, in addition to a copy of the letter of application, the following minimum documentation must be given to the department chair: a. an up-to-date curriculum vitae, including a complete publication list and teaching dossier;

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES b. five of the candidate’s most significant publications and / or documentation of engaged scholarship; c. The names of at least six referees capable of judging the applicant's activities in one or more of teaching, research / engaged scholarship, service. At least four of the six referees shall be external to the University of Alberta and have no professional or personal collaborative association with the applicant. 3. Responsibilities of the Department Chair a. Develop a confidential list of referees capable of judging the staff member's activities in teaching, research / applied scholarship, and service. The referees will be selected by the chair from both the staff member's list and the chair's list. The applicant will be informed of the list of referees and have an opportunity to indicate the names of individuals, if any, who would not be acceptable to the applicant as a referee. Reasons must be included for nonacceptability. In the case of a dispute, the dean will be the final arbiter. The applicant's response will become part of the application material that will be submitted to the Faculty Evaluation Committee (FEC). b. Write to a sufficient number of referees in order to obtain a minimum of six confidential assessments of the applicant's activities in teaching, research / engaged scholarship, and service, and suitability for promotion to full professor. At least four of these assessments will be from referees who have had no collaborative professional or personal association with the applicant and are external to the University of Alberta; three of which are to be chosen by the chair. In soliciting external reviews, the chair will provide the School’s Guidelines for Evaluation, indicate the candidate’s position description with weighting for teaching, research / engaged scholarship, and service, and include all materials submitted by the applicant. Additional letters from inside the University of Alberta may be obtained. c. Invite staff members in the Faculty, who are at the rank of professor, to review the documentation submitted by the applicant and provide confidential written opinions as to the merits of the application. It is expected that professors will normally provide a written opinion. All responses received by the chair will be considered by Faculty Evaluation Committee (FEC). d. Meet with the applicant to discuss the application. e.

Assess the case for promotion, based upon the criteria provided in the Faculty Standards and from information received from the referees.

Inform the staff member, in writing, at least two months prior to the meeting of the Faculty Evaluation Committee (FEC) as to whether he / she intends to support or oppose the application.

g. If the department chair decides to support the application, the case is considered to be the recommendation of the department chair and the department chair shall provide the documentation to the Faculty Evaluation Committee (FEC). h. If the department chair decides to oppose the application, the department chair shall provide all confidential academic evaluations of the work of the staff member to the dean.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES 4. Responsibilities of the Dean Where the department chair decides to oppose the application, the dean shall prepare a summary of the confidential material so received and provide the staff member and department chair with a copy thereof at least seven weeks prior to the Faculty Evaluation Committee (FEC) meeting. The summary statement so prepared shall be in sufficient detail to enable the staff member to know the case he or she has to meet. 5. Continuation of the Application Where the department chair has decided to oppose the application, the staff member may continue the application in accordance with Clause 13.52 of the Faculty Agreement. The dean will submit to the Faculty Evaluation Committee (FEC), on behalf of the applicant, the material received (as outlined above). The applicant may submit, up to two weeks prior to the Faculty Evaluation Committee (FEC) meeting, additional information that is relevant to the application. 6. Withdrawal of the Application The staff member may withdraw his / her application for consideration of promotion at any time prior to the Faculty Evaluation Committee (FEC) meeting.

APPENDIX C POLICIES GOVERNING SABBATICAL Staff members are referred to Article 9 and Appendix E of the Faculty Agreement for policies governing the sabbatical. Procedures to be followed for the application, allocation and evaluation of the sabbatical are outlined below. 1. Application for Sabbatical The application must be made on the form, “Application for Sabbatical,” obtainable from the Dean’s Office. Such application must be submitted to the department chair by October 1, which will subsequently be submitted to the dean by October 15, in the year prior to the academic year in which the sabbatical is to be taken. In the sabbatical application, the following areas should be addressed in appropriate detail: a. Specific objectives for sabbatical activities (these objectives will form the basis of the subsequent Faculty Evaluation Committee (FEC) increment recommendation); b. Location or facility in which sabbatical will be spent. Normally, sabbatical should be spent off campus; c. Resources required to accomplish sabbatical objectives; d. Relationship of sabbatical objectives to ongoing research and teaching activities; e. Expected benefits to the individual, the department, and the University of Alberta; f.

Description of arrangements for graduate student supervision, teaching and administrative duties;

g. Description of supplementary professional activities to be undertaken.

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CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES 2. Recommendations a. A completed application form with supporting documents, if any, should be submitted to the department chair, which will check for the eligibility of the applicant for sabbatical. The department chair shall make a recommendation and comment on any aspect of the proposed sabbatical including: i.

the merit of the proposed program;

ii. the expected benefits to the staff member, School and University of Alberta; iii. the impact of proposed sabbatical on teaching requirements; iv. the impact of proposed sabbatical on administrative activities; v. the arrangements for supervision of graduate students; vi. past performance (performance during and since the last sabbatical); vii. the financial implications to the School during the sabbatical period. b. The dean will submit each application for sabbatical to the Faculty Evaluation Committee (FEC) no later than November 15th for recommendation regarding acceptability of the proposed program. c. If applications exceed the Faculty’s quota, the Faculty Evaluation Committee (FEC) shall recommend on the order of ranking of the applications. For rank ordering of the acceptable sabbatical programs, the following factors will be considered: past performance (performance during and since the last sabbatical); strengths and weaknesses of the proposed program; the department chair’s recommendation; number of applicants from the School; and number of years since last sabbatical, or since joining staff. 3. Decision The dean will consider the recommendations of the department chair and the Faculty Evaluation Committee (FEC). The dean will also consider the effect the sabbatical may have on the School and / or department, the financial implications and availability of replacement, and other such matters as considered relevant. On the basis of the foregoing considerations, the dean will make the final decision on sabbatical requests. 4. Decisions with Respect to Sabbatical The decision reached regarding an application for sabbatical shall be one of the following: a. sabbatical is granted; b. sabbatical is denied; c. sabbatical is deferred to the next leave year; d. application is placed on a waiting list pending withdrawal by approved applicants (waiting list used in the event Faculty reached ten percent limit for number of sabbaticals).

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CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES 5. Administrative Deferrals An acceptable applicant may be asked to defer sabbatical for six to twelve months for administrative reasons such as: a. sabbatical will hamper normal functioning of the School; b. financial implications may make it impossible to replace the individual; Such time shall, nevertheless, be counted toward eligibility for a succeeding sabbatical 6. Changes in Program for Sabbatical Any major change in the program as submitted must be reported in writing to the dean and chair, giving reasons for the change and requesting approval of the chair and dean. 7. Report on Sabbatical a. The usual annual report form should be used, with attachments, providing greater detail of the activities undertaken during the sabbatical. The report is to be submitted to the dean and department chair within 3 months of completion of the sabbatical. b. To permit the department chair to evaluate sabbatical activities for the purpose of making recommendations to Faculty Evaluation Committee (FEC), the sabbatical report should address the specific objectives of the sabbatical as outlined in the sabbatical application. 8. Faculty Evaluation Committee (FEC) Evaluation of Year in Which Sabbatical Occurred The Faculty Agreement makes no differentiation between staff members on campus and those away from campus and, therefore, the chair will make recommendations to Faculty Evaluation Committee (FEC) with respect to the performance of the staff member during the sabbatical period. The committee will consider the recommendation in light of the criteria and standards established for the faculty, keeping in mind the particular goals and objectives as described in the original application, and the content of the annual report covering the sabbatical period.

APPENDIX D POLICY GOVERNING SUPPLEMENTARY PROFESSIONAL ACTIVITIES (SPA) The School accepts the University of Alberta's policy on Supplementary Professional Activities (SPA) as outlined in Article 8 of the Faculty Agreement as the basis for the School guidelines on SPA. 1. A staff member shall obtain written approval from the department chair prior to undertaking major SPA. Prior to approving SPA, the department chair shall ensure that primary University of Alberta responsibilities will be performed satisfactorily (8.09). In the case of a department chair, the department chair shall seek prior approval from the dean prior to undertaking major SPA. In the School, major SPA shall be defined as: a. teaching at another institution; b. paid activities that take up more than an annual average of one-half day per week. 2. The department chair will be required to ensure that the activities of the staff member do not interfere with the staff member's responsibilities to the University of Alberta, nor that they compete unfairly with professionals outside the University of Alberta.

46 |

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

CRITERION 1.0 â&#x20AC;&#x201C; APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES 3. The University of Alberta shall not be held responsible for any loss, injury or damage which may or could arise from a staff member's SPA. In all instances where the staff member engages in major SPA, the staff member is required to provide a copy of his / her professional liability insurance policy, or other relevant evidence, to ensure adequate liability insurance to indemnify the University of Alberta against any claims. 4. A staff member shall obtain written approval from the dean where use of University of Alberta space, facilities, or staff is indicated. The dean will require that a contract be negotiated to cover reimbursement to the University of Alberta where extensive use is indicated. 5. The reporting of the staff member's SPA shall be stated on the annual report. SPA shall be taken into account in the evaluation of a staff member's performance for tenure, increments and promotion (8.16). SPA will be deemed less important than teaching, research, or service.

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

| 47

CRITERION 1.0 – APPENDIX 1.5a (iii) FACULTY EVALUATION COMMITTEE (FEC) GUIDELINES

48 |

SCHOOL OF PUBLIC HEALTH – APPENDICES

Organization Abbotsfield Youth Project Society ACE Communities (ACDA) Association of Ontario Health Care Centres Action Committee against Violence Action for Healthy Communities Society of Edmonton AIDS Saskatoon Inc

Alberta Centre for Injury Control & Research (ACICR)

Alberta Community Development

Address #246 3210 118 Avenue Edmonton, AB T5W 4W1 404-1505 8TH Avenue NW Calgary, AB T2N 4N7 500 - 970 Lawrence Ave W Toronto, ON M6A 3B6 (19) PO Box 2100 Stn M Calgary, AB T2P 2M5 #201-10554 110 Street Edmonton, AB T5H 3C5 1143 Ave F N, Saskatoon, SK S7L 1X1 4075 Research Transition Facility University of Alberta 8308 114 Street Edmonton AB T6G 2E1 100 - 213 1st Street West Cochrane, AB T4C 1A5

Telephone 780-4772022

Date of Contract nd

22 December 2004

Agreement Signor

Contact Person

Kim Turcotte

Karen Driedger

Lee McKenna

Karen Walroth

403-770-8203

12 May 2009

416-236-2539

10 May 2010

403-268-5458

27 April 2004

780-423-4193

10 December 2008

306-242-5005

14 December 2010

780-492-6328

17 December 2001

403-932-2970

Idalia Ivan Pereira, Executive Director Nicole White, Executive Coordinator

Chris Ford Nicole White

Jennifer Callum

25 April 2005

Doug Balsden Regional Manager

Doug Balsden

3 December 2009

Glen Monteith ADM Alberta Health & Wellness

Cynthia Smith, Senior Manager, Primary Health Care Unit

| 49

Alberta Health & Wellness Health Workforce Division

22nd Floor 10025 Jasper Ave Edmonton, AB T5J 1S6

780-427-2511

Alberta Health & Wellness Health Workforce Division

22nd Floor 10025 Jasper Ave Edmonton, AB T5J 1S6

780-6448066

Alberta Public Health Association

5-10 University Terrace 8303 112 Street Edmonton, AB T6G 2T4

780-492-4039

11 December 2006

Alzheimer Society of Edmonton

5R01 11111 Jasper Avenue Edmonton, AB T5K 0L4

780-488-3055

5 January 2004

27 April 2010

Glen Monteith ADM Alberta Health & Wellness Robert Campbell, President, Alberta Public Health Association Kelly McClung

Maryna Korchagina, Senior Manager

Robert Campbell

Kelly McClung

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 1.6k – Practicum Agreements

Organization

Address

Telephone

Date of Contract

BC Centre of Excellence for Woman's Health

Northland Professional Centre 206 - 4600 Corwchild Tr. NW Calgary, AB T3A 2L6 15 Chipman Drive Kentville, NS B4N 3V7 56 Bayfield Street Barrie, ON L4M 3A5 Room E311 4500 Oak Street Vancouver, BC V6H 3N1

BC Ministry of Healthy Living and Sport

4-2, 1515 Blanshard St Victoria, BC V8W 3C8

250-952-1701

8 May 2009

Bent Arrow Traditional Healing Society

10117 150 Street Edmonton, AB T5P 1P2

780-481-3509

5 May 2005

Big Brother, Big Sisters Society of Edmonton & Alberta Boys and Girls Clubs of Kawartha Lakes

10135 89 Street Edmonton, AB T5H 1P6 107 Lindsay St S Lindsay, ON K9V 2M5 200 Terrace Hill Street Brantford, ON N3R 1G9 1192 101 Street PO Box 1658 North Battleford, SK S9A 3W2 1200 College Plaza 8215 112 Street Edmonton, AB T6G 2C8

780-426-6689

11 April 2003

705-324-4493

29 March 2010

519-751-5544 (Ext. 2235)

1 May 2010

306-445-8355

7 May 2004

780-455-0277

24 April 2001

250-426-3947

7 April 2008

705-670-1993 (Ext 4)

10 March 2010

780-414-6300

21 April 2009

Alberta Mental Health Board Annapolis Valley Health Barrie Community Health Centre

SCHOOL OF PUBLIC HEALTH – APPENDICES

Brant Community Healthcare System BTC Indian Health Services Canadian Cancer Society Edmonton District Unit Canadian Cancer Society, BC and Yukon Division, Kootenay Region

19 9th Avenue S, Cranbrook BC V1C 2L9

Canadian Diabetes Association North East Ontario Region Canadian Mental Health Association Edmonton Region

2141 Lasalle Blvd, Unit F Sudbury, ON P3A 2A3 #800 - 10045 111 St Edmonton, AB T5K 2M5

403-297-4955

5 April 2002

902-542-4619

9 May 2009

705-734-9690

11 April 2007

604-875-3716

24 April 2001

Agreement Signor

Contact Person

N McBay Director of Health Programs Carla Palmer Executive Director

Helen Gardiner Manager of Evaluation Services N McBay Director of Health Programs Carla Palmer Executive Director

Ann Pederson

Stephen Smith, Director, Mental Health Promotion

Stephen Smith, Director, Mental Health Promotion Shawna Smith and/or Crystal Janvier

Carol Adair

Shawna Smith, CoExecutive Director Liz O'Neill

Liz O'Neill

Chris Borrowman

Chris Eivers

Brittany Timothy

Janice Kennedy

Joan Wentworth

Laurette Phimester

Sharone O'Brien Kootenay Region Manager Jennifer McKinnon Regional Director Lone Challborn, Executive Director

Sharone O'Brien Kootenay Region Manager

Tamara Gagnon Michele Markham

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

50 |

Appendix 1.6k – Practicum Agreements

Organization

Address

Telephone

Date of Contract

Canadian Obesity Network Inc

Royal Alex Hospital MMC Room 102 10240 Kingsway Ave Edmonton, AB T5H 3V9

780-735-6798

5 January 2011

Central Alberta Woman's Outreach Society

4808 51 Avenue Red Deer, AB T4N 4H3

403-343-0302

26 April 2001

Central Edmonton Community Land Trust

15611 St Albert Trail Edmonton, AB T6V 1H3

780-447-2993

15 April 2002

780-421-7324

31 March 2003

780-479-3446

7 March 2008

613-244-3803

5 April 2002

306-766-7888

12 March 2003

Centre for Family Literacy Children First Prince George Children & Youth Friendly Ottawa (CAYFO) Child & Youth Services

201-11456 Jasper Ave Edmonton, AB T5K 0M1 1444 Edmonton St Prince George, BC V2M 6W5 1 Nicholas St, Suite 1510 Ottawa, ON K1N 7B7 1601 College Ave Regina SK S4P 1B8

| 51

Children's & Women's Health Centre of British Columbia

4500 Oak Street Vancouver, BC V6H 3N1

604-875-2345

24 May 2005

Chinook Health Region

1101 - 400 4th Avenue S Lethbridge, AB T1J 4E1

403-317-7104

3 May 2002

City of Edmonton, Corporate Health Promotion

Century Place 14th Floor 9803 102A Avenue Edmonton AB T5J 3A3

780-446-7021

8 January 2009

City of Red Deer

4914 48th Avenue Box 5008 Red Deer, AB T4P 1J1

403-342-8102

28 January 2008

Community Building Resources

#681-8950-103 St Edmonton, AB

780-484-9099

12 May 2005

Agreement Signor

Contact Person

Ximena Ramos Salas, Managing Director Marjorie Rogers Executive Director CAWOG Bob McKeon, Director of Field Education Maureen Sanders, Executive Director Kathy Basaraba, Manager

Ximena Ramos Salas, Managing Director Marjorie Rogers Executive Director CAWOG

David Millen

Joanne Phillips

Margaret Landstrom, Agency Director, Learning and Development Robert Campbell, Program Director, Population Health Martha Coderre, Corporation Health Promotion Consultant Nana Housenga, Deputy City Clerk Susan Roberts, Owner/Consultant

Marie Powers Kimberly Onclin Kathy Basaraba, Manager

Gail Malmo, Aurora Centre Robert Campbell, Program Director, Population Health Martha Coderre, Corporation Health Promotion Consultant Wendy Klassen, Comm. Development Supervisor Susan Roberts, Owner/Consultant

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 1.6k – Practicum Agreements

Organization Community Health Promotion Coalition Community Services Town of Peace

Address

Telephone

University of Victoria P.O. Box 1700 Victoria BC V8W 2Y2 Box 5162 Peace River, AB T8S 1R8

Date of Contract

SCHOOL OF PUBLIC HEALTH – APPENDICES

Thomas Fulton

Tanya Bell

Jane Hughes Healthy Families Program Manager Miri Peterson, Executive Director Cheryl Goldsmith, Human Resources Manager

Renee Li

Jeff Gushee

Lisa Tobin, Sexual Health Coordinator

Jayne Thirsk

Diane Stonehouker, Owner

16 April 2002

1415 Cliffe Avenue Courtenay, BC V9N 2K6

250-338-2343

20 May 2009

Crystal Kids Youth Centre

8718 118 Avenue Edmonton, AB T5B 0T1

780-479-3446

7 March 2008

CUSO (Canadian University Services Overseas)

500-2255 Carling Avenue Ottawa, ON K2B 1A6

613 829-7445

24 March 2006

902-494-3594

1 May 2003

902-424-6046

13 April 2010

403-217-5212

4 April 2003

Dept of Health Promotion and Protection (Healthy Development) Dietitians of Canada Alta & Territories Region

6090 University Avenue Halifax, NS 3BH 1W7 Summit Place 5th Floor 1601 Lower Water St P.O. Box 487 Halifax, NS B3J 2R7 Box 74090 Strathcona Postal Outlet Calgary AB T3H 3B6

DS Planning Services

Cherry Grove, AB T0A 0T0

Edmonton Catholic Schools, ESL Centre Edmonton Community Loan Fund Centre

207-10915 110 St Edmonton, AB T5H 3E3 10990 124 Street Edmonton, AB T5M 0H8

Edmonton Inner City Housing Society Edmonton Mennonite Centre for Newcomers

Contact Person

5 April 2002

Comox Valley Family Services Association

Dalhousie University

Agreement Signor

17 April 2007 th

780-429-6772

24 April 2001

BA Maydonik

780-425-3876

1 January 2003

Karen Gingras

9430 111 Avenue Edmonton, AB T5G 0A4

780-423-1339

1 January 2006

George Kelly, Executive Coordinator

101 - 10010 107A Avenue Edmonton, AB T5H 4H8

780-424-7736

1 January 2003

Maria Jagiello

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

52 |

Appendix 1.6k – Practicum Agreements

Organization Edmonton Social Planning Council Edmonton West Primary Care Network Ever Active Schools

Address 9624 108 Avenue Edmonton, AB T5H 1A4 #301 - 8708 155 Street Edmonton, AB T5R 1W2 11759 Groat Road Edmonton, AB T5M 3K6

Telephone

Date of Contract th

780-425-6244

7 April 2005

780-702-6860

7 March 2011

780-453-1756

7 May 2007

519-821-5834

20 April 2008

403-451-0097

9 December 2010

Habitat Health Impact Consulting Corp Health Canada, Environmental Health & Consumer Safety Branch

176 Wyndham St N Guelph, ON N1H 8N9 #310 908 17th Ave SW Calgary, AB T2T 0A3 #815 9700 Jasper Avenue Edmonton, AB T5J 4C3

Health Canada, First Nations and Inuit Health Branch

#730 9700 Jasper Avenue Edmonton, AB T5J 4C3

780-4952687

Health Canada, Population and Public Health Branch

620 - 220 4th Ave SE Calgary, AB T2G 4X3

403-292-6696

26 April 2004

Indian Head High School

Box 609 Indian Head, SK S0G 2K0

306-695-3929

17 February 2010

514-864-1600

1 May 2009

780-478-1979

10 January 2005

Guelph Community Health Centre

Institut national de sante publique du Quebec KARA Family Support Centre Society

190 Blvd. Cremazie Est Montreal, QC H2P 1E2 6717 132 Avenue Edmonton, AB T5C 2A4

24 April 2001 rd

23 November 2005 th

| 53

Kingston, Frontenac Lennox and Addington Health Unit

221 Portsmouth Ave Kingston, ON K7M 4B7

613-549-7896

4 May 2004

Living Positive

#703-10242 105 Street Edmonton AB T5J 3L5

780-424-4561

18 December 2001

London Intercommunity Health Centre

659 Dundas St London ON N5W 2Z1

519-642-1532

7 May 2008

Agreement Signor

Contact Person

Phil O'Hara Acting Executive Director

Jackie MacIntyre

Doug Gleddie Provincial Coordinator

K Dent

Trish Miller

Marla Orenstein President

PL Waring

Lynne Waring

Herman Wieringa Acting Regional Director Karen GarantRooke David Riddle Superintendant of School Operations Marie-Claude Paquette

Shannon Marionicz Karen Garant-Rooke Donna Bauer, Principal Marie-Claude Paquette

Pam Christiansen

Tony Button Director of Administrative Services

Maggie McGinn

Greg Nash, Coordinator of Youth Services

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 1.6k – Practicum Agreements

Organization Healthy Populations Unit, Manitoba Health & Healthy Living Institute for Social Marketing Mazankowski Institute

Address 300 Carlton St Winnipeg, MB R3B 3M9 University of Stirling Stirling, Scotland FK9 4LA Alberta Health Services

Telephone

Dr. Paul Fieldhouse Nutrition Research & Policy Analyst

Laura McDermott

Martine Stead

Dawn Wrightson Gillian Schaible, Program Coordinator

Dawn Wrightson Dr. Alan Neville Assoc. Dean Education

Gabrielle Crawford

Graham Pollett MOH and CEO Middlesex-London Health Unit

Yvonne Chui

Ginny Gillen

Laura Kalina

23 April 2007 th

29 November 2005 th

4 May 2009

McMaster University

1200 Main Street West Hamilton, Ontario L8N 3Z5

905-525-9140

16 May 2011

MEFM Society

419 239-12th Ave SW Calgary, AB T2R 1H6

403-234-0934

21 April 2003

Middlesex-London Health Unit

50 King St London, ON N6A 5L7

Multicultural Health Brokers Co-op

SCHOOL OF PUBLIC HEALTH – APPENDICES

Contact Person

204-948-2366 44 (0) 1786466449

Agreement Signor

Date of Contract

Northern Alberta Brain Injury Society North Shore Health Unit Northwestern Health Unit OHSU School of Nursing Pueblo Partisans Peace Health Senior Health and Care Coordination Peterborough Family Resource Centre - Brighter Futures Project Planned Parenthood Association of Edmonton Planned Parenthood of Toronto

10867 97 St Edmonton AB T5H 2M6 #301 - 10106 111 Avenue Edmonton AB T6G 2J9 905 Southill Kamloops, BC V2B 7Z9 P.O. Box 276 Sioux Lookout, ON P8T 1A3 1250 Siskiyou Blvd Ashland OR 97520 1162 Willamette St Eugene OR 97401 201 Antrim St Peterborough, ON K9H 3G5 #50 - 9912 106 Street Edmonton, AB T5K 1C5 36B Prince Arthur Ave Toronto, ON M5R 1A9

519-663-9581

780-4282748 780-474-4415

1 May 2006 rd

23 December 2002 24 April 2001 5 April 2002

807-737-3711

4 May 2004

Cherry Lawrance

250-414-4960

11 January 2002

Wendy Neander

541-349-7279

5 April 2002

Dan Reece

705-748-9177

9 March 2007

780-425-1782

5 January 2004

Mary-ann Meagher Team Leader Larry Brockman Executive Director

416-961-2512

29 April 2004

Susan Flynn

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

54 |

Appendix 1.6k – Practicum Agreements

Organization

Address

Telephone

Date of Contract

Pot Luck Café c / o Portland Hotel

20 West Hastings St Vancouver BC V6B 1G6

Provincial Health Services Authority (PHSA)

#700 - 1380 Burrard St Vancouver, BC V6Z 2H3

604-708-2725

7 May 2007

Public Health Agency of Canada

200 Eglantine Driveway Ottawa ON K1A 0K9

613-957-0676

27 April 2010

Public Interest Alberta

#35 9912 106 Street Edmonton AB T5K 1C5

St. Joseph's Health Centre

30 The Queensway Toronto ON M6R 1B5

Regional Municipality of York

17250 Yonge Street Newmarket, ON L3Y 6Z1

905-895-1231

5 May 2008

Regional Municipality of York

17250 Yonge Street Newmarket, ON L3Y 6Z1

905-895-1231

8 May 2006

905-685-1571

1 April 2003

Regional Municipality of Niagara Region of Peel Health Department Peel Health "Healthy Lifestyles Dept" Saanich Peninsula Diabetes Prevention Project Saskatchewan Health Population Health Branch

| 55

Saskatchewan Learning

2201 St. David's Road PO Box 1042 Thorold, Ont L2V 4T7 44 Peel Centre Dr Brampton, ON L6T 4B5 1885 Forest Park Drive North Saanich BC V8L 4A3 3475 Albert St Regina SK S4S 6X6 2220 College Ave Regina SK S4P 3V7

26 April 2001

Contact Person

Wendy Pederson

Lydia Drasic Director Population Health Strategic Planning K. Stone Director Div of Childhood and Adolescence Bill MooreKilgannon Executive Director

Mark Quinn

Joann Simmons Comm. Of Community and Health Services Joann Simmons Comm. Of Community and Health Services Debbie Zimmerman Regional Chair

Joann Simmons Comm. Of Community and Health Services

Annette Bronyn

Dorina Rico

Joan Wharf Higgins

Rick Trimp Executive Director

Kelly Richter

1 April 2008 416-530-6458

Agreement Signor

21 August 2008 th

18 April 2002 250-721-8377

18 April 2002

306-787-7110

21 January 2008

306-798-0787

12 May 2003

Pat Russell and Carol Campbell Debbie Zimmerman Regional Chair

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 1.6k – Practicum Agreements

Organization

Address

Telephone

Date of Contract

Agreement Signor

SCHOOL OF PUBLIC HEALTH – APPENDICES

Seagram International Ltd.

10 Pemberton Ave North Vancouver, BC V7P 2R1

604-988-3111

7th May 2009

Bob Marsh, VP Health Safety and Environment

Simon Fraser University Health and Counselling Centre

8888 University Dr, MBC 0164 Burnaby BC V5A 1S6

604-291-5888

23rd Apr 2007

Nello Agerilli

South East Gray Community Health Centre

PO Box 360, 55 Victoria Street Markdale, ON N0C 1H0

509-986-4735

11th August 2011

Strathcona County Recreation Parks and Culture

2025 Oak St Sherwood Park, AB T8A 0W9

780-492-9579

27th November 2007

Streetworks

10116 105 Avenue Edmonton, AB T5H 0K2

780-425-2205

28th March 2003

Sudbury and District Health Unit Health Research and Education Division

1300 Paris St Sudbury ON P3E 3A3

705-677-9602

1st May 2007

Terra Association

9930 106 Street Edmonton AB

780-425-5160

30th December 2003

Trillium Lakelands DSB

Box 420 300 County Rd 36 Lindsay ON K9V 4S4

705-328-8913 773-702-5340

University of Chicago Hospitals Turning Point Scotland Services United Way Capital Region United Way of Calgary and Area Vietnamese Canadian Friendship Society Vitalize Initiatives Inc

5841 S. Maryland Ave Chicago, IL 60637 54 Govan Road Glasgow, Scotland G51 1JL 10020 108 Street Edmonton, AB T5J 1K6 600 - 1202 Centre St SE Calgary, AB T2G 5A5 #202 10700 107 Avenue Edmonton, AB T5H 0W6 Unit 403 10411 122 Street Edmonton, AB T5N 4C2

0141 427 8200

Allan Madden Russ Pawlyk, Manager

Contact Person Bob Marsh, VP Health Safety and Environment Tara Black Community Supervisor Allan Madden, Executive Director Vivian Smith, Recreation Programmer

Marliss Taylor

Dr. Penny Sutcliffe MOH and CEO

Aisha Alladin, Officer, Education Services

Kim St. Jean

18th April 2007

Earl Manners Human Resources Administrator

4th March 2003

Jamie O'Malley

1st April 2005

Graeme Henderson

18th December 2001

Liz McCord

403-231-2605

27th April 2004

Darel Bateman

780-420-0048

18th April 2005

David E Hubert

780-760-0150

17th January 2011

April Smith Owner/General Manager

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

56 |

Appendix 1.6k – Practicum Agreements

Organization

Address

Telephone

Date of Contract

West Jet People Department

22 Aerial Place NE Calgary, AB T2E 3J1

403-444-2977

3rd January 2011

Xtending Hope Partnership

c/o Coady International Institute St. Francis Xavier University P.O. Box 5000 Antigonish, NS V2G 2W5

902-867-3907

8th April 2004

Agreement Signor

Contact Person

Lori Roche, Director Total Rewards

Mary Coyle

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CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 1.6k – Practicum Agreements

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 1.0 – APPENDIX 1.6k PRACTICUM AGREEMENTS

58 |

Criterion 2.0: Appendix Instructional Programs

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

SPH 500 HPS 513 / PHS 509 PHS 701 SPH 501 SPH 500 SPH 501 SPH 514

Knowledge, Integrate, Appraise Analyze, Integrate, Appraise Analyze, Integrate, Appraise Knowledge, Integrate, Appraise Knowledge Knowledge Knowledge

SPH 500 SPH 501 SPH 514

Knowledge Knowledge, Integrate, Appraise Knowledge, Integrate

SPH 514

Apply, Analyze, Integrate

SPH 501

Describe, Explain

SPH 500 PHS 701 SPH 501 SPH 514

Application, Plan Apply, Describe, Identify, Analyze, Plan Describe, Explain Apply, Describe, Analyze, Plan

HPS 513 SPH 501 SPH 500 SPH 501 SPH 514

Identify, Describe, Apply, Justify Explain Identify Identify, Describe Identify, Describe

1.0 BASICS OF PUBLIC HEALTH Public Health Concepts and Issues 1

(Define, and apply) appropriately, key concepts related to PH

(Identify) current and emerging PH issues, nationally and globally

Determinants of Health and Wellbeing (Describe) the determinants of health and the pathways through which they impact individual and community health (Describe) population and epidemiologic transitions (Describe) the spread of communicable diseases and common infection control and public health measures in dealing with outbreaks. (Describe) the relationships between historical, socio-economic, ethnic / racial and other inequities and exposure / susceptibility to health risks (Specify) multiple targets and levels of intervention for public health programs and policies

Health Equity (Describe) key concepts related to health equity / inequity

(Identify and describe) vulnerable, susceptible and underserved populations in Canada and internationally

| 59

Note that verbs in parentheses illustrate the lowest Bloom’s Taxonomy verb for this competency. Actual competency level for each specific course is noted in column 3.

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

SPH 501

Identify, Describe

SPH 501

Describe, Identify, Explain

SPH 500 HPS 513

Describe, Identify Identify, Describe, Analyze, Plan, Evaluate

SPH 500

Knowledge

PHS 640

Identify, Describe

PHS 640

Identify, Describe

PHS 640

Identify, Describe

HPS 513 / PHS 509 PHS 701

Identify, Describe, Analyze Identify, Describe, Analyze

1.0 BASICS OF PUBLIC HEALTH Health Equity (Describe) the structural impediments to social justice and health equity within and between societies (Identify and describe) the paradigms, issues and evidence for policy, strategies and programs to reduce inequities at the local and / or global levels (Identify and describe) community capacities for overcoming barriers to health and well-being

Diversity (Explain) the importance to public health of fostering a culture of diversity

Global Health and Societal Justice

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Identify) the major global causes of morbidity and mortality and how health risks vary by gender and income across regions (Understand) how global trends in healthcare practice, commerce and culture contribute to health and the quality of healthcare locally and internationally (Describe) strategies to address major global causes of morbidity and mortality (Describe) the impact of population growth, population movement and resource consumption on health across world regions and populations

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

60 |

COMPETENCY

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S taxonomy descriptor of level

(Identify) paradigms and methodologies for inquiry into public health issues, differences between them, and how they may lead to differing questions and approaches (Demonstrate) ability to match research questions with appropriate methodologies and approaches

SPH 500 PHS 701

Comprehension, Description Identify, Describe, Appraise

SPH 597 SPH 531 PHS 596 PHS 598 SPH 531 PHS 596 PHS 598 HPS 513 / PHS 509 PHS 701

Describe, Explain Knowledge, Comprehension, Application, Analysis Describe, Explain

PHS 701

Identify, Describe, Appraise

This is an area of the School’s curriculum that has been identified as needing development PHS 701

Appraise

PHS 696 SPH 500 SPH 514 PHS 701 SPH 514 PHS 596 PHS 596 PHS 696 SPH 514 SPH 514 HPS 513 / PHS 509 PHS 701

Synthesis, Evaluation Knowledge Knowledge Locate, Analyze, Appraise Locate, Analyze Knowledge, Comprehension, Application, Analysis Knowledge, Comprehension, Application, Analysis Synthesis, Evaluation Analyze, Interpret Analyze, Interpret, Evaluate Analyze, Interpret, Evaluate Analyze, Interpret, Evaluate

Identify, Explain Identify, Explain Identify, Describe, Explain, Analyze, Integrate Identify, Describe, Explain, Analyze, Integrate

Knowledge Generation (Describe/explain) the range of knowledge generating activities that generate knowledge to inform program and policy development, along with strengths and limitations and appropriate use of each. (Describe) the principles, potential and appropriate use of qualitative methods in public health (Select and apply) appropriate knowledge generating strategies to specific health and health care issues (Define and use) appropriately critical research concepts, from the range of disciplines and methods that contribute to public health (Identify) major sources of existing health data (e.g., local, provincial/state, national and international sources of health data). (Analyze and interpret) data and information about health and well-being

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(Assess) relevance and quality of evidence from a range of sources and apply to a specific public health, or management issue

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY 2.0 KNOWLEDGE GENERATION AND TRANSLATION Epistemology (Ways of knowing)

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S taxonomy descriptor of level

(Identify and communicate) potential and /or common pitfalls in using various research methods and statistical analysis

SPH 531 PHS 598 PHS 596 PHS 696 SPH 500 eLearning

Describe, Identify, Explain Describe, Identify, Explain Knowledge, Comprehension, Application, Analysis Synthesis, Evaluation Comprehension

PHS 596 SPH 597 PHS 596

Knowledge, Comprehension, Application, Analysis

PHS 596 SPH 597 PHS 598 PHS 696 PHS 596 SPH 597 PHS 696 Ethics Research & Integrity Day SPH 597 PHS 696 SPH 597 PHS 696 PHS 597 PHS 696 SPH 597 PHS 596 PHS 696 SPH 597 PHS 696

Knowledge, Comprehension, Application, Analysis Synthesis, Evaluation Describe, Explain Analyze, Interpret, Evaluate Knowledge, Comprehension, Application, Analysis Analysis Identify, Describe

SPH 531 PHS 598

Explain Explain

(Identify) strategies and methods to promote inclusion and equitable participation in research and evaluation related activities by diverse stakeholders and population groups. (Provide) descriptive epidemiological measures of disease burden of a given condition.

Epidemiology (Describe) the principles of epidemiology in design, conduct and analysis of public health research and / or practice

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Recognize) major epidemiological studies and how they inform(ed) past and current scientific, ethical, economic and political discussions and decision making in the area of health and health policies (Describe) conditions suitable for population screening (List) types of surveillance systems and approaches used in surveillance (Describe) research principles to guide accessing, assessing and applying evidence (Understand and identify) sources of bias and confounding

(Describe) epidemiological study designs and the advantages, limitations and practical aspects of each

Analysis Describe, Analyze Analysis Describe Describe, Apply Describe, Apply Knowledge, Comprehension, Application, Analysis

Knowledge, Comprehension, Application, Analysis

Applied Biostatistics (Integrate) knowledge of ethical issues involved in public health research and practice into biostatistical design, conduct, analysis and reporting of health studies

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

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COMPETENCY 2.0 KNOWLEDGE GENERATION AND TRANSLATION Knowledge Generation

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S taxonomy descriptor of level

(Describe): basic biostatistical methods and concepts used in public health (Understand and apply) appropriate descriptive and inferential biostatistical methodologies and acknowledge the assumptions made according to the type of study design and particular study questions (Carry out) appropriate sample size and power calculations to ensure that studies are sufficiently powered to achieve their aims

SPH 531

Describe, Explain, Apply

SPH 531 PHS 598 PHS 698 PHS 696 SPH 531 PHS 598 PHS 509 (biostatistics stream) SPH 531 PHS 598 SPH 531 PHS 598 SPH 531 PHS 598 PHS 509 (biostatistics stream) PHS 598 PHS 509 (biostatistics stream) PHS 598

Describe, Explain Explain, Apply Explain, Apply, Analyze Explain, Apply, Analyze Describe, Explain Explain, Apply Describe, Interpret, Analyze Describe, Explain, Interpret Explain, Interpret, Analyze Describe Describe Explain, Analyze Explain, Analyze Apply, Explain Describe Apply, Justify, Interpret, Analyze Explain

PHS 598

Explain, Interpret

(Describe) key concepts in monitoring and evaluation

SPH 500

Knowledge

(Explain / Create) a policy evaluation plan

SPH 500

Synthesis

(Explain) the nature and purpose of critical review of literature.

PHS 596 SPH 514 PHS 596 HPS 513 / PHS 509 PHS 701 SPH 514

Analysis Analysis Synthesis Select, Integrate, Appraise, Justify Select, Integrate, Appraise, Justify Select, Appraise, Analysis

(Read and interpret) data in graphs, tables, and uses proper statistical terms (Demonstrate) awareness of strengths and limitations of key biostatistical methods (Use) statistical and other software to carry out basic biostatistical analyses (Describe) large administrative data sets Describe) common pitfalls in using biostatistical methods and interpretations of analysis results (Caution) researchers and practitioners about potential and/or common pitfalls in using biostatistical methods and interpretations of analysis results.

Other Methods

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(Critically evaluate and synthesize) relevant scientific literature, integrating it appropriate with contextual information

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY 2.0 KNOWLEDGE GENERATION AND TRANSLATION Applied Biostatistics

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S taxonomy descriptor of level

(Conduct) analysis of secondary data

PHS 596

Synthesis

(Describe) the principles of appreciative Inquiry

This is an area of the School’s curriculum that has been identified as needing development This is an area of the School’s curriculum that has been identified as needing development

(Describe) the principles of action research and contribution to public health (including CPBR)

Knowledge Translation / Utilization (Demonstrate) ability to conduct partnership research, evaluation and planning activities (Apply) principles of engagement to knowledge generating activities

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Select, integrate and use) appropriately various forms of evidence in planning, implementation, management and evaluation (Understand) the needs of specific audiences and tailors messages to them (Communicate and disseminate) data and information about health and well-being using appropriate communication media

This is an area of the School’s curriculum that has been identified as needing development This is an area of the School’s curriculum that has been identified as needing development SPH 500 HPS 513 / PHS 509 SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500

Application, Select, Integrate, Appraise Select, Integrate, Appraise, Justify Analysis Write, Discriminate Present, Discriminate Application, Writes, Integrates

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COMPETENCY 2.0 KNOWLEDGE GENERATION AND TRANSLATION Other Methods

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500

Reflects, Self-Evaluates Reflects, Self-Evaluates Reflects, Self-Evaluates Analysis, Reflects

SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500 HPS 513 / PHS 509 PHS 701

Comprehension, Reflects, Self-Evaluates Reflects, Self-Evaluates Reflects, Self-Evaluates Application, Plans, Organizes Plans, Organizes Plans, Organizes Application, Reflects, Self-Evaluates Reflects, Self-Evaluates Reflects, Self-Evaluates

Ethically (manage) self, people and resources

SPH 500 Ethics Research & Integrity Day SPH 500

Knowledge, Application Identify, Describe Knowledge

(Apply) ethical principles to public health program planning, implementation and evaluation (Identify) ethical issues related to knowledge generating activities (Demonstrate) an understanding of ethical issues in working with vulnerable or underserved populations

SPH 500 Ethics Research & Integrity day SPH 500 Ethics Research & Integrity Day Ethics Research & Integrity Day SPH 500

Application Reflects, Self-Evaluates Knowledge Apply Identify, Describe Knowledge

(Understand) the essential elements, principles and strategies for creating effective partnerships (Demonstrate) ability to develop inclusive and respectful collaboration with those of diverse backgrounds (Build) individual and group capacity for participation

This is an area of the School’s curriculum that has been identified as needing development SPH 500

Comprehension

HPS 513

Engages, Facilitates, Collaborates

(Facilitate) the development of people and learning in communities

HPS 513

Engages, Facilitates, Collaborates

Self Management (Demonstrate) self-awareness and take responsibility for own performance (Demonstrate) self-awareness of own cultural influences, assumptions and biases (Evaluate) one’s own abilities, knowledge and skills, to know one’s own professional limitations and seek advice and assistance where appropriate (Manage) time in order to meet deadlines

(Act) in a manner consistent with ethical and legal principles

Ethics (Describe) foundational ethical concepts and principles

Engagement

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CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY 3.0 PROFESSIONAL AND LEADERSHIP SKILLS

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

HPS 513 / PHS 509 PHS 701

Engages, Facilitates, Collaborates Engages, Facilitates, Collaborates

SPH 500 HPS 513 / PHS 509 PHS 701 PHS 701 SPH 500 PHS 701 SPH 500

Plan, Organize, Communicate Plan, Organize, Communicate Plan, Organize, Communicate Facilitate, Collaborate Facilitate, Collaborate Engage, Facilitate Engage

SPH 500 HPS 513 / PHS 509 PHS 701 SPH 531 PHS 598 PHS 698 SPH 500 PHS 701

Synthesis, Analysis Analyze Analyze Identify, Apply Identify, Apply Identify, Apply, Discriminate Application, Appraise, Justify Discriminate, Appraise, Justify

HPS 513 / PHS 509 PHS 701 SPH 514 SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500

Engage, Facilitate, Negotiate, Collaborate Engage, Facilitate, Negotiate, Collaborate Engage, Collaborate Engage, Facilitate, Negotiate, Collaborate Listen, Facilitate, Communicate, Negotiate Listen, Facilitate, Communicate, Negotiate Listen, Facilitate, Communicate, Negotiate

SPH 531 PHS 598 PHS 698 SPH 500

Identify, Discuss Identify, Discuss Identify, Discuss, Apply Application

Engagement (Build) effective working relationships through professional networks

Leadership (Demonstrate) good meeting management techniques

(Create) environments where others have a meaningful opportunity to contribute and collaborate (Manage, lead and promote) positive change

Problem solving (Identify) multiple elements of a problem and causal relationships among them

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Use) analytical techniques to identify several solutions, weighing the value of each

Interpersonal Skills / Communication (Demonstrate) skills in working with groups of people

(Demonstrate) effective interpersonal and communication skills

Technical/Computer Skills (Demonstrate) computer literacy

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

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COMPETENCY 3.0 PROFESSIONAL AND LEADERSHIP SKILLS

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

(Describe) the development, organization, financing and delivery of the Canadian health care system, including public health systems and services (Describe) different models for health system design and governance, and the historical, social and political influences contributing to them (Identify and critically analyze) key issues affecting the current Canadian health system (Describe) the legal and ethical frameworks within which Canadian health system operates and services are delivered (Describe) the role of public health in relation to other public systems, including social systems (Describe) the structure, function and role of management within the health system (Distinguish) the roles, mandate and responsibilities of levels of government, organizations and (including health professional and advocacy groups), institutions in health and health care delivery in Canada (Explain) the issues involved in resource allocation

SPH 500

Comprehension

SPH 500

Comprehension

SPH 500

Analysis

SPH 500

Knowledge, Describe, Distinguish

SPH 500 PHS 701 SPH 500

Knowledge Describe, Appraise Knowledge, Describe

SPH 500 PHS 701

Knowledge Describe, Distinguish

SPH 500

Analysis

(Identify) barriers to health and healthcare in low-resource setting locally and Internationally (Describe) the roles and relationships of the entities affecting global health

SPH 500

Knowledge

PHS 640

Describe, Analyze

SPH 500

Comprehension

SPH 500 PHS 701 SPH 500

Comprehension Distinguish, Apply, Analyze Knowledge

SPH 500 PHS 701

Analysis Distinguish, Apply, Analyze

Health System Organization

Health Related Policy (Describe) the cycle of policy development, from issues identification to policy evaluation (Describe) the different levels of policy making (Describe) the legislative process

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(Distinguish) the key actors (institutions, groups and individuals) who influence policy development in the health sector, and on health related matters and the points at which they do

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY 4.0 HEALTH POLICY AND MANAGEMENT

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

SPH 500

Describe

SPH 500 PHS 701 SPH 500 HPS 513 / PHS 509 PHS 701 SPH 500

Application Identify, Justify Application Appraise, Justify Appraise, Justify Knowledge, Identify

(Describe) key concepts of Strategic Planning; including Vision, Environmental Scanning and stakeholder consultation and engagement (Apply) strategic planning principles to public health or health system issues (Describe / apply) principles of program and business planning, development, budgeting, management, implementation, and evaluation in organizational and community initiatives (Manage) the program planning cycle

SPH 500

Knowledge

HPS 513 / PHS 509 PHS 701 SPH 500

Plan Plan Knowledge

SPH 500

Knowledge

(Describe) steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions (Design) context-specific health interventions based upon situational analysis (Demonstrate) an understanding of healthcare delivery strategies in low-resource settings, especially the role of community based healthcare and primary care models

SPH 500

Synthesis

PHS 701

Design, Recommend, Implement, Evaluate

PHS 509 (global health stream)

Analyze, Recommend, Evaluate

Health Related Policy (Describe) decision-making processes in the provincial ministry of health, related provincial departments, and provincial health delivery systems (Describe) the information needs for policy development, including scientific evidence and other important inputs, (Support) program and policy development with relevant data and literature (Discuss) the important elements of policy-relevant research

Health Management

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

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COMPETENCY 4.0 HEALTH POLICY AND MANAGEMENT

Appendix 2.6a – MPH Competency Framework Course number for 2011-12

BLOOM’S Taxonomy Descriptor of Level

SPH 514 PHS 509 (environmental occupational health stream) SPH 514

Appraise Appraise Identify, Describe

SPH 514

Distinguish, Apply

SPH 514 PHS 509 (environmental occupational health stream)

Apply, Analyze, Interpret Apply, Analyze, Interpret

SPH 501 SPH 500 eLearning SPH 501 HPS 513

Comprehension Analyze, Propose, Evaluate, Justify Identify, Integrate, Apply Identify, Integrate, Apply

SPH 501 PHS 701 SPH 501

Analyze Analyze Analyze

SPH 501

Analyze, Propose, Justify

SPH 501 PHS 701

Analyze, Propose, Justify Analyze, Propose, Justify

5.0 ENVIRONMENTAL HEALTH (Explain) key concepts related to environmental health:

(Identify and describe) the direct and indirect human, ecological, and safety effects of major environmental and occupational agents (Identify) federal and provincial regulatory programs, guidelines and authorities that control environmental or occupational health issues, as well as key stakeholders and their roles (Describe) the concept and processes of environmental or occupational risk assessment

6.0 HEALTH SOCIAL SCIENCES (Critically analyze) key concepts of health and their implications for health strategies. (Identify) key theories, concepts and models from a range of social and behavioural disciplines that are used in public health research and practice. (Explain) the role of social and community factors in both the onset and solution of public health problems (Describe) individual, organizational and community capacity (i.e., assets, resources) to bring about positive change in environments and health (Apply) the principles of the socio-ecological model of health in the development of population health interventions. (Specify) multiple targets and levels of intervention for social and behavioural science programs and policies in public health.

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CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

COMPETENCY

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.6a MPH COMPETENCY FRAMEWORK

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CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

72 |

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

74 |

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 2.0 – APPENDIX 2.6c COMPETENCY FRAMEWORK WORKSHOP

76 |

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 2.9b (i) – MSc Competency Framework BLOOM’S Taxonomy Descriptor of Level

(Describe and explain) the role of behavioural and/or biological factors in the onset and solution to public health problems (Identify) key concepts from a range of disciplines that are used in public health research and practice (Explain and assess) determinants (including risks) that affect health of individuals and populations

PHS 505

Comprehension

PHS 505

Knowledge

(Describe) individual, organizational and population level concerns, assets, resources and deficits for public health decision making. (Apply) the contribution of public health to the health of individuals, communities and populations

PHS 505

Knowledge

PHS 505

Application

(Understand) the challenges facing public health

PHS 505

Comprehension

Learn to work in a team environment on a real world problem

PHS 505

Application

(Apply) ethical principles to public health activities

PHS 505

Application

(Listen and encourage) open exchange of information (facilitation)

PHS 505

Application

(Communicate and disseminate) data and information about public health

PHS 505

Synthesis

(Convey) information clearly in reports and presentations appropriate to the recipient.

PHS 505

Synthesis

SPH 501

Comprehension

SPH 501

Evaluation

SPH 501 SPH 501

Evaluation Knowledge

SPH 501

Application

1.0 BASICS OF PUBLIC HEALTH Public Health Sciences (PHS 505 taken by MSc students in Public Health Sciences)

PHS 505 / THES

Evaluation

Health Promotion Studies (SPH 501 taken by MSc students in Health Promotion) (Describe and explain) the role of social and community factors in both the onset and solution of public health problems. (Identify) key theories, concepts and models from a range of social and behavioural disciplines that are used in public health research and practice. Explain and assess the social and behavioural determinants (including risks) that affect health of individuals and populations. (Describe) individual, organizational and community concerns, assets, resources and deficits for social and behavioural science interventions. (Encourage) behavioural change in people and agencies to promote health and well-being

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THES is the U of A designation for registration in thesis research

CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

Course number for 2011-12

CORE COMPETENCY

Appendix 2.9b (i) – MSc Competency Framework BLOOM’S Taxonomy Descriptor of Level

(Describe) the paradigms and debates about health strategies to reduce inequities

SPH 501

Knowledge

(Differentiate) multiple targets and levels of intervention for social and behavioural science programs and policies (Facilitate) the development of people and learning in communities

SPH 501 / THES

Analysis

SPH 501

Application

Ethically manage self, people and resources to improve health and well-being

SPH 501

Application

(Apply) ethical principles to public health program planning, implementation and evaluation

SPH 501

Application

(Communicate and disseminate) data and information about health and well-being and/or stressors to health and well-being Listen well and encourage open exchange of information (facilitation)

SPH 501

Synthesis

SPH 501

Application

Convey information clearly in reports and presentations appropriate to recipient

SPH 501

Synthesis

CORE COMPETENCY 1.0 BASICS OF PUBLIC HEALTH Health Promotion Studies (SPH 501 taken by MSc students in Health Promotion)

2.0 KNOWLEDGE GENERATION AND TRANSLATION Epistemology (Ways of Knowing)

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Identify) paradigms and methodologies for inquiry into public health issues, differences between them, and how they may lead to differing questions and approaches (Differentiate) research questions with appropriate methodologies and approaches

Core courses / THES

Knowledge

Core courses / THES

Analysis

(Demonstrate) how to frame a public health issue, define problems and clarify issues, and integrate the relevant data with a critical interpretive lens based on presenting issue, context and resources (Interpret) critical research concepts, from the range of disciplines and methods that contribute to public health (Interpret) key concepts of health and their implications for health research

Core courses / THES

Application

Core courses / THES

Analysis

Core courses / THES

Analysis

(Discriminate) meaningful gaps in knowledge

THES

Analysis

(Develop) an original and key hypothesis or statement of research problem

THES

Synthesis

Knowledge Generation

Core courses include PHS 505 / SPH 501, PHS 596 / SPH 597 and PHS 598 / SPH 531

CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

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Course number for 2011-12

Appendix 2.9b (i) – MSc Competency Framework BLOOM’S Taxonomy Descriptor of Level

(Discuss) the range of knowledge generating activities, along with strengths and limitations and appropriate use of each; (Discuss) the cycle of policy development, from issues identification to policy evaluation

PHS 505

Comprehension

PHS 505

Comprehension

(Discuss) the information needs for policy development, including scientific evidence and other important inputs, (Select and apply) appropriate methods to specific health and health care issues, including selection and implementation of a sampling strategy (Interpret) research results, making appropriate inferences based on results

PHS 505

Comprehension

THES

Application

THES

Evaluation

Demonstrate competency in substantive area

THES

Synthesis

Conduct research related to a specific topic

THES

Application

Demonstrate understanding of the history, methods, principles, standards and techniques relevant to one’s chosen research discipline (Critically evaluate and synthesize) relevant scientific literature, integrating it appropriate with contextual information

THES

Comprehension

THES

Evaluate

(Discuss) the key concepts and principles of knowledge mobilization and knowledge translation theory, and the importance of this concept to public health (Discuss) partnership research, evaluation and planning activities

PHS 505 / SPH 501

Comprehension

PHS 505 / SPH 501

Comprehension

(Discuss) principles of engagement to knowledge generating activities

PHS 505 / SPH 501

Comprehension

(Consider) the needs of specific audiences and develop appropriate messages

PHS 505 / SPH 501

Synthesis

(Communicate and disseminate) data and information about health and well-being using appropriate communication media

PHS 505 / SPH 501

Synthesis

(Understand and Identify) sources of bias and confounding

PHS 596 / SPH 597

Comprehension

(Discuss) the principles of epidemiology in design, conduct and analysis of public health research and/or practice;

PHS 596 / SPH 597

Comprehension

CORE COMPETENCY Knowledge Generation

Knowledge Translation / Utilization

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CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

Course number for 2011-12

Appendix 2.9b (i) – MSc Competency Framework BLOOM’S Taxonomy Descriptor of Level

(Discuss) epidemiological study designs and the advantages, limitations and practical aspects of each study design; understand the strengths and limitations of descriptive epidemiology and analytic epidemiology (Recognize) major epidemiological studies and how they inform past and current scientific, ethical, economic and political discussions and decision making in the area of health and health policies (Provide) descriptive epidemiological measures of disease burden of a given condition

PHS 596 / SPH 597

Comprehension

PHS 596 / SPH 597

Knowledge

PHS 596 / SPH 597

Application

(Understand) types of surveillance systems and approaches used in surveillance

SPH 597

Comprehension

(Identify and communicate) potential and /or common pitfalls in using various research methods and statistical analysis (Understand) the role biostatistics plays in the discipline of public health

PHS 598 / SPH 531

Explain

PHS 598 / SPH 531

Comprehension

(Apply) knowledge of ethical issues involved in public health research and practice into biostatistical design, conduct, analysis, and reporting of health studies (Distinguish between) basic biostatistical methods used in public health

PHS 598 / SPH 531

Application

PHS 598 / SPH 531

Comprehension

(Understand) appropriate descriptive and inferential biostatistical methodologies and acknowledge the assumptions made according to the type of study design and particular study questions

PHS 598 / SPH 531

Comprehension

(Understand) appropriate sample size and power calculations to ensure that studies are sufficiently powered to achieve their aims

PHS 598 / SPH 531

Comprehension

(Discuss) strengths and limitations of key biostatistical methods

PHS 598 / SPH 531

Comprehension

(Use) statistical and other software to carry out basic biostatistical analysis

PHS 598 / SPH 531

Application

Demonstrate self-awareness and take responsibility for own performance

Core Courses / THES

Valuing

(Analyze) one’s own abilities, knowledge and skills, know one’s own professional limitations and seek advice and assistance where appropriate

Core Courses / THES

Characterizing

(Manage) time in order to meet deadlines

Core Courses / THES

Organizing

CORE COMPETENCY Knowledge Translation / Utilization

Biostatistics

SCHOOL OF PUBLIC HEALTH – APPENDICES

3.0 PROFESSIONAL AND LEADERSHIP SKILLS Self Management

CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

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Course number for 2011-12

Appendix 2.9b (i) – MSc Competency Framework BLOOM’S Taxonomy Descriptor of Level

Ethics (Adopt) foundational ethical concepts and principles (Locate, identify and interpret) relevant resources in ethics to address issues that arise in one’s area(s) of specialization. (Identify and discuss) ethical issues related to specific research methods

Ethics Research and Integrity Day Core courses / THES Ethics Research and Integrity Day

Characterizing Application Application Comprehension

Engagement (Understand) the essential elements, principles and strategies for creating effective partnerships for research (Demonstrate ability) to develop inclusive and respectful collaboration with those of diverse backgrounds (Identify) importance of effective working relationships through professional networks

Core courses/THES

Comprehension

Core courses/THES

Characterizing

PHS 505/SPH 501

Knowledge

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CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

CORE COMPETENCY

Course number for 2011-12

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.9b (i) MSc COMPETENCY FRAMEWORK

82 |

Appendix 2.9b (ii) – PhD Competency Framework Course number for 2011-12

1.0 BASICS OF PUBLIC HEALTH Public Health Concepts and Issues 1

(Define, and apply appropriately), key concepts related to Public Health

PHS 604/THES

Application

(Analyze) current and emerging public health issues, nationally and globally

PHS 604

Analysis

(Analyze) the determinants of health and the pathways through which they impact individual and community health (Analyze) population and epidemiologic transitions

PHS 604

Analysis

PHS 604

Analysis

(Examine) multiple targets and levels of intervention for public health programs and policies

PHS 604

Analysis

(Examine) key concepts related to health equity / inequity

PHS 604

Analysis

(Examine) the importance to public health of fostering a culture of diversity

PHS 602

Analysis

(Discuss) key issues affecting the current Canadian health system

PHS 604

Comprehension

(Describe) the interrelationships between public health and other public systems, including social systems (Discuss) the roles, mandate and responsibilities of levels of government, organizations (including health professional and advocacy groups), and institutions in health and health care delivery in Canada

PHS 604

Analysis

PHS 604

Comprehension

(Examine) the cycle of policy development, from issues identification to policy evaluation

PHS 604

Analysis

(Discriminate) the information needs for policy development, including scientific evidence and other important inputs, (Assess) the important elements of policy-relevant research

PHS 602/604

Analysis

PHS 604

Evaluation

Health System Organization

Health Related Policy

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THES is the U of A designation for registration in thesis research

CRITERION 2.0 – APPENDIX 2.9b (ii) PhD COMPETENCY FRAMEWORK

SCHOOL OF PUBLIC HEALTH – APPENDICES

CORE COMPETENCY

BLOOM’S Taxonomy Descriptor of Level

Appendix 2.9b (ii) – PhD Competency Framework BLOOM’S Taxonomy Descriptor of Level

(Distinguish between) the paradigms and methodologies for inquiry into public health issues

PHS 602/604

Analysis

(Formulate) research questions with appropriate methodologies and approaches

PHS 602/604/THES

Synthesis

(Illustrate) how to frame a public health issue, define problems and clarify issues, and integrate the relevant data with a critical interpretive lens based on presenting issue, context and resources (Distinguish between) critical research concepts, from the range of disciplines and methods that contribute to public health (Interpret) key concepts of health and their implications for health research

PHS 602/603/604/THES

Synthesis

PHS 604

Analysis

PHS 604

Analysis

(Assess) meaningful gaps in knowledge

THES

Evaluation

(Develop) an original and key hypothesis or statement of research problem

THES

Synthesis

(Differentiate between) the range of knowledge generating activities, along with strengths and limitations and appropriate use of each; (Distinguish between) the range of study designs, including the advantages and disadvantages of each

PHS 602/604

Synthesis

PHS 604

Synthesis

(Apply) the most appropriate and efficient design for a specific problem, and design a study using it

THES/Elective Courses in Advanced Methods PHS 604

Application

THES/Elective Courses in Advanced Methods THES/Elective Courses in Advanced Methods THES/Elective Courses in Advanced Methods THES/Elective Courses in Advanced Methods THES/Elective Courses in Advanced Methods

Evaluate

CORE COMPETENCY 2.0 KNOWLEDGE GENERATION AND TRANSLATION Epistemology (Ways of Knowing)

Knowledge Generation

SCHOOL OF PUBLIC HEALTH – APPENDICES

(Develop) the appropriate methods to analyze specific health and health care issues, including selection and implementation of a sampling strategy (Assess and monitor) data quality (Design) data collection instruments (Formulate) data analysis appropriate to the method employed (Appraise) research results, making appropriate inferences based on results (Demonstrate) mastery of substantive area

Synthesis/Application

Synthesis Synthesis Evaluation Application

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Course number for 2011-12

Appendix 2.9b (ii) – PhD Competency Framework BLOOM’S Taxonomy Descriptor of Level

2.0 KNOWLEDGE GENERATION AND TRANSLATION Knowledge Generation (Conduct) original research related to a specific topic

THES / Elective Courses in Advanced Methods THES / Elective Courses in Advanced Methods PHS 602 / 603 / 604

Application

PHS 602

Application

PHS 602 / THES PHS 604

Evaluation Synthesis

(Integrate) the key concepts and principles of knowledge mobilization and knowledge translation theory, and the importance of this concept to public health (Conduct) partnership research, evaluation and planning activities

PHS 602 / 604

Synthesis

PHS 602

Application

(Apply) principles of engagement to knowledge generating activities

PHS 602

Application

(Design and apply) communication based on assessment of needs of specific audiences

PHS 603 PHS 602 PHS 603

Application Synthesis Analysis

PHS 602 /603 /604 / THES PHS 603 THES

Valuing

Ethics Research and Integrity Day THES

Characterization by Value Synthesis

(Illustrate) mastery of the history, methods, principles, standards and techniques relevant to one’s chosen research discipline (Identify and communicate) potential and /or common pitfalls in using various research methods and statistical analysis (Select) strategies and methods to promote inclusion and equitable participation in research and evaluation related activities by diverse stakeholders and population groups (Synthesize and critically evaluate) relevant scientific literature, integrating it appropriate with contextual information

Synthesis Synthesis

Knowledge Translation / Utilization

(Communicate and disseminate) data and information about health and well-being using appropriate communication media

3.0 PROFESSIONAL AND LEADERSHIP SKILLS Self Management (Demonstrate) self-awareness and take responsibility for own performance (time management, oral presentation, scientific and plain language writing) (Analyze) one’s own abilities, knowledge and skills, know one’s own professional limitations and seek advice and assistance where appropriate

Characterizing Organizing

Ethics (Adopt codes of behaviour) based on foundational ethical concepts and principles

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(Integrate) relevant resources in ethics to address issues that arise in one’s area(s) of specialization.

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SCHOOL OF PUBLIC HEALTH – APPENDICES

CORE COMPETENCY

Course number for 2011-12

Appendix 2.9b (ii) – PhD Competency Framework BLOOM’S Taxonomy Descriptor of Level

3.0 PROFESSIONAL AND LEADERSHIP SKILLS Ethics (Differentiate) ethical issues related to specific research methods

Ethics Research and Integrity Day PHS 602

Apply

(Apply) the essential elements, principles and strategies for creating effective partnerships for research

PHS 602 / 604

Application

(Ensure) inclusive and respectful collaboration with those of diverse backgrounds

PHS 604

Application

(Demonstrate) the importance of effective working relationships through professional networks

PHS 602 / 604

Application

Analysis

Engagement

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 – APPENDIX 2.9b (ii) PhD COMPETENCY FRAMEWORK

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CORE COMPETENCY

Course number for 2011-12

Competency Ability to understand and conduct research in order to critically evaluate claims made on behalf of their field Understanding of the role of research in Health Promotion initiatives and will have acquired specific skills with which to conduct their own research projects Determine what research methods and research skills they need in further education To evaluate the relationships between historical, socio-economic, ethnic / racial and other inequities and exposure / susceptibility to health ‘risks’ To demonstrate critical review of literature To explore the role of public health in relation to other public systems, including social systems To evaluate key concepts of health and their implications for health strategies To assess key theories, concepts and models from a range of social and behavioural disciplines that are used in public health research and practice To illustrate self-awareness and take responsibility for own performance

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

Health Policy Research

Health Promotion HPS 502

“ “ HPS 508

“ “ “ “ “

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To demonstrate self-awareness of own cultural influences, assumptions and biases

HPS 508

To manage time in order to meet deadlines

“

To explore ethics issues related to knowledge generating activities

“

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 2.9b (iii) – MSc Specialization Competencies

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Appendix 2.9b (iii) – MSc Specialization Competencies

To create environments where others have a meaningful opportunity to contribute and collaborate To demonstrate skills in working with groups of people To demonstrate effective interpersonal and communication skills Distinguish between criteria for rigour in qualitative inquiry and quantitative research Distinguish key qualitative methods from one another Critically evaluate qualitative research studies Design a small-scale research project

SCHOOL OF PUBLIC HEALTH – APPENDICES

Choose and justify appropriate strategies for the topic and method, including sample, recruitment, analysis and interpretation Identify and describe ethical considerations and practices (formal and informal) Implement the small-scale research project you have proposed Generate data appropriate to the topic and method

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

Health Policy Research

Health Promotion HPS 508

“ “ HPS 603

“ “ “ “ “ “ “

Analyze data using an appropriate analytic approach for the topic and method

“

Interpret and synthesize findings following from analysis

“

Write up a short report of the research project

“

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

Health Policy Research

Assess strengths and weaknesses of the project Describe the development, organization, financing and delivery of the Canadian health care system, including public health systems and services Describe different models for health system design and governance, and the historical, social and political influences contributing to them Identify and critically analyze key issues affecting the current Canadian health system Distinguish the roles, mandate and responsibilities of levels of government, organizations (including health professional and advocacy groups), and institutions in health and health care delivery in Canada Describe the cycle of policy development, from issues identification to policy evaluation Describe the legislative process Distinguish the key actors (institutions, groups and individuals) who influence policy development in the health sector, and on health related matters and the points at which they do Describe the structure, function and role of management within the health system Describe key concepts of stakeholder consultation and engagement

Health Promotion HPS 603

SPH 500

“ “

“

“ “ “ “

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“

Health Technology Assessment

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Competency

90 |

Appendix 2.9b (iii) – MSc Specialization Competencies Clinical Environmental Epidemiology Epidemiology Health Sciences

Explain the issues involved in resource allocation

SCHOOL OF PUBLIC HEALTH – APPENDICES

Select, integrate and use appropriately various forms of evidence in planning, implementation, management and evaluation Develop an awareness of the complex linkages between humans and their social and physical environments Understand, describe and develop competency in performing environmental or occupational exposure assessments Specify methods or approaches for assessing, preventing and controlling environmental and occupational hazards to human health and safety Develop a testable model of environmental exposure to physical, chemical, or biological agents Develop an awareness of environmental health monitoring and surveillance databases useful for exposure assessment and environmental risk assessment purposes Understand assumptions, limitations, and uncertainties underlying theories and models used in the exposure sciences Communicate and disseminate exposure data and information clearly in reports and presentations appropriate to the intended audience Describe the direct and indirect human and safety effects of major environmental and occupational agents

Global Health

Health Policy Research SPH 500

“ PHS 511

“ “ “

“

“ “ PHS 512

Health Promotion

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies

Describe the nature and characteristics of biological, chemical, and physical hazards on acute and chronic disease states in humans Develop an awareness of the complex linkages between humans and their social and physical environments Describe federal and provincial regulatory programs, guidelines and authorities that control environmental or occupational health issues Understand, describe and develop competency in performing environmental or occupational risk assessments Specify methods or approaches for assessing, preventing and controlling environmental and occupational hazards that pose a risk to human health and safety Explain the general mechanisms of toxicity/infectivity in eliciting a toxic/infectious response to various environmental exposures

Clinical Environmental Epidemiology Epidemiology Health Sciences

PHS 512

“ “ “ “

“

Develop a testable model of environmental insult

“

Understand important assumptions, limitations, and uncertainties underlying theories and models used in risk sciences

“

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Develop an awareness of environmental health monitoring and surveillance databases useful for environmental risk assessment purposes

“

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

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Competency

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Appendix 2.9b (iii) – MSc Specialization Competencies

SCHOOL OF PUBLIC HEALTH – APPENDICES

Communicate and disseminate risk data and information clearly in reports and presentations appropriate to the intended audience To appreciate the variety of pathways by which exposure to toxicants can occur and how the properties of the toxicant influence absorption, distribution, metabolism, and excretion (ADME). Upon absorption, what factors determine where the toxicant goes in our bodies, how long it takes to be transformed or eliminated, and consequences thereof Knowledge of sensitive life stages and common target organs affected by toxicants, the receptor-based cellular mechanisms by which immediate or delayed adverse effects are mediated, protected against, or reversed Apply the general principles of toxicology through assignments, written and oral communication, and in exam format (Identify) the major global causes of morbidity and mortality and how health risks vary by gender and income across regions (Describe) strategies to address major global causes of morbidity and mortality (Describe) the impact of population growth and resource consumption on health across world regions (Describe) the roles and relationships of the entities affecting global health

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

PHS 512

PHS 522

“

“ PHS 640

“ “ “

Health Policy Research

Health Promotion

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies

(Describe) financing of global health programs /agencies (Demonstrate) an understanding of how global trends in commerce and culture contribute to health (Describe) causes of poor maternal health and strategies to improve maternal health globally (Describe) causes of poor child health and strategies to improve child health globally

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health PHS 640

“ “ “

(Explain) the mechanisms for promoting public health practice standards in resource-limited settings (Describe) the causes and health outcomes of complex humanitarian emergencies and multilayered responses to these (Describe) the magnitude, causes of and strategies to reduce major global diseases e.g. HIV/AIDS , Malaria and tuberculosis Conduct situation analysis across a range of cultural, economic and health contexts

PHS 641

Design context‐specific health interventions based upon situational analysis

“

Describe key concepts in monitoring and evaluation

“

Manage the program planning cycle Create/ integrate program goals, objectives, budgets and evaluation criteria

“ “ “

“

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“

Health Policy Research

Health Promotion

Health Technology Assessment

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Competency

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Appendix 2.9b (iii) – MSc Specialization Competencies

Identify methods for securing health program sustainability Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions Design context‐specific health interventions based upon situational analysis Assess individual, organizational and community capacity to bring about positive change in environments and health Develop proposals to secure donor and stakeholder support

SCHOOL OF PUBLIC HEALTH – APPENDICES

Apply economic evaluation methods to different research settings in health and social care and apply the best method to the particular problem (cost-effectiveness, cost-utility or cost-benefit analysis) Be able to identify, measure and value costs and consequences and apply that knowledge to design a research proposal Can critically review economic literature and examine how reliable the study results are for decision making and health policy decisions Be able to explain the possible equity and other population health consequences of resource allocation based on economic evaluations Be able to apply a simple economic model (e.g. Markov model) to an economic evaluation problem and data

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment

PHS 641

“ “ “ “ PHS 671

“ “

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies Clinical Environmental Epidemiology Epidemiology Health Sciences

Ability to identify the HTA research that is needed to answer a policy question

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment PHS 673

Ability to identify and retrieve information (clinical, economic, social, ethical) needed for an HTA Assessing the “quality” of different types of evidence Synthesis of disparate types of information and data

“ “ “

Conduct quantitative pooling of data if needed

“

Ability to obtain patient preferences for technology

“

Work efficiently in a multi-disciplinary team on the HTA Communications skills to present HTA results to decision-makers To demonstrate ability to match research questions with the appropriate study design Describe epidemiological study designs and understand the advantages, limitations and practical aspects of each study design; understand the strengths and limitations of descriptive epidemiology and analytic epidemiology

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To be familiar with and understand the current guidelines for transparent and comprehensive reporting of observational studies and RCTs

“ “ PHS 696

PHS 696

“

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

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Competency

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Appendix 2.9b (iii) – MSc Specialization Competencies

SCHOOL OF PUBLIC HEALTH – APPENDICES

Understand the methods, challenges and controversies in various methods of synthesizing evidence Describe conditions suitable for population screening; describe study designs for evaluation of effectiveness of screening; evaluate validity and reliability of screening tests; and recognize types of bias that affect the validity of screening evaluations Understand the methodological issues and challenges in designing, conducting and interpreting studies of diagnostic tools. Understand reliability and validity of measurement and classification tools in epidemiology and clinical epidemiology List types of surveillance systems and approaches used in surveillance Be able to design and understand issues in conducting an outbreak investigation; be familiar with the main methodological and interpretive challenges Describe and explain the commonly used regression methods for continuous and binary dependent variables Apply, interpret and analyze the multiple linear regression methods used for continuous data Apply, interpret and analyze the logistic regression methods used for binary data Apply, interpret and analyze the proportional hazard regression methods used for censored survival data

Clinical Environmental Epidemiology Epidemiology Health Sciences PHS 696

PHS 696

“

PHS 698

“

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies

Apply, interpret and analyze the modeling building techniques in the regression methods Understand and interpret the assumptions made in the regression models Apply and interpret the methods used for assessing goodness of fit of the regression models Apply and interpret the results from a statistical package Demonstrate an awareness of determinants of health

Clinical Environmental Epidemiology Epidemiology Health Sciences PHS 698

PHS 698

“

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment

PHS 685

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Awareness of elements of health-related policy

“

Critically analyze key concepts of health and their implications for health research

“

Critically evaluate and synthesize relevant scientific literature, integrating it appropriate with contextual information Demonstrate self-awareness and take responsibility for own performance

“

Evaluate one’s own abilities, knowledge and skills, know one’s own professional limitations and seek advice and assistance where appropriate Manage time in order to meet deadlines

“

Describe and explain the steps in conducting a systematic review and metaanalysis Identify key sources of bias in conducting systematic reviews and the steps taken to minimize these biases

PHS 692

“

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Competency

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Appendix 2.9b (iii) – MSc Specialization Competencies

Describe international standards for conducting systematic reviews

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

Health Policy Research

Health Promotion

Health Technology Assessment

SCHOOL OF PUBLIC HEALTH – APPENDICES

PHS 692

Critically appraise a systematic review and meta-analysis

“

Apply reporting guidelines for systematic reviews and meta-analyses

“

Clearly communicate the methods and results of a systematic review and metaanalysis in reports and presentations To be able to search the literature to identify the best available evidence to answer the question To be able to critically appraise the evidence for its validity and applicability, and To apply the results of the appraisal into clinical and public health practice

“

PHS 693

“

PHS 697

Identify current and emerging PH issues, nationally and globally

“

Describe the spread of communicable diseases and common infection control and public health measures in dealing with outbreaks. Specify multiple targets and levels of intervention for Public health programs and policies Identify the major global causes of morbidity and mortality and how health risks vary by gender and income across regions

“

Define, and apply appropriately, key concepts related to PH

CRITERION 2.0 – APPENDIX 2.9b (iii) MSc SPECIALIZATION COMPETENCIES

Competency

Appendix 2.9b (iii) – MSc Specialization Competencies

Describe strategies to address major global causes of morbidity and mortality

Clinical Environmental Epidemiology Epidemiology Health Sciences

Global Health

PHS 697

List types of surveillance systems and approaches used in surveillance

“

Design and conduct outbreak investigations; investigations into a disease clusters; community health assessments and health risk assessments

“

Health Policy Research

Health Promotion

Health Technology Assessment

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Competency

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 2.0 – APPENDIX 2.10a PhD SPECIALIZATION COMPETENCIES PhD Specialization competencies In addition to the core competencies identified in the PhD Competency Framework, competencies have been identified for each PhD specialization. These competencies were developed through a review process by the Research Degrees Committee (RDC) in the School of Public Health with faculty members working in the area to ensure minimal overlap between the core and specialization competencies. The result is a PhD program that develops core public health competencies, as well as those competencies required for success in Epidemiology, Health Promotion and Socio-behavioural Sciences, Health Services and Policy Research and Public Health. Bloom’s taxonomy descriptors have been used, wherever appropriate, to designate the level of competence required of graduates.

PhD (Epidemiology) Graduates of the PhD in Epidemiology should be able to: Understand and apply appropriate descriptive and inferential biostatistical methodologies and acknowledge the assumptions made according to the type of study design and particular study questions. (explain, apply, analyze) Carry out appropriate sample size and power calculations to ensure that studies are sufficiently powered to achieve their aims. (explain, apply) Read and interpret data in graphs, tables and uses proper statistical terms in discussing information. (explain, interpret, analyze, conclude) Demonstrate awareness of strengths and limitations of key biostatistical methods. (explain) Use statistical and other software to carry out a wide range of biostatistical analysis. (explain, apply) Use statistical software to carry out advanced regression techniques. (explain, apply) Caution researchers and practitioners about potential and/or common pitfalls in using biostatical methods and interpretations of analysis results. (explain, interpret) To understand causation and causal inference as it applies to conduct and evaluation of epidemiological research. To apply the appropriate study designs to specific epidemiological research questions; to understand the advantages and limitations of secondary and primary sources of data; and to understand and describe the advantages, limitations and conduct of epidemiological study designs. To understand the development and management of epidemiological databases.

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 2.0 – APPENDIX 2.10a PhD SPECIALIZATION COMPETENCIES To identify potential methodological flaws, including non-systematic error, bias and confounding, in epidemiological research studies. To design epidemiological research studies and conduct research that minimizes methodological flaws, including non-systematic error, bias and confounding.

PhD (Health Promotion and Socio-behavioural Sciences) Graduates of the PhD in Health Promotion and Socio-behavioural Sciences should be able to: Understand the rationale for population intervention for chronic disease prevention. Analyze the theoretical foundations of and conceptual models for population health interventions. Examine the evidence base supporting population health interventions. Identify how context influences the design, implementation and evaluation of population interventions. Debate diverse methodological approaches relevant to population health interventions. Examine knowledge translation exchange approaches with promise for population health interventions. Examine ethical and organizational issues pertinent to population health interventions. Develop a CIHR – format proposal for a population health intervention project. Evaluate the relationships between historical, socio-economic, ethnic / racial and other inequities and exposure / susceptibility to health ‘risks’. Demonstrate critical review of literature. Explore the role of public health in relation to other public systems, including social systems. Evaluate key concepts of health and their implications for health strategies. Assess key theories, concepts and models from a range of social and behavioural disciplines that are used in public health research and practice. Illustrate self-awareness and take responsibility for own performance. Demonstrate self-awareness of own cultural influences, assumptions and biases. Manage time in order to meet deadlines. Explore ethics issues related to knowledge generating activities. Create environments where others have a meaningful opportunity to contribute and collaborate. Demonstrate skills in working with groups of people. Demonstrate effective interpersonal and communication skills.

PhD (Health Services and Policy Research) Graduates of the PhD in Health Services and Policy Research should be able to:

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SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 2.0 â&#x20AC;&#x201C; APPENDIX 2.10a PhD SPECIALIZATION COMPETENCIES Describe the theories underlying policy development Describe the policy cycle Explain the roles of various policy actors and groups in policy formulation Explain how various policy instruments may be used Explain the different models of how agendas are set for policy-making Describe the various policy instruments available to decision-makers Explain how particular public policies are implemented Evaluate policies Explain the roles of various stakeholders in policy development Explain the key elements of the policy cycle Prepare policy briefs

PhD (Public Health) The competencies for the PhD in Public Health are determined by the supervisor with input by the supervisory committee prior to the Candidacy Examination. The Candidacy Examination will focus on the specific areas of identified competencies. The Research Degrees Committee (RDC) reviews and approves all Candidacy Examination Plans which includes the reading lists and examination questions.

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Criterion 3.0: Appendix Creation, Application and Advancement of Knowledge

CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

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|107

CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

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CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

SCHOOL OF PUBLIC HEALTH – APPENDICES

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CRITERION 3.0 – APPENDIX 3.1a (i) GRANT REVIEW PROCEDURES

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Senthilselvan, Ambikaipakan

Agriculture and AgriFood Canada

1/2/20064/6/2008

$11,242.00

Senthilselvan, Ambikaipakan

Canadian Institutes of Health Research

1/4/200831/03/2012

Yasui, Yutaka

Alberta Heritage Foundation for Medical Research

Yasui, Yutaka

Amount Current Year

Student Participation Y/N

$2,600.00

Yes

$98,800.00

$49,950.00

Yes

1/7/20064/3/2009

$84,555.94

$38,455.94

Yes

Canadian Institutes of Health Research

1/1/200631/03/2010

$152,853.00

$52,152.00

Yes

Yasui, Yutaka

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2012

$134,250.00

$26,850.00

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/9/200531/08/2010

$78,824.60

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/8/200530/04/2011

$48,185.06

$5,018.00

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/7/20057/5/2009

$65,930.46

$14,321.24

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/9/20055/6/2009

$38,690.98

$9,321.89

Yes

April 1, 2008 to March 31, 2009 BIOSTATISTICS Activity-Specific Workplace Exposures of Poultry Barn Workers Determinants of Asthma Prevalence in Aboriginal Children, Youth and Adults Biostatistical Methods for High-Dimensional Biological and PopulationHealth Data Analysis Statistical Method for Biomarker Discovery Based on HighDimensional Gene / Protein Expression Profiles CRC Research Support

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CommunityBased Y / N

Total Award

Enhancing Long-Term 5-ADay Behavior Change in Worksites Hepatitis B ESL Education for Chinese Protein Biomarkers of Cancer Risk in Older Persons Cervical Cancer Control in Vietnamese Women

N/A

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

Total Award

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

22/09/200831/07/2011

$35,794.46

$12,190.80

Yes

Yasui, Yutaka

St. Jude Children Research Hospital

1/12/200630/6/2011

$569,340.18

$143,867.98

Yes

Yasui, Yutaka

University of Washington

29/09/200731/07/2011

$29,079.48

$8,360.16

Yes

1/4/200831/03/2013

$90,000.00

$18,000.00

Yes

1/4/200830/06/2011

$390,000.00

$130,000.00

Yes

April 1, 2008 to March 31, 2009 BIOSTATISTICS Evaluation of a Hepatitis B Outreach Intervention of Cambodians Statistical Centre for Childhood Cancer Survivor Study Cancer Control Dissemination to Asian Americans

ENVIRONMENTAL HEALTH SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Air Pollution Exposure Assessment

Kindzierski, Warren

Safe, Secure Water Supplies for Alberta

Neumann, Norman

Natural Sciences and Engineering Research Council of Canada Alberta Water Research Inst.

EPIDEMIOLOGY CCPA / NCMIC WHO Injured Workers at Risk of Poor Recovery - Who Recovers? Who Doesn't? Population Health Investigator Establishment Grant Population Health Investigator

Carroll, Linda

World Health Organization

1/10/200030/09/2010

$2,968,522.25

$3,852.62

Yes

Carroll, Linda

Workers Compensation Board of Alberta

1/9/200831/08/2011

$34,255.00

1/7/200830/06/2011

$150,000.00

$60,000.00

Yes

1/7/200830/06/2015

$35,000.00

Colman, Ian

Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

| 115

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

Eurich, Dean

Alberta Heritage Foundation for Medical Research

1/7/200830/06/2012

$285,000.00

$100,000.00

Yes

Eurich, Dean

Alberta Heritage Foundation for Medical Research

1/7/200830/06/2015

$35,000.00

Eurich, Dean

Canadian Institutes of Health Research

1/1/200931/03/2012

$135,785.00

$10,331.00

Yes

Eurich, Dean

Canadian Diabetes Association

1/7/200930/06/2011

$129,876.00

Yes

Saunders, L. Duncan

Alberta Heritage Foundation for Medical Research

1/6/200631/05/2010

$100,000.00

$50,000.00

Yes

1/7/20075/10/2010

$89,000.00

$44,500.00

Yes

1/7/200730/06/2011

$143,200.00

$35,800.00

Yes

April 1, 2008 to March 31, 2009 EPIDEMIOLOGY PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study Exploring the Disease Burden Associated with Community Acquired Pneumonia Safety and Effectiveness of Sitagliptin in Relation to Other Oral Anti-Diabetic Agents in Patients with Type 2 Diabetes: A Population Based Analysis. Process and Outcomes of Highly Active Antiretroviral Therapy (HAART) in HIV-Infected Patients in North America Population Health Initiatives to Prevent Overweight and Obesity Population Health Initiatives to Prevent Overweight and Obesity

Veugelers, Paulus Veugelers, Paulus

Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research

N/A

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Veugelers, Paulus

Alberta Heritage Foundation for Medical Research

1/7/200730/06/2014

$35,000.00

Yes

Veugelers, Paulus

Canadian Institute of Health Information

1/4/200731/03/2010

$252,646.00

$86,362.00

Yes

Veugelers, Paulus

Canadian Institutes of Health Research

1/10/200830/09/2011

$155,709.00

$23,965.00

Yes

Voaklander, Donald

Alberta Health and Wellness

2/2/200931/12/2011

$455,000.00

$150,000.00

Yes

Veugelers, Paulus

Canadian Institutes of Health Research

1/1/200931/03/2013

$737,908.00

N/A

Yes

Veugelers, Paulus

Heart and Stroke Foundation of Canada

1/10/200830/09/2011

$100,000.00

N/A

Yes

Voaklander, Donald

Canadian Institutes of Health Research

1/3/20067/5/2009

$100,000.00

N/A

Yes

April 1, 2008 to March 31, 2009 EPIDEMIOLOGY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Population Health Initiatives to Prevent Overweight and Obesity Effectiveness of School Programs in Preventing Childhood Overweight: A Natural Experiment Created by New Policy Economic Evaluation of a School Based Program for the Prevention of Childhood Obesity. First Nations Health Surveillance Assessing the Impact of Healthy Eating and Physical Activity Policies on School Based Practices and Health and Health Behaviors of Children in Nova Scotia Economic Evaluation of a School-Based Program for the Prevention of Childhood Obesity Injury Outcomes Research Centre

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

Kipp, Walter

Canadian Institutes of Health Research

1/9/200831/03/2011

$24,940.00

Kipp, Walter

Canadian Institutes of Health Research

1/1/200531/03/2011

$1,255,437.00

$487,927.00

Yes

Mumtaz, Zubia

Canadian Institutes of Health Research

1/9/20075/10/2010

$15,000.00

$5,000.00

Bubela, Tania

NCE Stem Cell Network

1/4/200816/02/2010

$50,000.00

Bubela, Tania

University of Calgary/Genome Prairie

1/4/200622/04/2010

$165,477.39

$70,140.31

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/10/200831/03/2012

$151,488.00

$56,914.00

Yes

April 1, 2008 to March 31, 2009 GLOBAL HEALTH Strengthening Partnerships to Improve Community Health Initiatives in Rural Areas of East Africa Community-Based AntiRetroviral Treatment for AIDs Patients in Rural Uganda Ensuring Women's Access to Reproductive Health Care: Translating Knowledge Into Practice - Practice into Knowledge

HEALTH POLICY AND MANAGEMENT Designing Metrics for Impacts and Social Benefits of the SCN Genome Prairie: North American Conditional Mouse Mutagenesis Project Cancer Incidence and Glucose Lowering Therapies for Type 2 Diabetes: Are There Differences Between Agents?

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CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2008 to March 31, 2009 HEALTH POLICY AND MANAGEMENT

SCHOOL OF PUBLIC HEALTH – APPENDICES

Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD)

Johnson, Jeffrey

Canadian Institutes of Health Research

1/5/200831/03/2013

$2,407,002.00

$449,915.00

Yes

Using Prescription Drug Information in NDSS: Validation of a Classification Algorithm for Type 1 and Type 2 Diabetes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/12/200631/03/2011

$296,016.00

$86,338.00

Yes

ACHORD Research Laboratory: Population Health and Health Outcomes Research in Diabetes

Johnson, Jeffrey

Canada Foundation for Innovation

1/7/2008 31/03/2012

$276,959.00

N/A

Yes

CIHR Team in Cancer Technology Decision Making

Menon, Devidas

Canadian Institutes of Health Research

1/4/200731/03/2012

$1,381,414.00

$288,491.00

Yes

Relevant to Issues Pertaining to Smokeless Tobacco and Health

Phillips, Carl

US Smokeless Tobacco

1/1/200511/5/2010

$1,725,779.99

$572,556.52

Yes

Exploring the Policy Discourse on Tobacco in Canada

Church, W. John

Canadian Tobacco Control Research Initiative

1/8/20071/2/2009

$45,300.00

Yes

Jardine, Cynthia

Canadian Institutes of Health Research

1/2/200731/03/2011

$299,848.00

$99,885.00

Yes

Community Based Research on the Socio-Cultural Factors Underlying Multiple Addictions in Northern Urban Aboriginal Community

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

| 119

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

Nykiforuk, Candace

Heart and Stroke Foundation of Canada

1/7/200731/08/2011

$206,833.16

$112,016.51

Yes

Nykiforuk, Candace

Canadian Institutes of Health Research

1/9/200731/03/2012

$360,563.00

$ 74,676.00

Yes

Nykiforuk, Candace

Killam Research Fund

1/11/200831/10/2009

$40,713.27

Yes

Raine, Kim D.

Alberta Heritage Foundation for Medical Research

1/7/200530/06/2010

$30,000.00

N/A

Raine, Kim D.

Canadian Institutes of Health Research

1/3/200828/02/2013

$162,500.00

$65,000.00

Yes

Raine, Kim D.

Canadian Institutes of Health Research

1/5/200831/03/2009

$15,000.00

Yes

Raine, Kim D.

Canadian Institutes of Health Research

1/4/200330/05/2009

$928,000.00

N/A

Yes

Raine, Kim D.

Heart and Stroke Foundation of Canada

1/3/200828/02/2013

$162,500.00

N/A

Yes

April 1, 2008 to March 31, 2009 SOCIAL AND BEHAVIORAL SCIENCES Obesity Prevention and the Built Environment: Examine Opportunities and Barriers in Four Alberta Communities Obesity Prevention and the Built Environment: Opportunities and Barriers in Four Alberta Communities Exploring Community Perceptions of the Built Environment through Photography Health - Senior Scholarship Research Allowance Environmental and Population-Based Strategies for Chronic Disease Prevention and the Promotion of Healthy Weightss Community Based Approaches to Obesity Prevention An Ecological Perspective on the Promotion of Healthy Weights Environmental and Population-Based Strategies for Chronic Disease Prevention and the Promotion of Healthy Weights

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Raine, Kim D.

Public Health Agency of Canada

17/01/200831/03/2010

$247,943.00

$98,500.00

Yes

Raine, Kim D.

University of British Columbia/ Heart and Stroke Foundation of Canada

1/12/200730/11/2011

$37,059.20

$27,283.00

Yes

Risk and Protection Factors for Problem Gambling Among Urban Aboriginals in Edmonton

Wild, Thomas

Alberta Gaming Liquor Commission

1/9/200831/05/2011

$98,209.26

Yes

Binge Drinking in the Transition to Young Adulthood: A Longitudinal Study

Wild, Thomas

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2011

$20,000.00

N/A

Yes

Wild, Thomas

Canadian Institutes of Health Research

1/2/20077/6/2010

$50,000.00

N/A

Yes

Wild, Thomas

Canadian Institutes of Health Research

1/9/200020/06/2009

$280,056.49

N/A

Yes

Wild, Thomas

Norlien Foundation

$336,609.13

N/A

Yes

Wild, Thomas

University of Waterloo

$79,386.13

$69,031.32

Yes

Project Name

Student CommunityParticipation Based Y / N Y/N

April 1, 2008 to March 31, 2009 SOCIAL AND BEHAVIORAL SCIENCES Healthy Alberta Communities 'Settings' - Health Opportunities Centre and Neighborhood Grocery Built Environment Influences on Diet Physical Activity and Obesity: A Transdisciplinary Approach

SCHOOL OF PUBLIC HEALTH – APPENDICES

Comorbid Addictive Behaviors Among Urban Aboriginals: Resiliency and Cultural Accommodation Self-Determination and Health: A Research Program on Decision Making in Substance Abuse and Addiction Treatment Measuring Addictions and Mental Health Problems 2008-2009 Youth Smoking Survey

1/1/200931/10/2010 1/9/200830/06/2009

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

April 1, 2008 to March 31, 2009 SOCIAL AND BEHAVIORAL SCIENCES Implementing the 2006-2007 Youth Smoking Survey Implementing the 2006-2007 Youth Smoking Survey

Wild, Thomas

University of Waterloo

Wild, Thomas

University of Waterloo

1/4/200710/6/2008 1/9/200724/01/2008

$43,200.00

N/A

Yes

$4,200.61

N/A

Yes

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CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

Senthilselvan, Ambikaipakan

Canadian Institutes of Health Research

1/4/200831/03/2012

$98,800.00

$48,850.00

Yes

Yasui, Yutaka

The Beckman Research Institute of City of Hope

1/10/200930/09/2011

$26,053.17

$22,654.93

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/1/201031/03/2014

$180,702.00

N/A

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/10/201031/03/2013

$73,430.00

N/A

Yasui, Yutaka

Canadian Institutes of Health Research

1/1/200631/03/2010

$152,853.00

N/A

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/3/201031/03/2012

$58,750.00

N/A

Yasui, Yutaka

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2012

$134,250.00

$26,850.00

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/9/200531/08/2010

$78,824.60

$33,968.88

Yes

Fred Hutchinson Cancer Research Centre Fred Hutchinson Cancer Research Centre

1/8/200530/04/2011 1/7/20057/5/2009

$48,185.06

$6,047.50

Yes

$65,930.46

N/A

Yes

April 1, 2009 to March 31, 2010 BIOSTATISTICS

SCHOOL OF PUBLIC HEALTH – APPENDICES

Determinants of Asthma Prevalence in Aboriginal Children, Youth and Adults Gene-Treatment Interaction Analysis of the Risk for Serious Treatment Sequelae in GWAS Statistical Methods for Epidemiological Investigations Predicting Late Effect of Individual Cancer Survivors Statistical Method for Biomarker Discovery Based on High-Dimensional Gene/Protein Expression Profiles Predicting Late Effects of Individual Cancer Survivors: A Pilot Methodological Study CRC Research Support Enhancing Long-Term 5-ADay Behavior Change in Worksites Hepatitis B ESL Education for Chinese Protein Biomarkers of Cancer Risk in Older Persons

Yasui, Yutaka Yasui, Yutaka

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

April 1, 2009 to March 31, 2010 BIOSTATISTICS Cervical Cancer Control in Vietnamese Women

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/9/20055/6/2009

Evaluation of a Hepatitis B Outreach Intervention for Cambodians

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

22/09/200831/07/2011

Yasui, Yutaka

St. Jude Children Research Hospital

Yasui, Yutaka

University of Washington

1/12/200630/6/2011 29/09/200731/07/2011

Statistical Centre for Childhood Cancer Survivor Study Cancer Control Dissemination to Asian Americans

$38,690.98

N/A

Yes

$35,794.46

$10,552.25

Yes

$569,340.18

$102,623.93

Yes

$29,079.48

$7,588.54

Yes

1/4/200831/03/2013

$90,000.00

$18,000.00

Yes

1/4/200830/06/2011

$390,000.00

$130,000.00

Yes

ENVIRONMENTAL HEALTH SCIENCES Air Pollution Exposure Assessment

Kindzierski, Warren

Safe, Secure Water Supplies for Alberta Characterizing Patterns of Contagion and Transmission of Chronic Wasting Disease in Cervids Characterizing Patterns of Contagion and Transmission of Chronic Wasting Disease in Cervids

Neumann, Norman

Natural Sciences and Engineering Research Council of Canada Alberta Water Research Inst.

| 123

Neumann, Norman

Alberta Ingenuity Fund

1/4/200931/03/2012

$133,125.00

$71,875.00

Yes

Neumann, Norman

PrioNet Canada NCE

1/4/200931/03/2012

$399,375.00

$202,875.00

Yes

CCPA / NCMIC WHO

Carroll, Linda

World Health Organization

1/10/200030/09/2010

$2,968,522.25

N/A

Yes

Injured Workers at Risk of Poor Recovery - Who Recovers? Who Doesn't?

Carroll, Linda

Workers Compensation Board of Alberta

1/9/200831/08/2011

$34,255.00

N/A

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Colman, Ian

Alberta Heritage Foundation for Medical Research

1/7/200830/06/2011

$150,000.00

$45,000.00

Yes

Colman, Ian

Alberta Heritage Foundation for Medical Research

$35,000.00

N/A

Colman, Ian

Norlien Foundation

$55,024.00

$17,964.00

Yes

Colman, Ian

Norlien Foundation

1/7/200830/06/2015 14/12/200931/12/2011 14/12/200931/12/2011

$10,000.00

$5,000.00

Eurich, Dean

Alberta Heritage Foundation for Medical Research

1/7/200830/06/2012

$285,000.00

$100,000.00

Yes

Eurich, Dean

Alberta Heritage Foundation for Medical Research

1/7/200930/06/2014

$120,000.00

$24,000.00

Eurich, Dean

Alberta Heritage Foundation for Medical Research

1/7/200830/06/2015

$35,000.00

N/A

Eurich, Dean

Canadian Diabetes Association

1/7/200930/06/2011

$129,876.00

$85,000.00

Yes

April 1, 2009 to March 31, 2010 EPIDEMIOLOGY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Population Health Investigator - Establishment Grant Population Health Investigator Childhood Trauma and Stress Response in Adult Life Childhood Trauma and Stress Response in Adult Life PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study PHANTM (Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study Safety and Effectiveness of Sitagliptin in Relation to Other Oral Anti-Diabetic Agents in Patients with Type 2 Diabetes: A Population Based Analysis

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

124 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Eurich, Dean

Canadian Diabetes Association

1/7/200930/06/2011

$129,876.00

$85,000.00

Yes

Eurich, Dean

Canadian Institutes of Health Research

1/1/200931/03/2012

$135,785.00

$41,325.00

Yes

Saunders, L. Duncan

Alberta Heritage Foundation for Medical Research

1/6/200631/05/2010

$100,000.00

N/A

Yes

1/7/20075/10/2010

$89,000.00

$44,500.00

Yes

1/7/200730/06/2011

$143,200.00

$71,600.00

Yes

April 1, 2009 to March 31, 2010 EPIDEMIOLOGY Safety and Effectiveness of Sitagliptin in Relation to Other Oral Anti-Diabetic Agents in Patients with Type 2 Diabetes: A Population Based Analysis Exploring the Disease Burden Associated with Community Acquired Pneumonia Process and Outcomes of Highly Active Anti-retroviral Therapy (HAART) in HIV-Infected Patients in North America Population Health Initiatives to Prevent Overweight and Obesity

Veugelers, Paulus

Population Health Initiatives to Prevent Overweight and Obesity

Veugelers, Paulus

Effectiveness of School Programs in Preventing Childhood Overweight: A Natural Experiment Created by New Policy Economic Evaluation of a School Based Program for the Prevention of Childhood Obesity

Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research

Veugelers, Paulus

Canadian Institute of Health Information

1/4/200731/03/2010

$252,646.00

$91,262.00

Yes

Veugelers, Paulus

Canadian Institutes of Health Research

1/10/200830/09/2011

$155,709.00

$57,760.00

Yes

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CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

Veugelers, Paulus

Canadian Institutes of Health Research

1/1/200931/03/2013

$737,908.00

$106,533.00

Yes

Veugelers, Paulus

Heart and Stroke Foundation of Canada

1/10/200830/09/2011

$100,000.00

$75,000.00

Yes

$455,000.00

$150,000.00

Yes

$100,000.00

N/A

Yes

N/A

Yes

April 1, 2009 to March 31, 2010 EPIDEMIOLOGY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Assessing the Impact of Healthy Eating and Physical Activity Policies on School Based Practices and Health and Health Behaviors of Children in Nova Scotia Economic Evaluation of a School-Based Program for the Prevention of Childhood Obesity First Nations Health Surveillance Injury Outcomes Research Centre Booster Seat Use Among Canadian Children, Protocol AUTO 21

Voaklander, Donald Voaklander, Donald

Alberta Health and Wellness Canadian Institutes of Health Research

2/2/200931/12/2011 1/3/20067/5/2009

Voaklander, Donald

Dalhousie University

1/5/201031/05/2015

$5,820.00

Mumtaz, Zubia

Canadian Institutes of Health Research

1/9/20075/10/2010

$15,000.00

$5,000.00

Mumtaz, Zubia

Canadian Institutes of Health Research

1/10/200930/09/2012

$402,276.00

$65,107.00

Yes

GLOBAL HEALTH Ensuring Women's Access to Reproductive Health Care: Translating Knowledge into Practice - Practice into Knowledge Addressing Disparities in Maternal Health Care in Pakistan: Gender, Class and Exclusion.

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

126 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Mumtaz, Zubia

University of Alberta - Killam Research Fund Cornerstone Grant

1/11/200930/04/2011

$26,058.00

Yes

Kipp, Walter

Canadian Institutes of Health Research

1/9/200831/03/2011

$24,940.00

N/A

Kipp, Walter

Canadian Institutes of Health Research

1/1/200531/03/2011

$1,255,437.00

N/A

Yes

Bubela, Tania

Genome Canada/Genome Alberta

1/10/200931/12/2013

$8,000.00

$500.00

Yes

Bubela, Tania

Genome Canada/Genome Alberta

1/10/200931/12/2013

$115,777.00

$46,077.00

Yes

Bubela, Tania

NCE Stem Cell Network

1/10/200930/09/2011

$64,500.00

$11,000.00

Bubela, Tania

NCE Stem Cell Network

1/4/200816/02/2010

$50,000.00

N/A

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2009 to March 31, 2010 GLOBAL HEALTH The Impact of Social Geography on Female Community Health Workers' Mobility and Effectiveness in Pakistan Strengthening Partnerships to Improve Community Health Initiatives in Rural areas of east Africa Community-Based AntiRetroviral Treatment for AIDs Patients in Rural Uganda

HEALTH POLICY AND MANAGEMENT

| 127

Synthetic Biosystems for the Production of HighValue Plant Metabolites. Synthetic Biosystems for the Production of HighValue Plant Metabolites. Assessing Health System Barriers to the Commercialization and Utilization of Stem Cell Therapies in Canada Designing Metrics for Impacts and Social Benefits of the SCN

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

Bubela, Tania

University of Calgary/Genome Prairie

1/4/200622/04/2010

$165,477.39

$12,924.34

Yes

Johnson, Jeffrey

Alberta Heritage Foundation for Medical Research

1/7/200930/06/2016

$50,000.00

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/10/200831/03/2012

$151,488.00

$66,812.00

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/5/200831/03/2013

$2,407,002.00

$462,576.00

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/12/200631/03/2011

$296,016.00

N/A

Yes

Johnson, Jeffrey

Institute of Health Economics

1/12/200931/03/2012

$367,667.00

N/A

Yes

April 1, 2009 to March 31, 2010 HEALTH POLICY AND MANAGEMENT

SCHOOL OF PUBLIC HEALTH – APPENDICES

Genome Prairie: North American Conditional Mouse Mutagenesis Project Pharmacotherapy for Type 2 Diabetes: Improving the Quality and Efficiency of Care Cancer Incidence and Glucose Lowering Therapies for Type 2 Diabetes: Are There Differences Between Agents? Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) Using Prescription Drug Information in NDSS: Validation of a Classification Algorithm for Type 1 and Type 2 Diabetes Evaluate a Novel Implementation of an Evidence-Based Lifestyle Program for Patients Identified as Having Type 2 Diabetes Within This Newly Established PCN Environment in Alberta

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

128 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Johnson, Jeffrey

Canada Foundation for Innovation

1/7/2008 31/03/2012

$276,959.00

Yes

Menon, Devidas

Canadian Institutes of Health Research

1/4/200731/03/2012

$1,381,414.00

$278,991.00

Yes

Menon, Devidas

NCE Stem Cell Network

1/10/200930/09/2011

$70,000.00

N/A

Phillips, Carl

US Smokeless Tobacco

1/1/200511/5/2010

$1,725,779.99

N/A

Yes

Church, W. John

Canadian Tobacco Control Research Initiative

1/7/200931/12/2011

$80,000.00

Yes

Church, W. John

Canadian Tobacco Control Research Institute

1/8/20071/2/2009

$45,300.00

N/A

Yes

Jardine, Cynthia

Canadian Institutes of Health Research

1/2/200731/03/2011

$299,848.00

$83,319.00

Yes

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2009 to March 31, 2010 HEALTH POLICY MANAGEMENT ACHORD Research Laboratory: Population Health and Health Outcomes Research in Diabetes CIHR Team in Cancer Technology Decision Making Assessing Health System Barriers to the Commercialization and Utilization of Stem Cell Therapies in Canada Relevant to Issues Pertaining to Smokeless Tobacco and Health

SOCIAL AND BEHAVIORAL SCIENCES

| 129

Understanding Canadian Tobacco Control Policy Through Provincial Policy Network Analysis Exploring the Policy Discourse on Tobacco in Canada Community Based Research on the Socio-Cultural Factors Underlying Multiple Addictions in Northern Urban Aboriginal Community

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Jardine, Cynthia

Canadian Institutes of Health Research

1/3/201031/03/2012

$99,989.00

Yes

Nykiforuk, Candace

Heart and Stroke Foundation of Canada

1/7/200731/08/2011

$206,833.16

$82,088.09

Yes

Nykiforuk, Candace

Canadian Institutes of Health Research

1/9/200731/03/2012

$360,563.00

$117,353.00

Yes

Nykiforuk, Candace

Killam Research Fund

1/11/200831/10/2009

$40,713.27

N/A

Yes

Raine, Kim D.

Alberta Heritage Foundation for Medical Research

1/7/200530/06/2010

$30,000.00

N/A

Raine, Kim D.

Canadian Institutes of Health Research

1/3/200828/02/2013

$162,500.00

N/A

Yes

Raine, Kim D.

Canadian Institutes of Health Research

1/4/200330/05/2009

$928,000.00

N/A

Yes

April 1, 2009 to March 31, 2010 SOCIAL AND BEHAVIORAL SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDICES

H1N1 Knowledge Translation for Pregnant Women and Seniors: Sources, Content, Understanding and Uptake Obesity Prevention and the Built Environment: Examine Opportunities and Barriers in Four AB communities Obesity Prevention and the Built Environment: Opportunities and Barriers in Four Alberta Communities Exploring Community Perceptions of the Built Environment Through Photography Health - Senior Scholarship Research Allowance Environmental and Population-Based Strategies for Chronic Disease Prevention and the Promotion of Healthy Weights An Ecological Perspective on the Promotion of Healthy Weights

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

130 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

| 131

Funding Source

Funding Period Start/End

Total Award

Raine, Kim D.

Heart and Stroke Foundation of Canada

1/3/200828/02/2013

$162,500.00

$65,000.00

Yes

Raine, Kim D.

Public Health Agency of Canada

17/01/200831/03/2010

$247,943.00

$80,888.00

Yes

Raine, Kim D.

University of British Columbia/ Heart and Stroke Foundation of Canada

1/12/200730/11/2011

$37,059.20

N/A

Yes

Wild, Thomas

Alberta Alcohol and Drug Abuse Commission

15/03/200530/11/2007

$463,076.81

N/A

Yes

Wild, Thomas

Alberta Gaming Liquor Commission

1/9/200831/05/2011

$98,209.26

N/A

Yes

Wild, Thomas

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2011

$20,000.00

N/A

Yes

Wild, Thomas

Canadian Institutes of Health Research

1/2/20077/6/2010

$50,000.00

N/A

Yes

Amount Current Year

Student CommunityParticipation Based Y/N Y/N

April 1, 2009 to March 31, 2010 SOCIAL AND BEHAVIORAL SCIENCES Environmental and Population-Based Strategies for Chronic Disease Prevention and the Promotion of Healthy Weights Healthy Alberta Communities 'Settings' Health Opportunities Centre and Neighborhood Grocery Built Environment Influences on Diet Physical Activity and Obesity: A Transdisciplinary Approach Young Adult Social Marketing Campaign Alcohol Consumption and Sexual Activity Risk and Protection Factors for Problem Gambling Among Urban Aboriginals in Edmonton Binge Drinking in the Transition to Young Adulthood: A Longitudinal Study Comorbid Addictive Behaviors Among Urban Aboriginals: Resiliency and Cultural Accommodation

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Wild, Thomas

Canadian Institutes of Health Research

1/2/20077/6/2010

$50,000.00

N/A

Yes

Wild, Thomas

Canadian Institutes of Health Research

1/1/200831/03/2012

$472,268.00

$173,077.00

Yes

Wild, Thomas

Canadian Institutes of Health Research

1/9/200020/06/2009

$280,056.49

N/A

Yes

Measuring addictions and mental health problems

Wild, Thomas

Norlien Foundation

1/1/200931/10/2010

$336,609.13

$306,008.29

Yes

2008-2009 Youth Smoking Survey

Wild, Thomas

University of Waterloo

1/9/200830/06/2009

$79,386.13

N/A

Yes

Implementing the 20062007 Youth Smoking Survey

Wild, Thomas

University of Waterloo

1/4/200710/6/2008

$43,200.00

N/A

Yes

Implementing the 20062007 Youth Smoking Survey

Wild, Thomas

University of Waterloo

1/9/200724/01/2008

$4,200.61

N/A

Yes

Project Name

Student CommunityParticipation Based Y / N Y/N

April 1, 2009 to March 31, 2010 SOCIAL AND BEHAVIORAL SCIENCES Comorbid Addictive Behaviors Among Urban Aboriginals: Resiliency and Cultural Accommodation Social Control and Coercion in Addiction Treatment Self-Determination and Health: A Research Program on Decision Making in Substance Abuse and Addiction Treatment

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

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Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

| 133

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Senthilselvan, Ambikaipakan

Canadian Institutes of Health Research

1/4/200831/03/2012

$98,800.00

N/A

Yes

Yasui, Yutaka

St. Jude Children Research Hospital

1/12/200630/6/2011

$569,340.18

$143,867.98

Yes

Yasui, Yutaka

The Beckman Research Institute of City of Hope

1/10/200930/09/2011

$26,053.17

N/A

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/1/201031/03/2014

$180,702.00

$50,070.00

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/10/201031/03/2013

$73,430.00

$14,685.00

Yasui, Yutaka

Canadian Institutes of Health Research

1/10/200930/09/2012

$278,934.00

$87,627.00

Yes

Yasui, Yutaka

Canadian Institutes of Health Research

1/3/201031/03/2012

$58,750.00

Yasui, Yutaka

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2012

$134,250.00

$26,850.00

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/9/200531/08/2010

$78,824.60

N/A

Yes

April 1, 2010 to March 31, 2011 BIOSTATISTICS Determinants of Asthma Prevalence in Aboriginal Children, Youth and Adults Statistical Centre for Childhood Cancer Survivor Study Gene-treatment interaction analysis of the risk for serious treatment sequelae in GWAS Statistical Methods for Epidemiological Investigations Predicting Late Effect of Individual Cancer Survivors Statistical Methods for Biomarker Discovery based in Complex HighDimensional Biological Data Predicting Late Effects of Individual Cancer Survivors: A Pilot Methodological Study CRC Research Support (AHFMR STI INC) Enhancing Long-Term 5-ADay Behavior Change in Worksites

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

1/8/200530/04/2011

$48,185.06

$20,146.00

Yes

Yasui, Yutaka

Fred Hutchinson Cancer Research Centre

22/09/200831/07/2011

$35,794.46

$10,399.85

Yes

Childhood Cancer Survivor Study

Yasui, Yutaka

St. Jude Children Research Hospital

$569,340.18

$145,215.00

Yes

Cancer Control Dissemination to Asian Americans

Yasui, Yutaka

University of Washington

1/12/200930/06/2011 29/09/200731/07/2011

$29,079.48

$4,317.40

Yes

Project Name

Student CommunityParticipation Based Y / N Y/N

April 1, 2010 to March 31, 2011 BIOSTATISTICS Hepatitis B ESL Education for Chinese Evaluation of a Hepatitis B Outreach Intervention for Cambodians

ENVIRONMENTAL HEALTH SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Natural Sciences and Engineering Research Council of Canada Oil Sands Research and Information Network (OSRIN)

1/4/200831/03/2013

$90,000.00

$18,000.00

Yes

1/9/201031/05/2011

$18,000.00

Yes

Neumann, Norman

AB Prion Research Institute

1/5/201031/03/2012

$498,536.00

$385,485.00

Yes

Neumann, Norman

Alberta Water Research Inst.

1/4/200830/06/2011

$390,000.00

$130,000.00

Yes

Neumann, Norman

Alberta Ingenuity Fund

1/4/200931/03/2012

$133,125.00

$61,250.00

Yes

Neumann, Norman

PrioNet Canada NCE

1/4/200931/03/2012

$399,375.00

$196,500.00

Yes

Air Pollution Exposure Assessment

Kindzierski, Warren

Review of Health Effects of Naphthenic Acids

Kindzierski, Warren

Defining the Fate of BSE and CWD in Specified Risk Materials Treated by Composting, Biodigestion, Thermal Hydrolysis and/or Advanced Oxidation Safe, Secure Water Supplies for Alberta Characterizing Patterns of Contagion and Transmission of Chronic Wasting Disease in Cervids Characterizing Patterns of Contagion and Transmission of Chronic Wasting Disease in Cervids

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

134 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Neumann, Norman

AB Prion Research Institute

1/4/201031/03/2012

$200,000.00

$100,000.00

Yes

Yanow, Stephanie

Malaria Capacity Development Consortium

1/10/20101/7/2012

$14,998.50

Yes

Carroll, Linda

World Health Organization

1/10/200030/09/2010

$2,968,522.25

N/A

Yes

Carroll, Linda

Workers Compensation Board of Alberta

1/9/200831/08/2011

$34,255.00

N/A

Carroll, Linda

Worker's Compensation Board of Manitoba

1/8/201031/07/2012

$119,685.00

Yes

1/7/200830/06/2011

$150,000.00

$45,000.00

Yes

1/7/200830/06/2015

$35,000.00

N/A

1/7/201030/06/2015

$120,000.00

$24,000.00

Yes

2/9/201031/08/2012

$37,274.00

Yes

April 1, 2010 to March 31, 2011 ENVIRONMENTAL HEALTH SCIENCES Defining the Fate of BSE and CWD in Specified Risk Materials Treated by Composting, Biodigestion, Thermal hydrolysis and/or Advanced Oxidation Genotyping P. Falciparum Resistant Strains to SulphadoxinePyrimethamine Among Pregnant Women in Uganda

EPIDEMIOLOGY CCPA/NCMIC WHO Injured Workers at Risk of Poor Recovery - Who Recovers? Who Doesn't? How Do Expectations, Coping, and Depression Impact on Recovery After a Musculoskeletal Injury? Population Health Investigator Establishment Grant

Colman, Ian

Population Health Investigator

Colman, Ian

| 135

Early Life Neurodevelopment Stressful Life Events and Depression Across the Life Course Depression During the Transition from Adolescence to Adulthood: Potential Protective Factors

Colman, Ian

Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research MSI Foundation Inc

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Colman, Ian

Norlien Foundation

14/12/200931/12/2011

$55,024.00

$37,060.00

Yes

Colman, Ian

Norlien Foundation

14/12/200931/12/2011

$10,000.00

$5,000.00

1/7/200830/06/2012

$285,000.00

$85,000.00

Yes

1/7/200930/06/2014

$120,000.00

$24,000.00

1/7/200830/06/2015

$35,000.00

N/A

April 1, 2010 to March 31, 2011 EPIDEMIOLOGY Childhood Trauma and Stress Response in adult life

SCHOOL OF PUBLIC HEALTH – APPENDICES

Childhood Trauma and Stress Response in Adult Life PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study PHANTM (Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study PHANTM ( Patients with Heart Failure and Type 2 Diabetes Treated with Metformin) Study Safety and effectiveness of Sitagliptin in Relation to Other Oral Antidiabetic Agents in Patients with Type 2 Diabetes: A Population Based Analysis Exploring the Disease Burden Associated with Community Acquired Pneumonia Assessing Organizational Capacity for Chronic Disease Prevention in the Alberta Public Health System Process and Outcomes of Highly Active Anti-retroviral Therapy (HAART) in HIV-Infected Patients in North America

Eurich, Dean

Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research Alberta Heritage Foundation for Medical Research

Eurich, Dean

Canadian Diabetes Association

1/7/200930/06/2011

$129,876.00

$44,876.00

Yes

Eurich, Dean

Canadian Institutes of Health Research

1/1/200931/03/2012

$135,785.00

$46,677.00

Yes

Maximova, Katerina

MSI Foundation Inc.

1/11/201031/10/2012

$50,000.00

Yes

Saunders, L. Duncan

Alberta Heritage Foundation for Medical Research

1/6/200631/05/2010

$100,000.00

N/A

Yes

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

136 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Saunders, L. Duncan

Canadian Institutes of Health Research

1/10/201030/09/2011

$21,860.00

Veugelers, Paulus

Alberta Heritage Foundation for Medical Research

1/7/20075/10/2010

$89,000.00

N/A

Yes

Veugelers, Paulus

Alberta Heritage Foundation for Medical Research

1/7/200730/06/2011

$143,200.00

$35,800.00

Yes

Veugelers, Paulus

Alberta Heritage Foundation for Medical Research

1/7/200730/06/2014

$35,000.00

N/A

Yes

Veugelers, Paulus

Canadian Institute of Health Information

18/10/201030/06/2011

$16,500.00

Yes

Veugelers, Paulus

Canadian Institutes of Health Research

1/10/200830/09/2011

$155,709.00

$49,492.00

Yes

Veugelers, Paulus

Heart and Stroke Foundation of Canada

1/10/200830/09/2011

$100,000.00

$25,000.00

Yes

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2010 to March 31, 2011 EPIDEMIOLOGY Strengthening Partnerships for Community-Based Primary Health Care Initiatives in Rural Zambia Population Health Initiatives to Prevent Overweight and Obesity Population Health Initiatives to Prevent Overweight and Obesity Population Health Initiatives to Prevent Overweight and Obesity Effectiveness of School Programs in Preventing Childhood Overweight: A Natural Experiment Created by New Policy Economic Evaluation of a School Based Program for the Prevention of Childhood Obesity. Economic Evaluation of a School-Based Program for the Prevention of Childhood Obesity

| 137

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Veugelers, Paulus

Canadian Institutes of Health Research

1/1/200931/03/2013

$737,908.00

$225,176.00

Yes

Veugelers, Paulus

University of Waterloo

9/10/200931/03/2012

$201,404.00

$86,810.00

Yes

Voaklander, Donald

Alberta Health and Wellness

2/2/200931/12/2011

$455,000.00

$155,000.00

Yes

Voaklander, Donald

Dalhousie University

1/5/201031/05/2015

$5,820.00

Yes

Mumtaz, Zubia

Canadian Institutes of Health Research

1/9/20075/10/2010

$15,000.00

$5,000.00

Mumtaz, Zubia

Alberta Heritage Foundation for Medical Research

1/7/201030/06/2013

$150,000.00

$50,000.00

Yes

Mumtaz, Zubia

Alberta Heritage Foundation for Medical Research

1/7/201030/06/2017

$35,000.00

April 1, 2010 to March 31, 2011 EPIDEMIOLOGY Assessing the Impact of Healthy Eating and Physical Activity Policies on School Based Practices and Health and Health Behaviors of Children in Nova Scotia

SCHOOL OF PUBLIC HEALTH – APPENDICES

CPAC CLASP - Proposal for a Youth Health Collaborative: "Excelerating EvidenceInformed Action" First Nations Health Surveillance Booster Seat Use Among Canadian Children, Protocol AUTO 21

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

138 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Mumtaz, Zubia

Alberta Heritage Foundation for Medical Research

1/7/201030/06/2017

$35,000.00

Mumtaz, Zubia

Canadian Institutes of Health Research

1/10/200930/09/2012

$402,276.00

$139,383.00

Yes

Mumtaz, Zubia

University of Alberta - Killam Research Fund Cornerstone Grant

1/11/200930/04/2011

$26,058.00

N/A

Yes

Kipp, Walter

Canadian Institutes of Health Research

1/9/200831/03/2011

$24,940.00

N/A

Kipp, Walter

Canadian Institutes of Health Research

1/1/200531/03/2011

$1,255,437.00

N/A

Yes

Kipp, Walter

University of Alberta - Killam Research Fund Cornerstone Grant

1/6/201030/11/2011

$50,000.00

Yes

Kipp, Walter

Canadian Institutes of Health Research

1/1/201131/12/2013

$285,299.00

N/A

Yes

April 1, 2010 to March 31, 2011 GLOBAL HEALTH

| 139

Addressing Disparities in Maternal Health Care in Pakistan: Gender, Class and Exclusion Addressing Disparities in Maternal Health Care in Pakistan: Gender, Class and Exclusion. The Impact of Social Geography on Female Community Health Workers' Mobility and Effectiveness in Pakistan Strengthening Partnerships to Improve Community Health Initiatives in Rural Areas of East Africa Community-Based AntiRetroviral Treatment for AIDs Patients in Rural Uganda A Mobile Phone-Based Education Program to Improve Adolescent Reproductive Health in Rural Uganda Transferring a rural community-based HIV treatment program to local stakeholders

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Bowen, Sarah

Canadian Institutes of Health Research

Bowen, Sarah

CommunityBased Y / N

Student Participation Y/N

$22,836.00

Yes

$38,570.00

Yes

1/10/200931/12/2013

$8,000.00

$7,500.00

Yes

Genome Canada/Genome Alberta

1/10/200931/12/2013

$115,777.00

$69,700.00

Yes

Bubela, Tania

NCE Stem Cell Network

1/10/200930/09/2011

$64,500.00

$53,500.00

Bubela, Tania

University of Calgary/Genome Prairie

1/4/200622/04/2010

$165,477.39

$24,274.00

Yes

Johnson, Jeffrey

Alberta Heritage Foundation for Medical Research

1/7/200930/06/2016

$50,000.00

N/A

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/10/200831/03/2012

$151,488.00

$27,762.00

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/2/201131/01/2012

$25,000.00

Yes

Total Award

Amount Current Year

1/2/201131/01/2012

$22,386.00

Canadian Institutes of Health Research

1/5/201030/04/2011

Bubela, Tania

Genome Canada/Genome Alberta

Bubela, Tania

April 1, 2010 to March 31, 2011 HEALTH POLICY AND MANAGEMENT

SCHOOL OF PUBLIC HEALTH – APPENDICES

VALUE Initiative: A Collaborative Dissemination and Planning Event Promoting Health Equity: Effective Knowledge to Action Strategies Synthetic Biosystems for the Production of High-Value Plant Metabolites Synthetic Biosystems for the Production of High-Value Plant Metabolites Assessing Health System Barriers to the Commercialization and Utilization of Stem Cell Therapies in Canada Genome Prairie: North American Conditional Mouse Mutagenesis Project Pharmacotherapy for type 2 diabetes: Improving the quality and efficiency of care. Cancer Incidence and Glucose Lowering Therapies for Type 2 Diabetes: Are There Differences Between Agents? Diabetes and Cancer Research Consortium, Banff 2011

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

140 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

| 141

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

Johnson, Jeffrey

Canadian Institutes of Health Research

1/5/200831/03/2013

$2,407,002.00

$494,511.00

Yes

Johnson, Jeffrey

Canadian Institutes of Health Research

1/12/200631/03/2011

$296,016.00

N/A

Yes

Johnson, Jeffrey

Institute of Health Economics

1/12/200931/03/2012

$367,667.00

N/A

Yes

1/7/2008 31/03/2012

$276,959.00

N/A

Yes

1/9/201031/08/2012

$40,000.00

Yes

1/4/200731/03/2012

$1,381,414.00

$270,791.00

Yes

1/10/200930/09/2011

$70,000.00

$31,800.00

1/1/200511/5/2010

$1,725,779.99

N/A

Yes

1/1/201131/03/2015

$341,539.00

$19,512.00

Yes

April 1, 2010 to March 31, 2011 HEALTH POLICY AND MANAGEMENT Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) Using prescription Drug Information in NDSS: Validation of a Classification Algorithm for Type 1 and Type 2 Diabetes Evaluate a Novel Implementation of an Evidence-Based Lifestyle Program for Patients Identified as Having Type 2 Diabetes Within this Newly Established PCN Environment in Alberta

ACHORD Research Laboratory: Johnson, Canada Foundation Population Health and Health Jeffrey for Innovation Outcomes Research in Diabetes Physician Incentives for Chronic McLeod, Disease Management in Primary MSI Foundation Inc Logan Care CIHR Team in Cancer Technology Canadian Institutes of Menon, Devidas Decision Making Health Research Assessing Health System Barriers to the Commercialization and Utilization Menon, Devidas NCE Stem Cell Network of Stem Cell Therapies in Canada Relevant to Issues Pertaining to Phillips, Carl US Smokeless Tobacco Smokeless Tobacco and Health Population-Based Evaluation of Canadian Institutes of Quality and Timeliness of Breast Winget, Marcy Health Research Cancer Care

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

April 1, 2010 to March 31, 2011 HEALTH POLICY AND MANAGEMENT Enhancing Translational Stem Cell Research: Innovative Models for Multi-Sectoral Collaboration

Bubela, Tania

University of Alberta Department of Public Health Sciences

20/1/2011– 30/3/2014

$209,800

N/A

Yes

Mobilizing iBOL Knowledge Through Integrated GE3LS Research

Bubela, Tania

Genome Canada

7/1/2010– 30/6/2014

$198,978

N/A

Yes

Canadian Tobacco Control Research Initiative

1/7/200931/12/2011

$80,000.00

N/A

Yes

Canadian Institutes of Health Research

1/2/200731/03/2011

$299,848.00

N/A

Yes

Canadian Institutes of Health Research

1/3/201031/03/2012

$99,989.00

N/A

Yes

Canadian Institutes of Health Research

1/2/201131/03/2013

$25,000.00

Yes

Canadian Institutes of Health Research

1/5/201030/04/2011

$33,917.00

Yes

SOCIAL AND BEHAVIORAL SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Understanding Canadian Tobacco Control Policy Through Provincial Policy Network Analysis

Church, W. John

Community Based Research on the Socio-Cultural Factors Underlying Jardine, Multiple Addictions in Northern Cynthia Urban Aboriginal Community H1N1 Knowledge Translation for Pregnant Women and Seniors: Jardine, Sources, Content, Understanding Cynthia and Uptake Community-Based Research on Ethical Risk Communication for HIV Jardine, Cynthia Vaccine Trials Knowledge Translation and Dissemination on Systematic Review Jardine, Cynthia of Risk Communication and Uncertainty

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

142 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Student Amount CommunityParticipation Current Year Based Y / N Y/N

Canadian Institutes of Health Research

1/4/201031/03/2013

$88,697.25

Yes

Alberta Rural Development Network

1/1/201131/12/2011

$9,570.00

Yes

Heart and Stroke Foundation of Canada

1/7/200731/08/2011

$206,833.16

$670.48

Yes

Canadian Institutes of Health Research

1/9/200731/03/2012

$360,563.00

$82,341.00

Yes

Canadian Institutes of Health Research

1/4/201031/03/2013

$197,568.00

$98,784.00

Yes

Canadian Institutes of Health Research

28/02/201131/03/2013

$199,990.00

Yes

April 1, 2010 to March 31, 2011 SOCIAL AND BEHAVIORAL SCIENCES

| 143

Examining Pandemic Communications Strategies of Jardine, Cynthia Public Health Agencies for H1N1: How Well Did They Work? Understanding Seasonal Facilitators and Barriers to Unstructured Free Nykiforuk, Play amongst Children, Youth and Candace Families in a Small Rural-Urban Alberta Community Obesity prevention and the built environment: Examine Nykiforuk, opportunities and barriers in four Candace AB communities Obesity Prevention and the Built Environment: Opportunities and Nykiforuk, Barriers in Four Alberta Candace Communities Assessing Community Environments for Physical Activity and Healthy Eating: Development Nykiforuk, of Innovative Mixed-Methods Candace Approaches for Utilizing Objective and Subjective Data If We Build It, Will They Come? Exploring the Impact of Community Nykiforuk, Investment in Recreation Spaces on Candace Health Equity and Access to Physical Activity Opportunities

N/A

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Nykiforuk, Candace

Heart and Stroke Foundation of Canada

1/4/201031/07/2010

$3,125.00

Raine, Kim D.

Alberta Heritage Foundation for Medical Research

1/7/200530/06/2010

Raine, Kim D.

Canadian Institutes of Health Research

Raine, Kim D.

Total Award

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2010 to March 31, 2011 SOCIAL AND BEHAVIORAL SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDICES

Community Health & The Built Environment: Evaluating Physical Activity and Healthy Food Access in Winter to Support Local Policy Change for Healthy Communities Health - Senior Scholarship Research Allowance Environmental and population-based strategies for chronic disease prevention and the promotion of healthy weights Consensus for Change: Using Policy to Protect and Promote the Health of Children Environmental and Population-based strategies for chronic disease prevention and the promotion of healthy weights Built Environment Influences on Diet Physical Activity and Obesity: A Transdisciplinary Approach The Provision of Charitable Food Assistance in Canada: Forging a More Adequate Response

$3,125.00

Yes

$30,000.00

N/A

1/3/200828/02/2013

$162,500.00

N/A

Yes

Canadian Institutes of Health Research

1/2/201131/01/2012

$22,025.00

N/A

Yes

Raine, Kim D.

Heart and Stroke Foundation of Canada

1/3/200828/02/2013

$162,500.00

$65,000.00

Yes

Raine, Kim D.

University of British Columbia/ Heart and Stroke Foundation of Canada

1/12/200730/11/2011

$37,059.20

N/A

Yes

Raine, Kim D.

Canadian Institutes of Health Research

1/4/20101/9/2011

$16,800.00

$10,000.00

Yes

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

144 |

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Stachenko, Sylvie

International Development Research Centre

25/06/30203/2/2011

$55,400.00

Wild, Thomas

Alberta Gaming and Liquor Commission

1/9/200831/05/2011

$98,209.26

Wild, Thomas

Alberta Heritage Foundation for Medical Research

1/7/200630/06/2011

Wild, Thomas

Canadian Institutes of Health Research

1/2/20077/6/2010

Wild, Thomas

Canadian Institutes of Health Research

Wild, Thomas

Norlien Foundation

Wild, Thomas

University of Waterloo

1/1/200/31/03/2012 1/1/200931/10/2010 1/4/201030/06/2011

Amount Current Year

Student CommunityParticipation Based Y / N Y/N

April 1, 2010 to March 31, 2011 SOCIAL AND BEHAVIORAL SCIENCES Technical Support and Peer Review for Series of Articles for Publication in the Lancet Risk and Protection Factors for Problem Gambling Among Urban Aboriginals in Edmonton Binge Drinking in the Transition to Young Adulthood: A Longitudinal Study Comorbid Addictive Behaviors Among Urban Aboriginals: Resiliency and Cultural Accommodation Social Control and Coercion in Addiction Treatment Measuring Addictions and Mental Health Problems Youth Smoking Survey 20102011

$53,270.00

Yes

N/A

Yes

$20,000.00

N/A

Yes

$50,000.00

N/A

Yes

$472,268.00

$129,288.00

Yes

$336,609.13

N/A

Yes

$82,333.33

N/A

Yes

| 145

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Appendix 3.1c – Research Activity of Primary and Secondary Faculty

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.1c RESEARCH ACTIVITY OF PRIMARY AND SECONDARY FACULTY

146 |

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

Hrudey, Steven

Alberta Health and Wellness

1/2/200631/03/2009

$1,034,355.54

$342.00

Yes

Veugelers, Paulus

Alberta Health and Wellness

23/03/200720/01/2011

$400,000.00

$125,000.00

Yes

Voaklander, Donald

Alberta Health and Wellness

1/4/199818/05/2011

$15,355,418.17

$1,290,565.39

Yes

Menon, Devidas

Alberta Health and Wellness

1/3/200831/03/2013

$1,734,707.27

$608,481.27

Yes

Raine, Kim

Alberta Health and Wellness

1/12/200431/05/2010

$3,142,420.52

$921.46

Yes

Raine, Kim

Alberta Cancer Board

$1,000,000.00

$800,000.00

Yes

Raine, Kim

Alberta Cancer Board

$40,822.18

Yes

April 1, 2008 to March 31, 2009 ENVIRONMENTAL HEALTH SCIENCES Surveillance Through Systematic Collection, Analysis and Interpretation of Biomonitoring Data on Priority Environmental Chemicals.

EPIDEMIOLOGY Evaluation of a New Provincial Program to Promote Health and Wellness Among Children and Youth in Alberta Alberta Centre for Injury Control and Research - Alberta Health

HEALTH POLICY AND MANAGEMENT Renewal Proposal for Building Evidence Informed Policy Decision Making

SOCIAL BEHAVIORAL SCIENCE

| 147

Promoting the Health of Alberta's Communities: Prevention of Type 2 Diabetes and Other Chronic Diseases Alberta Policy Coalition for Cancer Prevention Alberta Policy Coalition for Cancer Prevention

1/11/200830/06/2011 25/01/20085/7/2009

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (i) School Service Activities 2008-11

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Total Award

Amount Current Year

CommunityBased Y / N

Student Participation Y/N

Wild, Thomas

Alberta Alcohol and Drug Abuse Commission

15/03/200530/11/2007

$463,076.81

N/A

Yes

Wild, Thomas

Edm Com Fdn Edmonton Drug Treatment and Community Restoration Court (EDTCRC)

15/03/200628/02/2009

$168,597.05

$44,545.45

Yes

Wild, Thomas

Know Mo Wild Donations

1/7/20074/2/2010

$179,084.00

$103,253.00

Yes

April 1, 2008 to March 31, 2009 Young Adult Social Marketing Campaign - Alcohol Consumption and Sexual Activity Edmonton Drug Treatment and Community Restoration Court: Monitoring and Evaluation Project Research donations Centre for Health Promotions - Know Mo Wild

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

148 |

Table 3.2b (i) School Service Activities 2008-11

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Community -Based Y / N

Student Participation Y/N

Kindzierski, Warren

Alberta Health and Wellness

30/11/200915/02/2012

$528,997.13

$356,470.25

Yes

Veugelers, Paulus

Alberta Health and Wellness

23/03/200720/01/2011

$400,000.00

$125,000.00

Yes

Veugelers, Paulus

University of Waterloo

9/10/200931/03/2012

$201,404.00

$41,155.00

Yes

$15,355,418.17

$1,290,318.05

Yes

N/A

Yes

Total Award

Amount Current Year

April 1, 2009 to March 31, 2010 ENVIRONMENTAL HEALTH SCIENCES Residential Indoor Air Quality Exposure Study in Edmonton, Alberta

EPIDEMIOLOGY Evaluation of a New Provincial Program to Promote Health and Wellness Among Children and Youth in Alberta CPAC CLASP - Proposal for a Youth Health Collaborative: "Excelerating Evidence-informed Action" Alberta Centre for Injury Control and Research Provincial Trauma Registry Canadian Agricultural Injury Reporting (CAIR) Data Management

Voaklander, Donald Voaklander, Donald Voaklander, Donald

Alberta Health and Wellness Alberta Health Services

1/4/199818/05/2011 1/1/201031/12/2011

$208,776.00

Canadian Agricultural Safety Association

1/4/200931/03/2010

$70,000.00

Yes

Bowen, Sarah

SEARCH Canada

1/4/200931/03/2011

$83,231.07

$82,231.07

Yes

Menon, Devidas

Alberta Health and Wellness

1/3/200831/03/2013

$1,734,707.27

$292,768.00

Yes

Zakariasen, Ken

Alberta Health Services

1/1/200931/08/2012

$181,113.33

Yes

HEALTH POLICY AND MANAGEMENT V.A.L.U.E. Project

| 149

Renewal Proposal for Building Evidence Informed Policy Decision Making Aboriginal Telehealth Virtual Community of Practice

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (i) –School Service Activities 2008-11

Project Name

Principal Investigator and Department

Funding Source

Funding Period Start / End

Raine, Kim

Alberta Ministry of Education

1/3/201031/08/2011

$500,000.00

Raine, Kim

Alberta Health and Wellness

1/12/200431/05/2010

$3,142,420.52

Raine, Kim

Alberta Cancer Board

$1,000,000.00

Raine, Kim

Alberta Cancer Board

Total Award

Amount Current Year

Community -Based Y / N

Student Participation Y/N

N/A

Yes

$250.00

Yes

$200,000.00

Yes

April 1, 2009 to March 31, 2010 SOCIAL BEHAVIORAL SCIENCE Expanding Healthy School Through a Partnership with the Alberta Healthy School Community Wellness Fund Promoting the Health of Alberta's Communities: Prevention of Type 2 Diabetes and Other Chronic Diseases Alberta Policy Coalition for Cancer Prevention Alberta Policy Coalition for Cancer Prevention

SCHOOL OF PUBLIC HEALTH – APPENDICES

Edmonton Drug Treatment and Community Restoration Court: Monitoring and Evaluation Project EDTCRC Ongoing Monitoring and Evaluation 2010 Research Donations Centre for Health Promotions - Know Mo Wild

Wild, Thomas

Wild, Thomas Wild, Thomas

Edm Com Fdn Edmonton Drug Treatment and Community Restoration Court (EDTCRC) Edmonton John Howard Society Know Mo Wild Donations

1/11/200830/06/2011 25/01/20085/7/2009

$40,822.18

N/A

Yes

15/03/200628/02/2009

$168,597.05

N/A

Yes

15/02/201017/12/2010

$32,052.34

N/A

Yes

1/7/20074/2/2010

$179,084.00

N/A

Yes

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

150 |

Table 3.2b (i) –School Service Activities 2008-11

Principal Investigator and Department

Funding Source

Funding Period Start/End

Senthilselvan, Ambikaipakan

Alberta Health and Wellness

14/06/201031/12/2011

$73,050.00

Kindzierski, Warren

Alberta Health and Wellness

1/1/201131/03/2013

$2,000,000.00

Kindzierski, Warren

Alberta Health and Wellness

30/11/200915/02/2012

Veugelers, Paulus

Alberta Health and Wellness

23/03/200720/01/2011

Veugelers, Paulus Voaklander, Donald Voaklander, Donald Voaklander, Donald

Alberta Ministry of Education Alberta Health and Wellness Alberta Health Services Canadian Agricultural Safety Association

1/1/201131/12/2011 1/4/199818/05/2011 1/1/201031/12/2011 1/4/201031/03/2011

Project Name

CommunityBased Y/N

Student Participation Y/N

$73,050.00

Yes

$2,000,000.00

$528,997.13

N/A

Yes

$400,000.00

N/A

Yes

Total Award

Amount Current Year

April 1, 2010 to March 31, 2011 BIOSTATISTICS Health Human Resource Forecasting & Simulation Model, Regulated Nursing Project Service Agreement Environmental Public Health Surveillance System Residential Indoor Air Quality Exposure Study in Edmonton, Alberta

EPIDEMIOLOGY Evaluation of a New Provincial Program to Promote Health and Wellness Among Children and Youth in Alberta REAL Kids Alberta Evaluation in Francophone Schools Alberta Centre for Injury Control and Research Provincial Trauma Registry CASA CAIR PROGRAM 2010-2011

$92,562.00

Yes

$15,355,418.17

$50,075.00

Yes

$208,776.00

$181,544.00

Yes

$70,000.00

Yes

| 151

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

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Table 3.2b (i) –School Service Activities 2008-11

Principal Investigator and Department

Funding Source

Funding Period Start / End

Bowen, Sarah

SEARCH Canada

1/4/200931/03/2011

$83,231.07

Menon, Devidas

Alberta Health and Wellness

1/3/200831/03/2013

Rondeau, Kent

Health Canada

Zakariasen, Ken

Project Name

Amount Current Year

CommunityBased Y/N

Student Participation Y/N

N/A

Yes

$1,734,707.27

$302,138.00

Yes

28/02/201131/03/2012

$9,870.00

Yes

Alberta Health Services

1/1/200931/05/2011

$181,113.33

N/A

Yes

Raine, Kim

Alberta Ministry of Education

1/3/201031/08/2011

$500,000.00

$450,100.00

Yes

Raine, Kim

Alberta Health and Wellness

1/12/200431/05/2010

$3,142,420.52

N/A

Yes

Raine, Kim

Alberta Cancer Board

1/11/200830/06/2011

$1,000,000.00

N/A

Yes

Schopflocher, Donald

Alberta Health and Wellness

1/7/201031/03/2012

$1,434,616.96

$251,250.02

Yes

Wild, Thomas

Edmonton John Howard Society

15/02/201017/12/2010

$32,052.34

$27,871.60

Yes

Total Award

April 1, 2010 to March 31, 2011 HEALTH POLICY AND MANAGEMENT V.A.L.U.E. Project Renewal Proposal for building evidence informed policy decision making Environmental Scan of Alberta AHTF Integration Projects: 20052010 Aboriginal Telehealth Virtual Community of Practice

SOCIAL BEHAVIORAL SCIENCE

SCHOOL OF PUBLIC HEALTH – APPENDICES

Expanding Healthy School Through a Partnership with the Alberta Healthy School Community Wellness Fund Promoting the Health of Alberta's Communities: Prevention of Type 2 Diabetes and Other Chronic Diseases Alberta Policy Coalition for Cancer Prevention Enhancing Public Health Surveillance Activities Related to Chronic Disease and Public Health Capacity in Alberta. EDTCRC Ongoing Monitoring and Evaluation 2010

CRITERION 3.0 – APPENDIX 3.2b(i) SERVICE ACTIVITY FOR FACULTY

152 |

Table 3.2b (i) – Current School Service Activities

Faculty member

Type of Committee

Role

Organization

Activity or Project

Belosevic, Miodrag

2008

Departmental

Member

University

Member

Departmental

Member

Departmental

Member

Departmental

Member

University

Member / Faculty of Science Representative Member of the Committee Member (General Faculty Council appointed) Member

Other

Examiner

Scientific

Member

Scientific

Member

Community Service

Member of the Committee

Scientific

Member

Faculty Departmental / University University

Year(s)

Department of Agriculture, Food and Nutritional Sciences, University of Alberta Faculty of Medicine & Dentistry, University of Alberta Department of Biological Sciences, University of Alberta Department of Biological Sciences, University of Alberta Department of Biological Sciences, University of Alberta

Student supervisory committee for Ms. Terry Lynn Duffy (MSc) Review Committee for the Chair, Department of Cell Biology Selection Committee for CWD Biologist Supervisory committee for Mr. Berhanu Nono (MSc) Selection Committee for Aquatic Toxicologist

Faculty of Science, University of Alberta

Council of Agriculture, Forestry and Home Economics

Faculty of Graduate Studies and Research (FGSR) - University of Alberta

Student Supervisory Committee Xu (PhD)

Department of Obstetrics and Gynecology, University of Alberta

Selection Committee for the Chair

University of Alberta Department of Medical Microbiology and Immunology, University of Alberta University of Alberta and University of Calgary Alberta Ingenuity / University of Alberta Province of Alberta / Alberta Environment Province of Alberta / Alberta Environment

General Appeals Committee PhD Defense for Mr. A.I. Kokaji ACAWA Pine Creek Research Centre Executive Committee, Alberta Institute for Prions and Protein Folding Diseases Province of Alberta Drinking Water Standards Advisory Council, Alberta Institute for Human Nutrition

| 153

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Belosevic, Miodrag

2009

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Faculty

Member / Faculty of Science Representative

University

Member

University

Member

University

Member

Academic

Chair

Academic

Panel Member

Academic

Editorial Board Member

Academic

Peer Reviewer

Academic

Peer Reviewer

Academic

Peer Reviewer (Manuscripts)

Professional

Member

Engaged Scholarship / Service Engaged Scholarship / Service

Year(s)

Faculty of Agriculture, Life and Environmental Sciences, University of Alberta Centre for Prions and Other Misfolding Diseases Faculty of Engineering, University of Alberta Faculty of Arts, University of Alberta Canadian Institutes for Health Research Canadian Institutes for Health Research - STIHR Journal of Environmental Engineering Sciences, etc. University of Waterloo, Simon Fraser University, University of Victoria, McGill University, University of Mississippi, Natural Sciences and Engineering Research Council, Canadian Institute for Health Research, Federation de Researsheurs du Sante de Quebec Journal of Immunology, International Journal for Parasitology, Canadian Jouranl for Microbiology, Parasitology research, Parasitology, Infection and Immunity, Molecular Microbiology, Molecular Immunology Province of Alberta Alberta Prion Research Institute

Consultant

Provincial Laboratory for Public Health

Faculty Council Executive Committee Selection Committees - Assistant Professors Selection Committee RFP Panel: Safe food and water for Northern Communities

Review committee for faculty promotions

Drinking Water Standards Committee Workshop on prion safety and environment

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

154 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Belosevic, Miodrag

2010

University

Member

University

Member

Academic

Member

Academic

Member

Academic

Member

Academic

Peer reviewer

Academic

Member

Academic

Peer reviewer

| 155

Professional / Government Engaged Scholarship / Service

Year(s)

Faculty of Agriculture, Life and Environmental Sciences, University of Alberta Centre for Prions and Other Misfolding Diseases Natural Sciences and Engineering Research Council, Canadian Institute for Health Research, Federation de Researsheurs du Sante de Quebec Royal Society of Canada Dev. Comp. Immunol., Fish Shelfish Immunol., Dis. Aqua. Org., J. Env. Eng. Sci. University of Waterloo, Simon Fraser University, University of Victoria, McGill University, University of Mississippi, Canadian Institute of Health Research, Federation de Reshersheurs du Sante de Quebec, Hong Kong Research Council, Netherlands Research Council, British Biological Research Council Journal of Immunology, International Journal for Parisitology, Canadian Jouranl for Microbiology, Parasitology research, Parasitology, Infection and Immunity, Molecular Microbiology, Molecular Immunology

Member

Province of Alberta

Consultant

Provincial Laboratory for Public Health

Faculty Council Executive Committee Discovery Grant Life Sciences Selection Committee Nominating Committee

Faculty Promotions

Drinking Water Standards Committee

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Organization

Activity or Project Alan Klass Program for Health Equity Western Regional Training Centre Advisory Committee SEARCH Joint Management Committee Western Canada Strategy, Value Committee SEARCH Curriculum Redesign Committee Planning Committee, WRHA Suicide Prevention "Research to Action Day" Steering Committee

SCHOOL OF PUBLIC HEALTH – APPENDICES

Academic

Committee Member

University of Manitoba

Academic

Committee Member

University of Manitoba

Professional / Government Professional / Government Professional / Government Professional / Government

Member

Committee Member

Co-lead

Winnipeg Regional Health Authority

Professional / Government

Committee Member

Professional / Government

Planning Committee Member

Intentional Design National Network of researchers/senior managers promoting integrated Knowledge Translation AHFMR

Professional / Government

Committee Member

Winnipeg Regional Health Authority

Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

Committee Member

Winnipeg Regional Health Authority

Co-Chair, Member

Winnipeg Regional Health Authority

Member

Winnipeg Regional Health Authority

Committee Member

Winnipeg Regional Health Authority

Committee Member

Winnipeg Regional Health Authority

ARECCI Protecting People While Increasing Knowledge: Ethics in Research, Evaluation and Quality Improvement Conference Winnipeg Regional Health Authority Research Review Committee Research Collaboration Committee WRHA Community Health Assessment Committee WRHA Language Access Committee WRHA Immigrant/Refugee Working Group Regional Language and Ethnicity Indicators Steering Committee

Year(s) 2008

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

156 |

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member Type of Committee Role Bowen, Sarah

Professional / Government

Committee Member

Organization

Activity or Project

CancerCare (Canada)

CancerCare Rebalance Focus Advisory Committee, Vulnerable populations Advisory Committee

Year(s) 2008

2009

| 157

University

Committee Member

University of Alberta

WRTC

University

Committee Member

University of Alberta

Academic

External Reviewer

University of British Columbia

Alberta Caring for Diabetes (ABCD) Implementation and Evaluation Committee Doctoral Dissertation

Academic

Reviewer

Knowledge Translation grants

University

Reviewer

Alberta Heritage Foundation for Medical Research University of Alberta

Academic

Evaluation Advisor

NCCID

Academic

Consultation

CancerCare (Canada)

Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

Member

Knowledge Translation / Evaluation Advisor Consultation with staff members from Cancercare re: strategies for Knowledge Translation Joint Management Committee

Lead

Member

Western Canada Strategy, VALUE Committee Curriculum Re-Design Committee

Member

Academic Leads Committee

Member

Professional / Government Engaged Scholarship / Service

Chair

School of Public Health / Agriculture, Life and Environmental Sciences, University of Alberta

Coordinated Program Development and Evaluation Committee VALUE Leads and Executive Committees Green and Gold Community Garden

Research Ethics Board review

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member Type of Committee Role Bowen, Sarah

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

158 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Bubela, Tania

Year(s)

2009 Academic

Member

Academic

Reviewer

Alberta Policy Coalition for Cancer Prevention - University of Alberta Psychology, Health and Medicine

Academic

Reviewer

Community Genetics

Academic

Reviewer

Professional / Government Professional / Government Professional / Government

Member

Australian and New Zealand Journal of Public Health Stem Cell Network

Co-Chair Member

Canadian Coalition for Global Health Research - Policy Influence Program Umbilical Cord Blood and Tissue Collection and Banking

Reviewer for Advisory Group

Training and Education Committee Strategic Plan, and Activity Plan for PIP Steering Committee

2010 Academic

Reviewer

Academic

Peer Reviewer

Alberta Policy Coalition for Cancer Prevention - University of Alberta Regenerative Medicine

Academic

Peer Reviewer

Nature Biotechnology

Academic

Peer Reviewer

Public Understanding of Science

Academic

External Reviewer

Canadian Institute of Health Research

Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service

Member

Canadian Institute of Health Research

Health Ethics, Law and Humanities grant program Peer Review Committee

Member

Stem Cell Network

Training and Education Committee

Co-Chair

Canadian Coalition for Global Health Research - Policy Influence Program Canadian Coalition for Global Health Research - Policy Influence Program

Strategic Plan, and Activity Plan for PIP

Elected Board Member

Reviewer for Advisory Group

| 159

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

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Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Carroll, Linda

Year(s)

2008 University

Member

Professional / Government Professional / Government

Member

Faculty of Medicine & Dentistry, University of Alberta Saskatchewan Psychological Association

Member

Canadian Psychological Association

AHFMR Internal Allocations Committee

2009 Departmental

Member

Faculty of Medicine, University of Alberta

AHFMR Visiting Speaker Committee Health Traineeship Advisory Committee

Academic

Assistant Editor

Alberta Health Foundation for Medical Research European Spine Journal

Professional

Consultant

Alberta Department of Finance

Professional

Reviewer / Consultant

OIOC (NYU) and VA hospitals

Academic

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Participation in development of evidence-based clinical practice guidelines for management of neck/low back disorders

2010 Academic

Assistant Editor

European Spine Journal

Academic

Peer reviewer

Journals

Academic

Member

International conference on whiplash

Organizing Committee

Professional / Government Professional / Government

Member

Government of Ontario

Reviewer / Consultant

OIOC (NYU) and VA hospitals

Review of current Ontario Statutory Accident Benefits Schedule Participation in development of evidence-based clinical practice guidelines for management of neck/low back disorders

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

160 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Colman, Ian

Year(s)

2009 Academic

Member

Peer Review Committee

Member

Canadian Institutes of Health Research Public, Community and Population Health (PH1) University of Alberta Hospital Foundation

Academic Academic

Member

British Medical Journal

Journal Review

Academic

Member

British Journal of Psychiatry

Journal Review

Academic

Member

International Journal of Epidemiology

Journal Review

Academic

Member

Journal of Public Health

Journal Review

Scientific Review Committee

2010 Academic

Peer Reviewer

Canadian Institutes of Health Research

Academic

Reviewer

PLoS ONE

Academic

Reviewer

Health Research Board of Ireland International Peer Reviewer

Academic

Reviewer

Pediatrics

Academic

Reviewer

Academic

Reviewer

Journal of Child Psychology and Psychiatry European Journal of Psychiatry

Academic

Reviewer

Journal of Public Health

Public, Community, and Population Health program

| 161

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

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Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Dinu, Irina

Year(s)

2009 Academic

Referee

Academic

Reviewer

Natural Sciences and Engineering Research Council American Journal of Epidemiology

Engaged Scholarship / Service

Collaboration

Glenrose Rehabilitation Hospital

Research Projects Grant Competition Manuscript review - Briefings in Bioinformatics, Genetic Analysis Workshop 16

2010 Academic

Referee

Canadian Cancer Society

Academic

Manuscript reviewer

Bioinformatics, BMC Bioinformatics, Briefings in Bioinformatics, Journal of Clinical Oncology, Methods of Information in Medicine Glenrose Rehabilitation Hospital

Engaged Scholarship / Service

Research Institute grant competition

Collaboration

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

162 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Eurich, Dean

Year(s)

2008 Professional / Government

Committee Member

National Continuing Education Program, Merck Frosst Canada

Steering Committee

2009 University University

Steering Committee Member Committee Member

Faculty of Pharmacy, University of Alberta Alberta Diabetes Institute

PharmD Experiential Learning Advisory Committee Research Coordinating Committee

Academic

Reviewer

Academic

Reviewer

Academic

Committee Member

Journal Reviews - Diabetic Medicine, Pharmacotherapy, CID, CMAJ, Vaccine, Canadian Journal of Diabetes Grant Reviews - Canadian Institutes of Health Research, Canadian Diabetes Association National Canadian Diabetes Association

Personnel Awards Review

Academic

President Elect

Canadian Society of Hospital Pharmacists

Professional / Government

Consultee

Academic Incentives and Applied Scholarship: An Explorative Study of the Canadian Health Services Landscape

Engaged Scholarship / Service

CSHP Executive; Alberta Government Ministry of Health

Engaged Scholarship / Service

Mental Wellness in Seniors and Persons with Disabilities

Engaged Scholarship / Service

Focus Group Member

Alberta Health and Wellness

Vision Portfolio - responsible for Education of CSHP members To understand incentives and disincentives that academic faculty experience when participating in applied service research and KT. CSHP Executive Response to the Minister Advisory Committee on Health Priority setting and research planning event - collaborative research grant initiative Regarding access to Administrative Health Data

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Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Eurich, Dean

Year(s)

2010 University

Member

University

Member

Faculty of Pharmacy, University of Alberta Alberta Diabetes Institute

University

Member

University of Alberta

Academic

Member

Professional / Government Professional / Government

President

Health Policy, EURJHF, AJC, Can J Diab, Diabetic Medicine, JVAC, CMAJ, Vaccine, Thorax Canadian Society of Hospital Pharmacists

Research Consultant

Canadian Society of Hospital Pharmacists

PharmD Experiential Learning Advisory Committee PharmD Experiential Learning Advisory Committee Health Outcomes Research, Steering Committee

Alberta

SCHOOL OF PUBLIC HEALTH – APPENDICES

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164 |

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Fletcher, Fay

Year(s)

2008 Statutory Faculty Member Academic Staff

Faculty of Extension, University of Alberta Faculty of Extension, University of Alberta Dean's Advisory Council

General Faculties Council

Member

Women and Children's Health Research Institute, University of Alberta

Community-based Research Organizing Committee

Alternate Member

University of Alberta

Member

Faculty of Extension, University of Alberta Faculty of Extension, University of Alberta Faculty of Extension, University of Alberta Faculty of Extension, University of Alberta

Education, Extension, Augustana Research Ethics Board Nomination Committee

Member

Faculty Chair Member Faculty Chair

Dean Selection Committee

Research Committee Dean's Advisory Committee Immigrant Women's Student Awards

| 165

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Francescutti, Louis

Year(s)

2008

SCHOOL OF PUBLIC HEALTH – APPENDICES

University

Member

University of Alberta

University

Member-At-Large

University of Alberta

University

Advisor

Faculty

Member

Faculty of Extension, University of Alberta University of Alberta

AASUA Committee on Research & Scholarly Activity Association of Academic Staff of the University of Alberta Council Occupational Health and Safety Program Residency Transfer

Hospital

Member

Capital Health

Population Health Priorities

Hospital

Member

Northeast Health Centre

Quality Control

Hospital

Member

Royal Alexandra Hospital

Departmental

Member

University of Alberta

Kingsway Emergency Physician Group Department Council

Chair

Accreditation Canada

Strategic Planning

Member

Finance and Audit Committee

Chair

College of Physicians and Surgeons of Alberta Accreditation Canada

President-Elect

Alberta Public Health Association

Executive Committee

Member

Accreditation Canada

Finance and Audit Committee

Member

College of Physicians and Surgeons of Alberta College of Physicians and Surgeons of Alberta College of Physicians and Surgeons of Alberta St. John Ambulance Alberta Council

Recruiting Committee

Professional / Government

Member

Canadian Council on Health Services Accreditation

Benchmark indicators Committee

Member Member Chair

Board Retreat Working Group

Complaints Committee Complaint Appeals Committee Governance Committee

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

166 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Francescutti, Louis

Year(s)

2008 Professional / Government Community Service

Member

Organizational Strategic Review

Founder

Royal College of Physicians and Surgeons of Canada University of Alberta

Board Member

Alberta Public Health Association

Board of Directors

Lead

Injury Introduction into Residencies Training Curriculum Nominating Committee

Community Service

Member

Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Canadian Council on Health Services Accreditation Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Preserving the Environment and Rural Lifestyle (PEARL) St. John's Ambulance

Community Service

President

Executive Estates Community Association

Member Member Lead Member Member Elected Member Region 1 Founding Member

Coalition for Cellphone Free Driving

Board of Directors Physician Wellness Assessment Fellowship Affairs Committee Regional Advisory Committee Governing Council Advocacy Board of Directors

2009

| 167

University

Member

University of Alberta

University

Member

University of Alberta

Academic

Panel Reviewer

Canadian Institute for Health Research

Academic

Grant Panel Reviewer

Centre for Disease Control and Prevention

Community and Government Relations AASUA Strategic Team in Applied Injury Research

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Francescutti, Louis

Year(s)

2009

SCHOOL OF PUBLIC HEALTH – APPENDICES

Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

President-Elect

Member

Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada Royal College of Physicians and Surgeons of Canada College of Physicians and Surgeons of Alberta College of Physicians and Surgeons of Alberta College of Physicians and Surgeons of Alberta Accreditation Canada

Chair

Accreditation Canada

Strategic Planning

Chair

Accreditation Canada

Board Retreat Planning Committee

Member

Accreditation Canada

Finance and Audit Committee

National Safety Council, Illinois

Coalition Partner

AEGIS Mobility, Vancouver

Partnership agreement

Royal College of Physicians and Surgeons of Canada Community Medicine Residency for the College of Physicians and Surgeons of Alberta

Regional Advisory Committee Grants Program Examination Board

Member Chair Member Chair Member Member Member

Chair

Executive Governance Committee Council Regional Advisory Committee Recruiting Committee Finance and Audit Committee Complaint / Appeals Committee Council

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

168 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Francescutti, Louis

Year(s)

2009 Engaged Scholarship / Service

CN Community Safety Awards

Awards Review Panel

2010

| 169

University

Member

University of Alberta

University

Member

University of Alberta

Academic

Panel Reviewer

Canadian Institute for Health Research

Academic

Reviewer

Manitoba Health Research Foundation

Strategic Team in Applied Injury Research Grant Review

Academic

Reviewer

University of Manitoba

Promotion review - Trevor Strome

President-Elect

Member

Chair

Accreditation Canada

Member Chair Member Chair Member Member Member

Community and Government Relations AASUA

Executive Governance Committee Council Regional Advisory Committee Recruiting Committee Finance and Audit Committee Complaint / Appeals Committee Council Strategic Planning

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Francescutti, Louis

Year(s)

2010 Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service

Chair

Accreditation Canada

Board Retreat Planning Committee

Member

Accreditation Canada

Finance and Audit Committee

Member

Canadian Commission on Building and Fire Codes Alberta Medical Association

Representative Forum

Member Member Founder Examiner

Joint Family Physician Specialist Committee Coalition for Cellphone Free Driving Royal College of Physicians and Surgeons of Canada

Final Resident Community Medicine Examinations

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

170 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Griener, Glenn

Year(s)

2008 University

Elected Member

Faculty of Arts, University of Alberta

University

Member

University

Member

Vice-President (Research), University of Alberta University of Alberta

Professional / Government Professional / Government Professional / Government Professional / Government

Chair

Canadian General Standards Board and Health Canada

Professional / Government Professional / Government Professional / Government Professional / Government

Member

Capital Health / Alberta Health Services

Member

Alberta Health and Wellness

Past President

National Council on Ethics on Human Research Alberta Health and Wellness

Member Chair

Member

University of Alberta / Capital Health and CARITAS Health Canada & Public Health Agency of Canada Canadian Institutes for Health Research

Dean's Staff Selection Advisory Committee University Committee on Human Research Ethics Biosafety Committee Health Research Ethics Board: Panel B Health Canada Research Ethics Board Ethics, Law Humanities peer review committee CGSB-HC Committee for Development of a National Standard of Canada for REBs Reviewing Clinical Trials EMR Data Stewardhip and Standards Committee Provincial Electronic Health Recore Data Stewardship Committee

Out-of-Country Health Services Appeal Panel

2009

| 171

University

Chair

University

Member

University

Member

University

Member

University, Alberta Health Services, Caritas Health Vice-President (Research), University of Alberta Department of Philosophy, University of Alberta University of Alberta

University

Elected Member

Faculty of Arts, University of Alberta

Health Research Ethics Board VP (Research) Task Force Graduate Studies Committee University Committee on Human Research Ethics Dean's Faculty Selection Committee

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Griener, Glenn

Year(s)

2008 Academic Academic Academic Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

Manuscript Reviewer Grant Reviewer Invited External Reviewer Ethicist Elected Chair

Journal of Academic Ethics Indo-US Science and Technology Forum Genomic Research Memorial University of Newfoundland Health Canada & Public Health Agency of Canada Canadian General Standards Board

Public Member & Ethicist Member

Alberta Health and Wellness

Member

Alberta Health Services

Alberta Health and Wellness

Research Ethics Board Committee on REB Reviewing Biomedical Clinical Trials Provincial Electronic Health Record Data Stewardship Committee Alberta Advisory Committee on HIV and Sexually Transmitted Infections eClinician Data Stewardship and Standards Committee

SCHOOL OF PUBLIC HEALTH – APPENDICES

2010 University

Chair

University

Member

University

Member

University

Member

University of Alberta / Capital Health and CARITAS Vice-President (Research), University of Alberta University of Alberta Department of Philosophy, University of Alberta

Task Force on REB Reorganization University Committee on Human Research Ethics Graduate Studies Committee

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

172 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Jardine, Cindy

Year(s)

2009 Faculty

Member

Faculty of Extension, University of Alberta

Faculty Council

Faculty Faculty Faculty Faculty University

Member

Academic

Editor-in-Chief

Academic

Chair

Academic

Judge

Academic

Reviewer

Academic

Reviewer

DIAND

Member

Canadian Chemical Producer's Association

National Advisory Panel

CBC Radio One

Interview

CBC Radio One

Interview

Alberta Environment

Input on risk communication

NIEHS

Input on risk communication program development

Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

University of Alberta International Journal of Qualitative Methods Risk Communication Specialty Group Society for Risk Analysis Annual General Meeting and Conference Social Sciences and Humanities Research Council (SSHRC)

IIQM Strategic Advisory Committee

Society for Risk Analysis Annual General Meeting and Conference Poster Conference Research Development Initiative Review Committee Northern Contaminants Review Committee

2010 | 173

University

Member

University

Member

Vice-President (Research), University of Alberta Faculty of Nursing, University of Alberta

University

Founding Chair

University

Vice-President (Research) Faculty of Nursing University of Alberta

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Jhangri, Gian

Year(s)

2008 Biostatistician Biostatistician Biostatistician Biostatistician Biostatistician Biostatistician Biostatistician Biostatistician Biostatistician

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Biostatistician

University of Alberta / Royal Alexandra Hospital Glenrose Rehabilitation Hospital

Scientific Committee Scientific Committee

Wenger & Ouellette Solutions Department of Psychiatry, University of Alberta Faculty of Rehabilitation Medicine, University of Alberta Department of Psychiatry, University of Alberta Surgery, University of Alberta Hospital

Scientific Committee

Faculty of Nursing, University of Alberta Department of Nephrology, University of Alberta Department of Radiology, University of Alberta

Scientific Committee - Midwifery

Scientific Committee Scientific Committee Melledo, Scientific Committee Scientific Committee

Scientific Committee Scientific Committee

2009 Academic

Reviewer

Reviewing manuscripts

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

174 |

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Johnson, Jeff

Year(s)

2009

Academic

Academic Academic Academic

Peer Reviewer (Journals)

Peer Reviewer (Research Grant Panels) External Reviewer Peer Reviewer (Abstracts)

BMC Cancer, CMAJ, Contemporary Economic Policy, Diabetologica, Diabetes Care, Diabetic Medicine, Liver International, Pharmacoeconomics, Pharmacotherapy, Quality of Life Research, Value in Health Canadian Diabetes Association; Clinical, Epidemiology, Health Services Panel Canadian Institute for Health Research American Diabetes Association

Academic

Peer Reviewer (Tenure)

Department of Medicine, University of Toronto; School of Pharmacy, University of Colorado; Department of Public Health Sciences (University of Alberta)

Academic

Editorial Board Member

Canadian Pharmacists Journal, Ottawa

Member

Canadian Diabetes Association

Member

Canadian Pharmacists Association

Member

Canadian Institute of Health Research

Member

Alberta Health and Wellness

Co-Chair

Public Health Agency of Canada

Member

EuroQol Group Association

Advisor

CDA National Research Council

| 175

Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service

Population Health Priorities

Canadian Pharmacists Association

National Research Council Advisory Committee - Diabetes Strategy for Pharmacists Institute of Nutrition, Metabolism and Diabetes Alberta Drug Expert Committee National Diabetes Surveillance System, Scientific Working Group EuroQol Group Board of Management

Advisory Committee for Diabetes Strategy for Pharmacists

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Johnson, Jeff

Year(s)

2009 Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

Canadian Institute for Health Research Alberta Health and Wellness Canadian Chronic Disease Surveillance System

Strategic Planning Processes for CIHR Central and INMD Drug Expert Committee on the Alberta Pharmaceutical Strategy NDSS Scientific Working Group

2010

Academic

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Academic

Academic Academic Academic Professional / Government Professional / Government Professional / Government Professional / Government

Peer Reviewer (Journals)

Peer Reviewer (Research Grant Panels) External Reviewer

Population Health Priorities Drug Safety and Effectiveness Network Collaborating Centre for Observational Studies Committee

Chair

Canadian Institute of Health Research

Peer Reviewer (Abstracts) Peer Reviewer (Tenure) Editorial Board Member

American Diabetes Association, Canadian Diabetes Association Department of Medicine, University of Toronto

Member

Canadian Diabetes Association

National Research Council

Member

Canadian Institute of Health Research

Institute of Nutrition, Metabolism and Diabetes

Member

Alberta Health and Wellness

Alberta Drug Expert Committee

Member

Public Health Agency of Canada

National Diabetes Surveillance System, Advisory Committee

Canada Research Chair renewal nomination review

Canadian Pharmacists Journal, Ottawa

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

176 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Johnson, Jeff

Year(s)

2010 Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

Member

Public Health Agency of Canada

Member

EuroQol Group Association Alberta Health and Wellness / Alberta Health Services

Moderator

Canadian Institute for Health Research

Advisor

CDA National Research Council Canadian Institute for Health Research

Consultant

Alberta Health and Wellness Diabetes Surveillance Advisory Committee

Canadian Chronic Disease Surveillance System Scientific Committee EuroQol Group Board of Management Alberta Diabetes Surveillance System Institute of Nutrition, Metabolism and Diabetes Strategic Planning Strategic Planning Processes for CIHR Central and INMD Drug Expert Committee on the Alberta Pharmaceutical Strategy Canadian Chronic Disease Surveillance System

| 177

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Kindzierski, Warren Professional / Government

Year(s)

2009 Technical Advisor

Alberta Environment

Human Health Risk Assessment model development project

2010 Academic

Member

Air & Waste Management Association

Technical Coordinating Committee

Academic

Reviewer

Annual Conference and Exhibition

Academic

Member

Air & Waste Management Association International Society of Indoor Air Quality and Climate

Professional / Government

Member

Health Canada

Contaminated Sites Division Review

INDOOR AIR 2011 Conference

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member

Type of Committee

Role

Organization

Activity or Project

Kipp, Walter

Year(s)

2009

SCHOOL OF PUBLIC HEALTH – APPENDICES

University

Member

University of Ottawa

University

Leader

University of Ottawa

Academic

Editorial Board Reviewer

Journal for Health, Population and Nutrition

Project Team Teasdale, International DEvelopment and Research Centre (IDRC) project implementation Project Team Teasdale, International DEvelopment and Research Centre (IDRC) project implementation

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

178 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Laing, Lory

Year(s)

2009

Academic

Manuscript Reviewer Manuscript Reviewer External Reviewer

Academic

External Reviewer

Academic Academic

Tropical Medicine and Health Canadian Journal of Public Health University of Saskatchewan

Faculty Tenure application

University of Ottawa

Faculty promotion

2010 Academic

Reviewer

University of Alberta

International Project Fund Grants

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member

Type of Committee

Role

Organization

Activity or Project

Maximova, Katerina

Year(s)

2010

Academic

Abstract Reviewer

Academic

Manuscript reviewer

Professional / Government

Member

Congres de l'Association francophone pour le savoir American Journal of Epidemiology, American Journal of Public Health, International Journal World Health Organization

Report for NCD Prevention and Control in the WHO European Region

| 179

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

McLeod, Logan

Year(s)

2010 Academic

Referee

Journal of Health Economics, Health Economics, Canadian Public Policy, Economics and Human Biology, Journal of the Royal Statistical Society, European Journal Health Economics

Academic

Reviewer

Canadian Institutes of Health Research

Institute of Neuroscience, Mental Health and Addiction, Catalyst Grant

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

180 |

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Menon, Devidas

Year(s)

2008 University

Member

Faculty of Medicine, University of Alberta

University

Member

University of Alberta

University

External Member

University

External Member

Other

Chair

Other

Co-Chair

Other

Member

Regional

Member

Other

Member

Canadian Institute for Health Research

Other

Member

Canadian Institute for Health Research

Faculty of Agriculture, Life and Environmental Sciences, University of Alberta Faculty of Arts, University of Alberta Health Technology Assessment International, Montreal International Society for Pharmacoeconomics and Outcomes Research, Toronto Alberta Health Technologies Western Regional Training Centre of Health Sciences

Martha Cook Piper Research Prize Review Committee Steering Committee, Evidencebased Practice Centre/Partners in Health Technology Assessment Faculty Evaluation Committee Faculty Evaluation Committee International Scientific Program Committee, 5th Annual Conference Decision Maker Case Study Panel Sessions, Annual Conference Advisory Committee Advisory Committee Health Policy and Systems Management Research Committee Review Panel, Operating Grants: Health Services for Genetic Diseases

2009

| 181

University

Member

University of Alberta

University

External Member

University

Member

Faculty of Agriculture, Life and Environmental Sciences, University of Alberta University of Alberta

Academic

Peer Reviewer

Canadian Institute for Health Research

Academic

Journal Reviewer

Academic

Stream Leader

PharmoEconomics Department of Public Health Sciences, University of Alberta

Western Regional Training Centre Advisory Board Faculty Evaluation Committee President's Review Committee

Health Policy and Management Stream

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Menon, Devidas

Year(s)

2009 Professional / Government Professional / Government Engaged Scholarship / Service

Senior Policy Advisor

Alberta Health and Wellness

Member

Alberta Health and Wellness

Co-Chair

Conference of the Organization for Rare Disorders

Health Technology and Services Unit Alberta Advisory Committee on Health Technologies

2010 University

Member

University

Member

Academic

Reviewer

Academic

Editorial Board Member

SCHOOL OF PUBLIC HEALTH – APPENDICES

Professional / Government Professional / Government Professional / Government Professional / Government

Member Panel Member Advisory Board Member

Faculty of Agriculture, Life and Environmental Sciences, University of Alberta University of Alberta Health and Social Care in the Community, Pharmacoeconomics, Healthcare Policy, Health Policy, The Patient The Patient: Patient-Centred Outcomes Research Alberta Advisory Committee on Health Technologies Ontario Drug Innovation Fund, Government of Ontario National Collaborating Centre for Infectious Disease Edmonton Journal and Gateway

Faculty Evaluation Committee President's Review Committee

Joint Academic and Relevance Review Panel

Media Interviews

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

182 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Mumtaz, Zubia

Year(s)

2009 Academic

Manuscript Reviewer

Journal of Social Science and Medicine, Studies in Family Planning, Ethnicity and Health, Journal of South Asian Development

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member

Type of Committee

Role

Organization

Activity or Project

Neumann, Norm

Year(s)

2008 Scientific Professional / Government Professional / Government

Committee Member

EPCOR

Participant

Regional Health Authorities

Committee Member

Alberta Environment

Water Quality Advisory Committee Environmental Health Directors Council Drinking Water Committee

2009 (hardcopy information missing)

2010 Academic Professional / Government Professional / Government

Peer Reviewer Review Member

Alberta Environment

Alberta Drinking Water Advisory Committee

Member

Environmental Health

Managers Meeting

| 183

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Nykiforuk, Candace

Year(s)

2008 Committee Member

Alberta Health and Wellness

Member-At-Large

Alberta Public Health Association

Member

Canadian Partnership Against Cancer

Premier's Award for Healthy Workplaces Board of Directors National Skin Cancer Prevention Committee

2009 Academic

Panel Reviewer

Ontario Tobacco Research Unit

Academic

Panel Reviewer

Canadian Diabetes Association

Academic

Peer Reviewer

Ontario Tobacco Research Unit

Academic

Invited Mentor

Canadian Institute of Health Research

Academic

External Reviewer

SCHOOL OF PUBLIC HEALTH – APPENDICES

Academic Academic Professional / Government Professional / Government Engaged Scholarship / Service

Manuscript Reviewer Interview Participant

Natural Sciences and Engineering Research Council International Journal for Equity in Health Research

Review Panel - OTRU Studentship and Small Grant Programs Operating Grants "Tobacco and Public Health" online course content Summer Institute on Space, Place & Health Collaborative Health Research Projects

CHSRF

Project on applied research

Member

Canadian Partnership Against Cancer

National Skin Cancer Prevention Committee

Member-At-Large

Alberta Public Health Association

Board of Directors

Member

Alberta Coalition for Cancer Prevention

Provincial Advisory Group

2010 Academic Academic

Reviewer

Academic Academic

Canadian Diabetes Association Alberta Centre for Child, Family, and Community Research Ontario Tobacco Research Unit

Abstract Reviewer

Canadian Institute of Health Research

Operating Grants - Committee III Investigator-Driven Research Grants OTRU Studentship and Small Grant Programs Review Committee Population Health Intervention Research Casebook

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

184 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Nykiforuk, Candace

Year(s)

2010

Academic

Canadian Journal of Program Evaluation

Academic

Health and Place Journal of Epidemiology and Community Health

Academic

Reviewer

Professional / Government

Advisory Group Member

Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

Advisory Group Member Advisory Group Member

Canadian Partnership Against Cancer Canadian Partnership Against Cancer Alberta Health Services

Nutrition and Physical Activity Policy Alignment in Action Project Advisory Committee National Skin Cancer Prevention Committee Tobacco Cessation and PHII Coordination Steering Committee

Provincial Advisory Group of the Alberta Coalition for Cancer Prevention APPCP

Tobacco Control and Alcohol Misuse Working Groups

University of Alberta

President's Roundtable

| 185

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Ohinmaa, Arto

Year(s)

2008 Community Service

Organizer and Lecturer

Institute of Health Economics

Seminar series in health economics

Scientific

Expert

Alberta Health and Wellness / Institute of Health Economics

Scientific Committee of the Provincial Biologic Medication in Rheumatology Project

2010

SCHOOL OF PUBLIC HEALTH – APPENDICES

Academic

Session Chair

Academic

Member

Academic

Reviewer

European Conference of Health Economics, Helsinki European Conference of Health Economics, Helsinki World ISPOR Meeting

Academic

Reviewer

European ISPOR

Academic

Member

University of Alberta / Thule Institute

Academic

Member

Academic

Reviewer

Academic

Reviewer

Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

School of Public Health, University of Alberta University of Helsinki Journals: Quality of Life Research, Diabetes Care, Journal of Consulting and Clinical Psychology, Health and Quality of Life Outcomes, Pain and Health Policy

Scientific Committee

Circumpolar Issues Planning Committee Faculty Council Strategic Planning meetings Adjunct Appointment Committee

Member

International Health Economics

Alternative Relationship Plan evaluation

Reviewer

Public Health Agency

Return on Investment

Member and Moderator

International Health Economics

Primary Care Economics Workshop

Expert Consultant

Public Health Agency

Expert Consultant

HQCA

Expert Consultant

International Health Economics / Alberta Health Services

Model to estimate cost and benefits of public health projects

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

186 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Raine, Kim

Year(s)

2008 Research Awards Advisory Committee Science Committee (includes membership on Board of Directors) Research Committee Local Organizing Committee Annual Conference (Banff) Theme Working Group (TWG) 2 Creating Environments Conducive to Cardiovascular Health

University

Member

VP Research Office, University of Alberta

Scientific

Chair

Canadian Obesity Network

Scientific

Member

Scientific

Member

Heart and Stroke Foundation of Canada International Society for Behavioural Nutrition and Physical Activity

Professional / Government

Member

Canadian Heart Health Strategy and Action Plan

Member

Alberta Cancer Board

Provincial Advisory Committee

Lead - Policy Stream

Canadian Obesity Network

Science Committee

Scientific

Member

Scientific Advisory Council

Scientific

Member

Scientific

Member

Danone Institute of Canada Centre for Science in the Public Interest (CSPI) Alberta Heritage Foundation for Medical Research

Professional / Government Scientific

Scientific Advisory Committee Health Traineeship Advisory Committee

2009

| 187

University

General Faculty Council elected Member

Faculty of Physical Education and Recreation

University

Member Scholar

Faculty of Nursing, University of Alberta

University

Member

VP Research Office, University of Alberta

University

External Member

Faculty of Physical Education and Recreation

Academic

External Reviewer

Dalhousie University

Academic

Journal Reviewer

Implementation Science, AJPM, CJPH, Health and Place

Search and Selection Committee Dean International Institute for Qualitative Methodology Research Awards Advisory Committee Search and Selection Committee Faculty Member Atlantic Health Promotion Research Centre

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Academic

Promotion Reviewer

Queen's University, UW, UdeM, Uvic

Activity or Project

Raine, Kim

Year(s)

2009 Academic Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service

Supporting Nominator

Royal Society of Canada

Member

Canadian Obesity Network

Board of Directors

Chair

Canadian Obesity Network

Science Committee

External Member

Heart and Stroke Foundation of Ontario

Research Committee

Member

Canadian Cancer Society

National Advisory Committee

Member

Danone Institute of Canada

Scientific Committee

Media Spokesperson

HSFO

Report Card on Cost of Healthy Eating in Canada

Faculty of Nursing, University of Alberta

International Institute for Qualitative Methodology

2010 SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

University

Member Scholar

Academic

Reviewer

Academic

Reviewer

Journals: American Journal of Health Promotion, Health Promotion International, AM J Preventative Medicine University of Waterloo, York

Academic

Member

Canadian Obesity Network

Board of Directors

Academic

Chair

Canadian Obesity Network

Academic

Member

Canadian Cancer Society

Academic

Member

Danone Institute of Canada

Science Committee National Advisory Committee on Research Prevention Scientific Council

Professional

President

Alberta Public Health Association

Academic

Member

Minister of Health

Promotion review

Action on Wellness Minister's Forum

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

188 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Rondeau, Kent

Year(s)

2008 Scientific

Chair

Academic

Reviewer

Academic

Reviewer

Academic

Reviewer

Academic

Member

Administrative Sciences Association of Canada 12 journals: Pain, Diabetes Care, Quality of Life Research, Acta Ophthalmological, International Journal of Integrated Care, Movement Disorders Journal ISPOR World Conference IASTED World Conference European Conference of Health Economics, Helsinki

Health Care Management Division

Scientific Committee

2009 University Professional / Government

Chair

Faculty of Medicine, University of Alberta Administrative Sciences Association of Canada

MMI Student Interviews Healthcare Management Division

2010 University Professional / Government

Chair

Faculty of Medicine, University of Alberta Administrative Sciences Association of Canada

MMI Student Interviews Healthcare Management Division

| 189

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Rothe, Peter

Year(s)

2008 Professional / Government Professional / Government Professional / Government Academic Professional / Government

Member

Canadian Association of Road Safety Professional / Government / Governments

Member

Alberta Occupant Restraint Program

Member

Chair

Alberta Transportation Traffic Safety Initiative Faculty of Medicine, University of Alberta Administrative Sciences Association of Canada

Scientific Committee Research and Evaluation Committee Research and Evaluation Committee MMI Student Interviews Healthcare Management Division

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

190 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Senthilselvan, A.

Year(s)

2008 Faculty

Member

Scientific

Member

Scientific

Member

Scientific

Member

Faculty of Graduate Studies, University of Alberta Canadian Institute for Health Research / Natural Sciences and Engineering Research Council Canadian Centre for Health and Safety in Agriculture Public Health in Agricultural and Rural Ecosystem

Graduate Programs Committee Collaborative Health Research Committee Management Committee Steering Committee

2009 University

Member

University of Alberta

RDC Management

University

Member

University of Alberta

CCHSA Management

University

Member

University of Alberta

STIHR / CIHR Management

Academic

Panel Reviewer

CHRP

Academic

Reviewer

STIHR / PHARE

Academic

Reviewer

CMAJ

Academic

Reviewer

Academic

Reviewer

Academic

Reviewer

ALLERGY International Journal of Tuberculosis and Lung Disease Clinical Immunology

2010

| 191

University

Member

University

Academic

Panel Reviewer

EPA Review Panel

Academic

Panel Reviewer

Engaged Scholarship / Service

Reviewer

Public Health Agency of Canada Manuscripts: Science of the Total Environment, Journal of Obesity, Journal of Asthma, Journal of Clinical Immunology, Thorax, Journal of Pregnancy

RDC Management Lung Health Program

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Shanner, Laura

Year(s)

2008 Departmental

Member

Faculty of Medicine & Dentistry, University of Alberta

Professional / Government

Member

CIHR Standing Committee

Engaged Scholarship / Service

Member

City of Edmonton

Maternal Fetal Neonatal STIHR Advisory Committee Stem Cell Oversight Committee Research Ethics Board (Research protocol and policy review) Terwilleger Park Advisory Committee

2009 University

Core Faculty

University

Member

Academic Academic

SCHOOL OF PUBLIC HEALTH – APPENDICES

Academic

Manuscript Reviewer Editorial Board Member Manuscript Reviewer

University of Alberta Global Citizenship Education Working Group International Journal of Feminist Approaches to Bioethics Philosophy, Ethics and Humanities in Medicine

John Dossetor Health Ethics Centre Local Student, Global Citizen symposium

Developing World Bioethics

2010 Faculty

Core Faculty

University of Alberta

Faculty

Member

University of Alberta

Academic

Reviewer

International Journal for Feminist Approaches to Bioethics

Professional / Government

Member

Canadian Institute of Health Research

Board Member

Alberta Public Health Association

Board Member

Health CPR Society

Member

Health Minister / Alberta Health Services

Professional / Government Professional / Government Professional / Government

John Dossetor Health Ethics Centre Global Citizenship Education Working Group

Stem Cell Oversight Committee Research Ethics Board (Research protocol and policy review)

Provincial Advisory Committee on Tobacco

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

192 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Shanner, Laura

Year(s)

2010 Professional / Government Professional / Government

Consultant

University of Alberta

Student behaviour raising ethical problem

Consultant

University of Alberta

Research results not credited

| 193

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Soskolne, Colin

Year(s)

2008 University

Liaison

University of Alberta

University

Member

University of Alberta

Faculty

Coordinator

University of Alberta

Academic

Member

University of Toronto

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Professional / Government Professional / Government Professional / Government Professional / Government Scientific Professional / Government

Fellow

International Association for Ecosystems Health Canadian Society for Epidemiology and Biostatistics Statistics Canada, Environment Accounts and Statistics Division International Union for the Conservation of Nature Collegium Ramazzini

Associate Editor

American Journal of Epidemiology

Member President Member Member

Paper Cuts Project Collaborative Workshop on Deliberative Democracy and Climate Change Colloquium Series Accreditation Committee Science for Peace, Advisory Group for the Global Issues Project EcoHealth 2008 International Forum, Merida, Mexico Board of Directors Expert Panel on HealthEnvironment Linkages Commission on Environmental Law - Ethics Specialist Group

2009 University

Chair

University of Alberta

University

Faculty Advisor

University of Alberta

University

Member

University of Alberta

University

Member

University of Alberta

University

Liaison

Academic

President

Academic

Editorial Board Member

Academic

Reviewer

Academic

Reviewer

University of Alberta Canadian Society for Epidemiology and Biostatistics EcoHealth Journal, American Journal of Epidemiology and Environmental Health Canadian Journal of Public Health, Frontiers in Ecology and Environment Environmental Health Prospectives

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

194 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Soskolne, Colin

Year(s)

2009 Academic

Reviewer

Academic

Reviewer

Academic

Member

Academic

Canadian Society for Epidemiology and Biostatistics, Student Conference, and Joint CSEB-APHEO Conference International Society for Environmental Epidemiology International Society for Environmental Epidemiology Science for Peace, Global Issues Project Statistics Canada, Environment Accounts and Statistics Division

Ethics and Philosophy Committee

Academic

Panel Member

Academic

Advisor

IUCN

Commission on Environmental Law - Ethics Specialist Group

Advisor

Liberal Party of Alberta

David Swann, Health reforms

Consultant and Liaison

Tobacco Issue

Professional / Government Engaged Scholarship / Service

2010

| 195

University

Member

University of Alberta

University

Member

Academic

Expert Consultant

Academic

Expert Consultant

University of British Columbia / University of Alberta Eckert v. Kentucky Motor Service (asbestos brake lining case) Sydney Tar Ponds

Academic

Reviewer

"Dodging the Toxic Bullet…" Manuscript

Academic

Reviewer

Canadian Journal of Public Health

Academic

Reviewer

EcoHealth Journal

Academic

Reviewer

Environmental Health Perspectives

Academic

Reviewer

International Council for Science

Academic

Associate Editor

EcoHealth Journal

Academic

Associate Editor

Environmental Health Perspectives

Students' Summit Organizing Committee University President's Summit Organizing Committee Deposition Deposition

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Soskolne, Colin

Year(s)

2008 Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

President

Canadian Society for Epidemiology and Biostatistics

Steering Committee Member

Global Ecological Integrity Group

Sponsor of Motion

Canadian Public Health Association

Member

American College of Epidemiology

Nominations Committee

Co-organizer

Global Ecological Integrity Group

Conference Planning Committee

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

196 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Veugelers, Paulus

Year(s)

2008 Scientific

Advisory Board Member

Canadian Assessment of Physical Literacy Development

Scientific Advisory Board

Professional / Government / Government

Advisory Board Member

Heart and Stroke Foundation of Canada

Health Policy and Promotion Advisory Committee

Statistics Canada

Editorial Board Health Reports

Ever Active Schools, Alberta

Steering Committee

Scientific Community Service

Editorial Board Member Member

Scientific Professional / Government / Government Professional / Government

Member

Joint Consortium for School Health

Expert Panel

Member

Canadian Association for School Health

Nutrition Workgroup

Committee Member

Capital Health / University of Alberta

Weight Wise Research Committee

Community Service

Member

Annapolis Valley Health Promoting Schools Program (Nova Scotia)

Advisory Committee

2009 Academic

Editorial Board Member

Academic

Consultant

Academic

Reviewer

Academic

Reviewer

| 197

Professional / Government Professional / Government Professional / Government

Statistics Canada Canadian Assessment of Physical Literacy Development Alberta Heritage Foundation for Medical Research BMC Public Health, Canadian Journal of Public Health, CMAJ, Health Reports, International Journal of Pediatric Obesity, Public Health Nutrition

Member

Heart and Stroke Foundation of Canada

Member

Ever Active Schools Alberta

Member

Annapolis Valley Health Promoting Schools Program

Canada's Health Reports Scientific Advisory Board Traineeship and Fellowship Program

Health Policy and Promotion Advisory Committee

Advisory Committee

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Veugelers, Paulus

Year(s)

2009 Engaged Scholarship / Service Engaged Scholarship / Service

Evaluation

School Boards in Alberta / University of Alberta

Apple Schools Project

Evaluation

Alberta Health and Wellness

Healthy Kids / Real Kids

2010 Academic

Editorial Board Member

Academic

Consultant

Academic

Reviewer

SCHOOL OF PUBLIC HEALTH – APPENDICES

Professional / Government Professional / Government Professional / Government Engaged Scholarship / Service Engaged Scholarship / Service

Alberta Heritage Foundation for Medical Research Canadian Assessment of Physical Literacy Development BMC Public Health, Canadian Journal of Public Health, CMAJ, Health Reports, International Journal of Pediatric Obesity, Public Health Nutrition

Member

Heart and Stroke Foundation of Canada

Member

Ever Active Schools Alberta

Member Evaluation Evaluation

Annapolis Valley Health Promoting Schools Program School Boards in Alberta / University of Alberta Alberta Health and Wellness

Traineeship and Fellowship Program Scientific Advisory Board

Health Policy and Promotion Advisory Committee

Advisory Committee Apple Schools Project Healthy Kids / Real Kids

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

198 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Voaklander, Don

Year(s)

2008 University Professional / Government

Member

Other

Co-Chair

Community Service

President

Scientific

Member

Chair

University of Alberta Intergovernmental - Government of Alberta Multi-Institutional - University of Alberta / Government of Alberta / Capital Health (Alberta Health Services) Saville Centre, Faculty of Phys Ed and Rec, University of Alberta Queen's University

Dean Selection Committee Research and Surveillance SubCommittee - Alberta Injury Strategy Alberta Data Haven Committee Edmonton Junior Tennis Society Canadian Agricultural Injury Surveillance Program

2009 Academic

Deputy Editor

Academic

Reviewer

Canadian Journal of Epidemiology and Biostatistics Canadian Journal of Emergency Medicine

Academic

Reviewer

Clinical Journal of Sports Medicine

Academic

Reviewer

American Journal of Industrial Medicine

Academic Professional / Government Professional / Government Professional / Government Professional / Government

Reviewer Academic Consultant Academic Consultant

Journal of Agricultural Safety and Health

Member

Medically At Risk Driver

Acting Site Director

University of Alberta

Engaged Scholarship / Service

| 199

Engaged Scholarship / Service Engaged Scholarship / Service

Consultation

Surveillance Surveillance

Public Health Agency of Canada

Consultation Meeting on Injury

Metis Nation of Alberta

Health Surveillance Committee

Alberta Health and Wellness, Alberta Seniors and Community Supports, AMA, Physical Therapy Association, Alberta Pharmacists Edmonton Parks and Recreation, Edmonton Minor Hockey Association Canadian Agricultural Injury Reporting System

Western Regional Training Centre for Health Services Research

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Voaklander, Don

Year(s)

2009 Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

Reviewer

Alberta Health and Wellness, SMARTRISK

Economic Burden of Injury Report

Alberta Health Services, Alberta Health and Wellness

Provincial Trauma Registry

Alberta Mental Health Board

Literature review

2010 Professional Engaged Scholarship / Service

Board Member Consultant

Tennis Alberta Safe Kids Canada, Safe Communities, Smartrisk, Think First Canada

Mandate for injury prevention Assessment regarding needs for injury prevention training and resources

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

Engaged Scholarship / Service

Consultant

Canadian Action Program for Children

Engaged Scholarship / Service

Consultant

Canadian Collaborative Centres for Injury Prevention

Consultant

Safe Kids Canada, Safe Communities, Smartrisk, Think First Canada

Consultant

Aboriginal Injury Prevention Working Group

Consultant

Health Canada / Government of Canada

Consultant

Coalition for Gun Control

Consultant

Safety Guidelines for schools

Consultant

Alberta Transportation

Alberta Traffic Safety Plan

Engaged Scholarship / Service

Consultant

Alberta Health and Wellness, AMA, Alberta Blue Cross, College of Registered Nurses, Physiotherapists of Alberta

Finding Balance

Engaged Scholarship / Service

Consultant

Safe Communities Canada

Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service Engaged Scholarship / Service

Program planning and Scientific Committee Canadian Injury Prevention and Safety Promotion Conference

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

200 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Winget, Marcy

Year(s)

2010 Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government Professional / Government

Member

Alberta Health Services

Analytics Working Group

Member

CCRA / CPAC

Data Working Group

Member

CancerCare (Canada) / Alberta Health Services

Radiation Therapy Wait Time Guarantee Working Group

Member

Alberta Cancer Board

Radiation Therapy Corridor Project

Member

Provincial Breast Cancer

Projects Evaluation Team

Member

Alberta Cancer Board

Data Definitions and Wait Time Working Group

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Faculty Member

Type of Committee

Role

Organization

Activity or Project

Yanow, Stephanie

Year(s)

2009 Professional / Government Professional / Government Professional / Government

Chair Co-Chair Member

Engaged Scholarship / Service

Alberta Health Services Provincial Laboratory Alberta Health Services Provincial Laboratory Alberta Health Services Provincial Laboratory Alberta Health Services Provincial Laboratory

Program Management Committee Molecular Strategic Planning Committee Alberta Working Group Development of influenza diagnostic testing within ProvLab Pandemic Plan

2010

| 201

University Professional / Government

Member

Faculty of Medicine, University of Alberta

MSc Committee

Member

Provincial Laboratory of Alberta

Program Management Committee

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

Table 3.2b (ii) Service Activity of Faculty for 2008-11 Type of Committee

Role

Organization

Activity or Project

Yasui, Yutaka

Year(s)

2009 Academic

Reviewer

Canadian Institute for Health Research

Academic Professional / Government

Peer reviewer

Journal Referee Canadian Society for Epidemiology and Biostatistics

Editor

Pop Grant Review Committee

Society Newsletter

2010 Academic

Referee

10 journals

Professional

President Elect

Statistical Society of Canada

Professional

Editor

Society Newsletter

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

202 |

Faculty Member

Type of Committee

Role

Organization

Activity or Project

Zakariasen, Ken

Year(s)

2009 Search Committee - Canada Research Chair Health Informatics Committee

University

External Member

Faculty of Arts, University of Alberta

University

Member

University of Alberta

Academic

Reviewer

Academic

Reviewer

International Journal of Learning Journal of the American Dental Association

Academic

Editorial Board Member

Journal of Healthcare Leadership

Consultation

Beulah Alliance Church

Leadership Development

Consultation

Calvary Lutheran Chapel, University of Wisconsin

Leadership Development

Consultation

Living Waters Lutheran Church

Leadership Development

Professional / Government Professional / Government Professional / Government

2010 University

Member

University of Alberta

Faculty

Member

Academic

Reviewer

Faculty

Reviewer

IIQM Advisory Board… Canadian Journal "Health Care Management Forum" Journal of American Dental Association

Faculty

Reviewer

Professional/Government

Reviewer

Journal of Healthcare Leadership University of Wisconsin, University of LEEDS

Faculty Association Education Committee Faculty of Nursing

| 203

CRITERION 3.0 – APPENDIX 3.2b (ii) SERVICE ACTIVITY OF THE SCHOOL

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 3.2b (ii) Service Activity of Faculty for 2008-11

SCHOOL OF PUBLIC HEALTH – APPENDICES

CRITERION 3.0 – APPENDIX 3.2b(ii) SERVICE ACTIVITY OF THE SCHOOL

204 |

CRITERION 3.0 â&#x20AC;&#x201C; APPENDIX 3.3a PROCEDURE FOR MANAGING COURSES AND CURRICULA Procedure for Managing Courses and Curricula Context: The School is at a critical juncture. Our strategic planning processes have resulted in a new administrative structure that requires both clarification of roles, and establishment of new processes to support this structure. At the same time our commitment to the accreditation process creates a time sensitive imperative to examine what and how we do things; and to establish credible processes that will support excellence in achievement of our educational mission. Focused review activities over the past few years have identified a number of areas where our programs, courses and curricula can, and must, be improved. The requirements of accreditation, combined with the strong level of faculty, student and external stakeholder consensus on needed changes provide the opportunity to make these needed improvements. Clear, effective and transparent processes are required to support this task. This discussion paper proposes a process for identifying and responding to needed changes to our education programs. The proposal is based on the following principles: clarity of roles clear responsibility, authority and accountability for decisions transparency effective, efficient and clear lines of communication ensuring opportunities for input and participation from affected faculty, staff and students

Proposed Process: 1. Any need for new course development, change, or suggested response with respect to individual courses or curricula as a whole is taken first and directly to the associate dean (education). Suggestions for change could come from individual faculty Members, students, department chairs, Professional Degrees Committee (PDC) and Research Degrees Committee (RDC) or concentration areas. 2. The submission to the associate dean (education) for course or curricula changes should be in the form of a short (one to two page) proposal that identifies the issue, the rational for the change, the degree(s) that would be affected, and the resource implications (e.g., who would teach / coordinate a new offering). 3. The associate dean (education) consults with appropriate stakeholders (e.g., department chairs, Professional Degrees Committee (PDC), graduate coordinators, students) and determines whether to pursue the issue and if so, whether there is an existing group appropriate to address the issue (e.g. a specific concentration area or an existing School committee) or whether other alternatives (e.g. collaboration among stream representatives; inclusion of topic experts) are needed. 4. The associate dean (education) defines a working group (WG) to address the issue, requests participation after consulting with department chairs, creating new or combined groups as

SCHOOL OF PUBLIC HEALTH â&#x20AC;&#x201C; APPENDICES

| 205

CRITERION 3.0 – APPENDIX 3.3a PROCEDURE FOR MANAGING COURSES AND CURRICULA needed. One person (appointed as WG chair), responsible for coordinating the task or issue to be handled, will be identified. Time lines for completion will be negotiated. 5. This assigned working group develops a proposal for an appropriate response. This response will be based on the following principles: Alignment with the vision and values of the (e.g. Emphasis on excellence; highest ethical and scientific standards; translating research into effective practices and sound policies; discovering, evaluating and disseminating solutions to health problems); Best practices in teaching, including principles of adult education, and needs of specific types of students; Responsiveness to the needs of the community and the Canadian health care system (i.e. Emphasis will be on the needs of our culturally diverse and rapidly evolving society for specific skills and competencies, and not purely on the specific teaching interests of individual faculty members); Responsive to student input and feedback; Contributing to accreditation requirements; Considering existing course outlines and objectives. The proposal will identify key competencies / capabilities to be addressed, and suggest – in broad terms – objectives, topics, outline, and format. It will also report on any identified issues, including remaining gaps or overlaps. In the case of a potential new course, the proposal will also clearly define a documented need for the course, including any gaps in the curriculum it is intended to fill. 6. This proposal will be submitted to the Education Executive Committee (EEC) (consisting of the associate dean (education), and chairs of the Professional Degrees Committee (PDC) and Research Degrees Committee (RDC), and to the department chairs. The assigned task leader from the Working Group will present the proposal and address questions or concerns to a joint meeting of the Education Executive Committee (EEC) and the department chairs. This group [Education Executive Committee (EEC) and department chairs] will review the proposal in light of larger curricula issues, related courses, or issues for further development, and the need to involve either Research Degrees Committee (RDC) or Professional Degrees Committee (PDC). 7. If the issue at hand deals with the creation of a new course, the department chairs will identify an appropriate faculty member(s) to develop and instruct the new offering, and communicate the agreed upon expectations. 8. The assigned faculty member(s) will submit the proposed course offering to the associate dean (education) who will review it in collaboration with the Education Executive Committee (EEC), and consultation with the WG chair. 9. Following review by the Education Executive Committee (EEC), the associate dean (education) will forward recommendations for the new / revised course to the Dean’s Executive Committee. 10. Course approval will be sought from Faculty Council.

206 |

SCHOOL OF PUBLIC HEALTH – APPENDICES

Criterion 4.0: Appendix Faculty, Staff and Students

Title / Academic Rank

Tenured Status

FTE

Gender

Race or Ethnicity Graduate Degrees Earned

| 207

Dinu, Irina

Assistant Professor

Tenure track

1.0

N/A

PhD

University of Alberta

Statistics

Biostatistics I - PHS 598

Jhangri, Gian

Associate Professor

Tenured

1.0

N/A

MSc (2)

University of Alberta/ Punjabi University

Statistics and Applied Probability/ Statistics

Senthilselvan, Ambikaipakan

Professor; Associate Dean (Education)

Tenured

1.0

N/A

PhD MSc

University of Newcastle upon Tyne, England

Biostatistics/ Applied Statistics

Statistical Methods in Health Research SPH 531 (in class & online); Graduate Student Supervisor /Advisor Biostatistics II - PHS 698; Graduate Student Supervisor /Advisor

Yasui, Yutaka

Professor

Tenured

1.0

N/A

PhD

John Hopkins University

Biostatistics

Biostatistics III - PHS 798 Health Disparities - PHS 749; Graduate Student Supervisor /Advisor

Developing and applying biostatistical / epidemiologic methods in the intersection of biology and public health / clinical sciences

Yuan, Yan

Assistant Professor

Tenure Track

1.0

N/A

PhD

University of Waterloo

Statistics

Biostatistics I PHS 698; Biostatistics III PHS 798

Biostatistics

MMath

University of Waterloo

Biostatistics

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

BIOSTATISTICS Development of biostatistical tools for analysis of microarray data Biostatistical collaborative research

Biostatistics, epidemiology of respiratory diseases

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Tenured Status

FTE

Gender

Race or Ethnicity Graduate Degrees Earned

Title / Academic Rank

Carroll, Linda

Professor

Tenured

1.0

N/A

PhD

University of Manitoba

Clinical Psychology

Davis, Faith

Professor

Tenured

1.0

N/A

PhD

Yale University

Chronic Disease Epidemiology

Harvard University

Occupational and Environmental Health

Name

Institution

Discipline

Teaching Area

Research Interest

Epidemiology Methods II – PHS 696; Epidemiology Methods III; Graduate Student Supervisor /Advisor

Psychosocial factors in prevalence, onset and prognosis of musculoskeletal disorders

Critical Appraisal of Health Sciences Literature in Epidemiology – PHS 693; Graduate Student Supervisor /Advisor

Clinical epidemiology and natural history of disease and patterns of health service delivery

Current / Past PH Activities

EPIDEMIOLOGY

SCHOOL OF PUBLIC HEALTH – APPENDCES

MPH

MSc Eurich, Dean

Assistant Professor

Tenure track

1.0

N/A

PhD MSc

University of Alberta

Public Health/ Pharmacy and Pharmaceutical Sciences

Member, Concussion Consortium Definition Task Force; Member, Catastrophic Impairment Expert Panel; Assistant Editor, European Spine Journal

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

208 |

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

FTE

Gender

Race or Ethnicity Graduate Degrees Earned

Assistant Professor

Tenure track

1.0

N/A

PhD MA

McGill University University of Alberta

Soskolne, Colin

Professor

Tenured

1.0

N/A

PhD

University of Epidemiology Pennsylvania

Veugelers, Paulus

Professor

Tenured

1.0

N/A

PhD MSc

University of Amsterdam University of Wageningen

Tenured Status

Maximova, Katerina

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

EPIDEMIOLOGY Epidemiology Demography

Medicine Human Nutrition

Epidemiology Methods I - PHS 596

Development of cardiovascular risk in pediatric populations, focusing on the prevention of hypertension, obesity and physical inactivity Population health and well-being

Graduate Student Supervisor /Advisor

Importance of nutrition, healthy lifestyle, socioeconomic factors, intervention programs and policies in relation to overweight and chronic diseases

Evaluate schoolbased interventions (REALkidsAlberta.ca, NSCLASS.ca); Deliver and evaluate schoolbased interventions (APPLESchools.ca); Direct the Population Health Intervention Research Unit that employs over 30 diverse research and program deliverers.

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Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Tenured Status

FTE

Gender

Race or Ethnicity Graduate Degrees Earned

Tenured

1.0

N/A

Institution

Discipline

Teaching Area

Research Interest

Physical Education Epidemiology

Fundamentals of Epidemiology for Public Health SPH 597; Issues in Injury Control PHS 593; Epidemiology of Injuries/Design and Evaluation of Injury Interventions PHS 695; Graduate Student Supervisor /Advisor

Injury prevention and injury outcomes

EPIDEMIOLOGY Voaklander, Don

Professor

PhD MSc

University of Alberta Queen’s University

Current / Past PH Activities

SCHOOL OF PUBLIC HEALTH – APPENDCES

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

210 |

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

FTE

Tenured Status

N/A

PhD

Institution

Discipline

University of Alberta

Physiology, Development and Cell Biology

Teaching Area

Research Interest

Introduction to Environmental Health - SPH 514; Graduate Student Supervisor /Advisor

Schistosomiasis

Current / Past PH Activities

ENVIRONMENTAL HEALTH SCIENCES Hanington, Patrick

Assistant Professor

Tenure Track

1.0

Collaborations with academic institutions and NGOs in Ghana, Tanzania, Kenya and China; Involved in Provincial, National and International survey of parasites that cause cercarial dermatitis (‘swimmer’s itch’); PI in research project focused on developing new diagnostic tests for schistosomiasis; PI in an effort to integrate current mass drug administration efforts for schistosomiasis with vector control techniques being developed

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CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Race or Ethnicity

Graduate Degrees Earned

N/A

PhD MSc

McGill University University of Manitoba

Zoology (Parasitology) Immunology Infectious diseases

Graduate Student Supervisor /Advisor

Immunobiology of host-parasite associations Detection and inactivation of waterborne parasites Environmental microbiology Aquatic and mammalian toxicology

Consultant (Parasitology), Provincial Laboratory for Public Health, Alberta; Detection and inactivation of water borne parasites; Consultant (Microbiology) with various water utilities

Kindzierski, Warren

Associate Professor

Tenured

1.0

N/A

PhD MSc

University of Alberta

Civil & Environmental Engineering

Environmental Contaminant Exposure Assessment PHS 511; Environmental Risk Assessment and Management PHS 512; Graduate Student Supervisor /Advisor

Exposure Assessment; Environmental Health Risk Assessment

Former Head, Chemical Risk Assessment, Alberta Health & Wellness; member, governmentappointed Alberta Environmental Monitoring Panel; Former Member, EPCOR Water Quality Advisory Council

FTE 1.0

Tenured Status Tenured

Title / Academic Rank Professor

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

ENVIRONMENTAL HEALTH SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDCES

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

Belosevic, Miodrag

212 |

Gender

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Race or Ethnicity

Graduate Degrees Earned

Gender

FTE

Tenured Status

N/A

PhD

Institution

Discipline

University of Alberta

Biological Sciences - Cell Physiology

Teaching Area

Research Interest

Public Health Biology - PHS 506; Graduate Student Supervisor /Advisor

Development of novel approaches and tools for detecting, tracking and assessing human health risks associated with biological hazards in the environment

Current / Past PH Activities

ENVIRONMENTAL HEALTH SCIENCES Neumann, Norm

Associate Professor

Tenured

1.0

Program Leader for Environmental Microbiology, Provincial Laboratory for Public Health; member of the Provincial Technical Advisory Committee for Safe Drinking Water (Alberta Health & Wellness); Alberta Drinking Water Advisory Committee (Alberta Environment)

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

0.3

N/A

PhD MD MPH

Laing, Lory

Interim Dean and Professor

Tenured

1.0

N/A

PhD MA

Graduate Degrees Earned

FTE

Tenured

Title / Academic Rank Professor

Name

Institution

Discipline

Teaching Area

Research Interest

International Health/ Epidemiology

Graduate Student Supervisor /Advisor

Sociology

Determinants of Health - SPH 501; Graduate Student Supervisor /Advisor

Control of communicable/para sitic disease; community-based health care; human resource development in Africa Improve health in disadvantaged populations

Current / Past PH Activities

GLOBAL HEALTH

University of Alberta

SCHOOL OF PUBLIC HEALTH – APPENDCES

Co-director of summer research institutes for indigenous health scholars from Canada and U.S.; Capacity building for equitybased health impact assessment of mining development in Mongolia; Development of peer education for sexual health amongst youth in Uganda and Mongolia

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

Kipp, Walter

214 |

Tenured Status

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

Tenure track

1.0

N/A

PhD MPH MBBS

London School of Hygiene and Tropical Medicine, UK Harvard University Aga Khan University

Public Health Medicine & International Health Medicine Surgery

Health Program Evaluation - PHS 631; Graduate Student Supervisor /Advisor

Gendered social and cultural determinants of women's reproductive health

Saunders, Duncan

Professor

Tenured

1.0

N/A

PhD MBBC H

University of Epidemiology Witwatersrand

Introduction to Global Health PHS 640; Measurement in Global Health PHS 545; Graduate Student Supervisor /Advisor

Global Health, HIV/AIDS, Malaria, Maternal Health, Health Services Research, Systematic Reviews

Tenured Status

Assistant Professor

Title / Academic Rank

Mumtaz, Zubia

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

GLOBAL HEALTH

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SCHOOL OF PUBLIC HEALTH – APPENDICES

FTE

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Race or Ethnicity

Graduate Degrees Earned

1.0

N/A

PhD MSc

University of Manitoba

Community Health Sciences

Bubela, Tania

Associate Professor

Tenured

1.0

N/A

PhD

University of Sydney (Australia)

Zoology

FTE

Tenure track

Tenured Status

Associate Professor

Title / Academic Rank

Bowen, Sarah

Name

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

HEALTH POLICY AND MANAGEMENT

SCHOOL OF PUBLIC HEALTH – APPENDCES

Health Inequalities PHS 749; Engaged Scholarship for Health - PHS 602; Graduate Student Supervisor /Advisor Scientific Communications - PHS 603 Public Health Law and Administration – PHS 606; Graduate Student Supervisor /Advisor

Partnership research with the health system and with communities, and in the broad area of knowledge translation research and practice Knowledge translation in health, biotechnology and new technologies in biomedicine.

Scientific Officer, Canadian Institutes of Health Research; Humanities, Law & Ethics (HLE) Grants Review Committee; Board member and CoChair, Canadian Coalition for Global Health Research (CCGHR) Policy Influence Program; Expert, The Innovation Partnership

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

Institution

216 |

Gender

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Race or Ethnicity

Graduate Degrees Earned

1.0

N/A

PhD MA

Menon, Dev

Professor

Tenured

1.0

N/A

PhD MHSA

FTE

Tenure track

Tenured Status

Assistant Professor

Title / Academic Rank

McLeod, Logan

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

Board member, Canadian Health Economist’s Study Group, National Committee; member, American Society of Health Economists; member, International Health Economics Association Chair, Expert NonDrug Review Panel, Canadian Agency for Drugs and Technologies in Health; Member, Alberta Advisory Committee on Health Technologies

HEALTH POLICY AND MANAGEMENT McMaster University

Economics

Introduction to Health Care Economics - PHS 570 Introduction to Health Care Finance - PHS 550; Graduate Student Supervisor /Advisor

Research that answers health policy relevant questions through the careful application of economic theory and econometric methods.

University of Alberta

Theoretical Physics / Health Services Administration

Health Policy Development PHS 600; Technological Assessment for Health Care PHS 673; Graduate Student Supervisor / Advisor

Health technologies in health systems

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SCHOOL OF PUBLIC HEALTH – APPENDICES

Gender

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

FTE

Tenured Status

Institution

N/A

PhD MSc

University of Oulu, Finland

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

Economic evaluation of health care programs, health related quality of life measurement, health technology assessment, distribution of health and health care costs in the population, economic assessment of health assessment and public health promotion programs

Executive member, Northern Alberta Chapter, Canadian College of Health Services Executives; member of a committee that organized public health economics in IHE for public health professionals

HEALTH POLICY AND MANAGEMENT Ohinmaa, Arto

Associate Professor

Tenured

1.0

Economics

Economic Evaluation of Health Care PHS 671; Introduction to Health Care Finance - PHS 550; Graduate Student Supervisor /Advisor

SCHOOL OF PUBLIC HEALTH – APPENDCES

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

218 | Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

FTE

Tenured Status

N/A

PhD MBA MA

Institution

Discipline

Teaching Area

University of Toronto Concordia University

Health Administration Business Administration Public Policy & Public Administration

Management and Design of Health Care Organizations PHS 580; Introduction to Health Policy and Management SPH 500; Human Resources in Public Health PHS 582; Graduate Student Supervisor /Advisor

Research Interest

Current / Past PH Activities

HEALTH POLICY AND MANAGEMENT Rondeau, Kent

Associate Professor

Tenured

1.0

Health Human Resources Management; Human Resource Development; High-Involvement Work Practices; Human and Social Capital

Chair, Healthcare Management Division, Administrative Sciences Association of Canada; member, Research Review Panel, Michael Smith Foundation for Health Research

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CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

FTE

Tenured Status

N/A

MS (ODA) Certificate,

Institution

Discipline

Teaching Area

Case Western Reserve University Harvard Business School

Organizational Development & Analysis Advanced Management

University of Minnesota

Epidemiology Endodontics/ Dentistry

Whole Systems Approach to Organizational Change - PHS 583; Basics of Leadership - PHS 581; Graduate Student Supervisor /Advisor

Research Interest

Current / Past PH Activities

HEALTH POLICY AND MANAGEMENT Zakariasen, Ken

Professor

Tenured

1.0

Advanced Management Program PhD MS BA DDS

Virtual Communities of Practice; Leadership Organizational Change

SCHOOL OF PUBLIC HEALTH – APPENDCES

Honorary Editorial Board, Journal of Healthcare Leadership; member, Advisory Board, International Institute for Qualitative Methodology; Article Reviewer, Journal of the American Dental Association and Healthcare

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

220 | Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Race or Ethnicity

Graduate Degrees Earned

Assistant Professor

Tenure track

1.0

N/A

PhD MA

University of Waterloo

Health Studies & Gerontology; Specialization: Health Behaviour/ Recreation & Leisure Studies

Health Promotion Planning and Evaluation - HPS 504 Strategies in Health Promotion Practice - HPS 505; Graduate Student Supervisor /Advisor

Jardine, Cindy

Associate Professor

Tenured

1.0

N/A

PhD

University of Alberta

Medical Sciences Public Health Sciences / Environmental Science Engineering

Risk Communications HPS 516; Graduate Student Supervisor /Advisor

Raine, Kim D.

Professor

Tenured

1.0

N/A

PhD MA

Dalhousie University Mount Saint Vincent University

Education Foundations Nutrition Education

Determinants of Health - SPH 501; Theory and Practice of Health Promotion Interventions HPS 602; Graduate Student Supervisor /Advisor

Tenured Status

Nykiforuk, Candace

Title / Academic Rank

Gender

| 221

Institution

Name

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

SOCIAL AND BEHAVIORAL SCIENCES Examining the role of place (e.g., built and social environments) on the development and success of community interventions and policy changes to support health and well-being Environmental health risk communication

Social and environmental determinants of the emerging obesity epidemic

President, Alberta Public Health Association; Board of Directors, Canadian Obesity Network (CON) (Science Committee Chair)

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

FTE

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Race or Ethnicity

Graduate Degrees Earned

1.0

N/A

PhD MA

Leeds University, UK

Health Service Studies / Geography

Schopflocher, Don

Associate Professor

Tenured

1.0

N/A

PhD MSc BA

University of Alberta

Psychology

Storey, Kate

Assistant Professor

Tenure Track

1.0

N/A

PhD

University of Alberta

Nutrition and Metabolism

Tenured Status Tenured

Title / Academic Rank Professor and Director, Centre for Health Promotion Studies (CHPS)

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

SOCIAL AND BEHAVIORAL SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDCES

Health Promotion Planning and Evaluation – HPS 504; Strategies in Health Promotion Practice; Graduate Student Supervisor /Advisor Graduate Student Supervisor/ Advisor

Participatory evaluation. Health cities, participatory action, research to support marginalized communities

Qualitative and Communitybased Approaches in Health Research HPS 603

Health Promotion and Disease Prevention

Population Health; Public Health Surveillance; Health Economics; Wellness; Mental Health and Addictions

Senior Biostatistician, Alberta Health & Wellness; Director of Research, Institute of Health Economics; Health Quality Council of Alberta Board of Directors

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

Springett, Jane

222 |

FTE

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

FTE

Gender

Race or Ethnicity

Graduate Degrees Earned

Tenured Status

Institution

1.0

N/A

PhD MA

University of Alberta

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

Etiology, prevention and treatment of addictive behaviours and disorders, and include: problem drinking, injection drug use, smoking, comorbid addictions and mental disorders, treatment systems, and the impact of social policies on addictive behaviours

Scientific Officer, Canadian Institutes of Health Research – Psychosocial, Sociocultural, and Behavioural Determinants of Health (PSB) Operating Grants Committee; member, Program Management Committee, Edmonton Drug Treatment and Community Restoration Court; member, Streetworks Council

SOCIAL AND BEHAVIORAL SCIENCES Wild, Cam

Professor, Associate Dean (Research)

Tenured

Psychology

PhD Supervisor; Psychological Perspectives on Health – HPS 508; Graduate Student Supervisor /Advisor

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CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender

Graduate Degrees Earned

FTE

Race or Ethnicity

Tenured Status

Francescutti, Louis

Professor

Tenured

0.75

N / A PhD MD MPH

University of Alberta Johns Hopkins University

Immunology Health Policy and Management

Fundamentals of Public Health PHS 505

Griener, Glenn

Associate Professor

Tenured

0.6

N / A PhD MA

University of Western Ontario

Philosophy

Health Ethics Law and Policy – PHS 543; Graduate Student Supervisor /Advisor

Name

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

Reducing injuries in all age groups and in all at-risk populations

President, Royal College of Physicians and Surgeons of Canada (2010-13); Founder for the Coalition for Cellphone Free Driving; Director Emeritus of the Alberta Centre for Injury Control and Research

OTHER PUBLIC HEALTH

SCHOOL OF PUBLIC HEALTH – APPENDCES

Ethicist, Alberta Health and Wellness Provincial Electronic Health Record Data Stewardship Committee; member, Health Canada-Public Health Agency of Canada Research Ethics Board

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

224 |

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

Gender M

Graduate Degrees Earned

FTE 1.0

Race or Ethnicity

Tenured Status Tenured

Institution

Discipline

Teaching Area

Research Interest

Current / Past PH Activities

University of Arizona University of Saskatchewan

Health Services Health Outcomes Research

Advanced Theories and Methods - PHS 604; Methods for the Assessment of Health-Related Quality of Life PHS 685; Graduate Student Supervisor /Advisor

Diabetes epidemiology & pharmacoepidemiology; Surveillance using large administrative databases; quality and efficiency of health care for Type 2 Diabetes

Project Lead, Alberta Diabetes Surveillance System; member, Canadian Chronic Disease Surveillance System (CCDSS) Scientific Committee, Public Health Agency of Canada; member, Expert Committee for Drugs and Therapeutics, Alberta Health and Wellness

OTHER PUBLIC HEALTH Johnson, Jeff

Professor

N / A PhD MSc

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CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Name

Title / Academic Rank

Table 4.1a – Primary Faculty who Support Degree Offerings of the School, Fall 2011

SCHOOL OF PUBLIC HEALTH – APPENDCES

CRITERION 4.0 – APPENDIX 4.1a PRIMARY FACULTY

226 |

Name

Title / Academic Rank

Title & Current Employer

FTE or % Race or Highest Degree Gender Time Ethnicity Earned

Discipline

Teaching Areas

EPIDEMIOLOGY Dryden, Donna

Jones, Allyson

Winget, Marcy

Department of Pediatrics, Associate Director Faculty of Medicine and / EPC Dentistry Associate Professor

Department of Physical Therapy, Faculty of Rehabilitation Medicine

Associate Professor

Department of Public Health Sciences

0.11

N/A

PhD

Clinical Epidemiology

0.11

N/A

PhD

Clinical Epidemiology

0.2

N/A

PhD

Epidemiology

Systematic Reviews – PHS 692 Fundamentals of Epidemiology for Public Health - SPH 597 (eLearners); Graduate Student Supervisor / Advisor Graduate Student Supervisor / Advisor

ENVIRONMENTAL HEALTH SCIENCES Associate Professor

Department of Medicine, Faculty of Medicine and Dentistry

0.11

N/A

Occupational Lung Disease

Occupational and Environmental Sciences – PHS 522

Assistant Professor

Department of Laboratory Medicine and Pathology, Faculty of Medicine and Dentistry

0.11

N/A

PhD

Toxicology

Principles of Toxicology - PHS 522

Contract Academic Staff: Teaching (CAST)

Global Health Coordinator and Lecturer; Public Health Sciences

Houston, Stanley

Professor

Department of Medicine, Faculty of Medicine and Dentistry

Yanow, Stephanie

Assistant Professor

Seconded

Beach, Jeremy

Martin, Jon

GLOBAL HEALTH

Alibhai, Arif

Health Services Research

| 227

1.0

N/A

MHSA

0.11

N/A

Infectious Diseases

0.3

N/A

PhD

Cell Biology

Case Studies in Primary Health Care - PHS 542 Global Health Project Development PHS 641; Graduate Student Supervisor / Advisor Epidemiology and Control of Infectious Diseases - PHS 697; Graduate Student Supervisor / Advisor Cell Biology; Graduate Student Supervisor / Advisor

CRITERION 4.0 – APPENDIX 4.1b SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 4.1b Secondary Faculty Used to Support Teaching Program

228 |

Table 4.1b Secondary Faculty Used to Support Teaching Program Name

Title & Current Employer

FTE or % Race or Highest Degree Gender Time Ethnicity Earned

Discipline

Teaching Areas

Health promotion /SocioBehavioural Science

Psychosocial Perspectives on Health - HPS 508 and 608

SOCIAL AND BEHAVIORAL SCIENCES

SCHOOL OF PUBLIC HEALTH – APPENDCES

Farmer, Anna

Assistant Professor

Agricultural, Food and Nutritional Science and the Centre for Health Promotion Studies

Krupa, Gene

Contract Academic Staff: Teaching (CAST)

Instructor, Student Advisor and elearning Specialist; E. Krupa Research & Development

0.5

N/A

PhD

Health Promotion

Smith, Cynthia

Contract Academic Staff: Teaching (CAST)

Freelance researcherconsultant

0.4

N/A

MSc

Health Promotion

Assistant Adjunct Professor

Centre for Clinical Epidemiology & Evaluations, Vancouver Coastal Health Research Inst., UBC

0.11

N/A

MEDes

Socio-Behavioural Science

Introduction to Health Policy and Management - SPH 500 (eLearners)

Sessional Instructor

Contractor, SWM Consulting

0.11

N/A

MSc

Health Promotion

Strategies in Health Promotion Practice – HPS 505 (eLearners)

Socio Behavioural Sciences

Health Promotion Practicum - HPS 512; Practicum and Capping Exercise - HPS 513 Field Practicum - PHS 509; Project in Public Health PHS 701

Smith, Neale

Wolbeck Minke, Sharlene

Wolfe, Ruth

Contract Academic Staff: Teaching (CAST)

Adjunct Associate Professor / Practicum Coordinator

0.5

1.0

N/A

PhD

Capping Exercise - HPS 900; Health Promotion in Low Income Countries – HPS 506; ; Graduate Student Supervisor /Advisor Strategies in Health Promotion Practice – HPS 505 (eLearners) ; Graduate Student Supervisor /Advisor

CRITERION 4.0 – APPENDIX 4.1b SECONDARY FACULTY

Title / Academic Rank

Name

Title/ Academic Rank

Title & Current Employer

FTE or % Race or Highest Degree Gender Time Ethnicity Earned

Discipline

Teaching Areas

SOCIAL AND BEHAVIORAL SCIENCES Naidoo, Komali

Sessional Instructor

Goldblatt, Ann

Adjunct Associate Professor

Baugh Littlejohns, Lori

Adjunct Associate Professor

No other employment

Public Health Sciences

Health Promotion Planning & Evaluation – HPS 504

Health Promotion

Health Promotion with Communities - HPS 510

MSc

Interdisciplinary Studies/Health Promotion

Determinants of Health SPH 501 (eLearners)

N/A

PhD MA

Bioethics/Philosophy

Public Health Ethics, Law and Policy – PHS 543

N/A

PhD

Biochemistry

Emergency Preparedness, Planning and Response PHS 507

0.11

N/A

MSc

0.11

N/A

MHSc

0.11

N/A

Associate Professor

1.0

Senior Provincial Medical Officer of Health Deputy Medical Officer of Health Alberta Health and Wellness

0.11

Consultant (Goldblatt Consulting), Facilitation Education Planning Program Design Researcher, Social Planning, The City of Red Deer; Health Promotion Consultant

OTHER PUBLIC HEALTH Shanner, Laura

Talbot, Jim

Contract Academic Staff: Teaching (CAST) Assistant Adjunct Professor/ Clinical Associate Professor

CRITERION 4.0 – APPENDIX 4.1b SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDICES

Table 4.1b Secondary Faculty Used to Support Teaching Program

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CRITERION 4.0 – APPENDIX 4.1b SECONDARY FACULTY

SCHOOL OF PUBLIC HEALTH – APPENDCES

CRITERION 4.0 – APPENDIX 4.3c DIVERSITY WORK PLAN DIVERSITY ACTION PLAN – DRAFT 1 February 10, 2012 Introduction At a meeting with Executive Management Committee (EMC) on January 24, 2012, the diversity advisor was authorized to develop a work plan that would enable the School of Public Health to begin to address the issues identified through previous diversity consultation. The draft outlined here integrates a) consultation activities conducted to date, b) further focused discussion among leadership of the Student Diversity Working Group and the Diversity Advisor, c) review by Student Services office, and d) evidence from the diversification literature on effective approaches. This plan will require approval by Executive Management Committee (EMC) before it can be finalized. This will allow confirmation of target dates and specific activities. The first section of the plan is a summary of priority actions and rationale. This is followed by a draft of a detailed work plan for each of the priority areas. 1. Develop a branding / marketing plan for the SPH Diversity initiative. Rationale: While solid preparatory work has been undertaken, there remain concerns that a) there is relatively low awareness of the Diversity Initiative and need for diversity awareness; and b) that is spite of careful definition of concepts, ‘diversity’ tends to be largely defined as an ‘international student’ issue. This marketing plan is intended to guide prioritization of diversity education and organizational change initiatives. 2. Finalize and implement the SPH climate survey. Rationale: The Diversity Action Planning Group highlighted the need to both raise awareness of diversity issues and monitor progress in creating a climate of inclusivity. A working group reporting to the APG developed a draft survey in spring 2011. Given the time lapse since this was developed, the survey needs to be reviewed and updated, and a schedule for implementation developed. 3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning. a. Develop a long term plan for identifying, reviewing and adapting organizational policy, strategic planning, academic planning, and educational activities in a way that integrates current knowledge on promoting an organizational culture of diversity. Rationale: The most effective strategies for promoting diversity are those focused on organizational change, where diversity in integrated into the structure and processes of the organization. b. In collaboration with the Student Services office, develop a plan for Student Services Diversity orientation / education; and review and of internal student-related processes and services. Rationale: Student Services is the first and continuing point of contact for students; therefore is a logical starting place for integrating diversity into policy, staff selection and education, and service planning activities.

SCHOOL OF PUBLIC HEALTH – APPENDICES

| 231

CRITERION 4.0 â&#x20AC;&#x201C; APPENDIX 4.3c DIVERSITY WORK PLAN c. Develop an internal (SPH) plan and protocols for bringing forward diversity concerns. Rationale: There is university policy (and associated services) to protect members of the university community from discrimination and to provide assistance to those who bring forward concerns (safe disclosure). There remains, however, a need for an internal SPH policy and protocol, promoted to all members of the School, on responding to any such issues initiating from within the School. This policy/protocol would be linked to larger university policy and resources. d. Integrate a diversity lens into ongoing competency/curricula development activities. Rationale: Given the importance of the curriculum in promoting both a climate supportive of diversity, and preparing students to provide leadership in a diverse society, a School of Public Health should assume a leadership role in modeling diversity in our teaching â&#x20AC;&#x201C; both in content and in format (pedagogy). 4. Develop a plan for identifying and networking with groups with similar mandates, and/or who can support SPH diversity activities. Rationale: There are many groups with similar objectives and mandates both within the university and in the larger community. Through collaboration, SPH can benefit from the expertise and resources that could support our objectives. At the same time, it is recognized that there are varied approaches to promoting diversity, and referral to other services should be based on knowledge of service quality and philosophy.

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CRITERION 4.0 – APPENDIX 4.3c DIVERSITY WORK PLAN 1. Develop a branding / marketing plan for the SPH Diversity initiative. Rationale: While solid preparatory work has been undertaken, there remain concerns that a) there is relatively low awareness of the Diversity Initiative and need for diversity awareness; and b) ‘diversity’ tends to be largely defined as an ‘international student’ issue, in spite of careful definition of concepts. This marketing plan should guide prioritization of diversity awareness and education initiatives. Background: A number of strategies have been proposed to promote awareness, build a more positive perception of diversity, and position our diverse community to support and position the School for success. However, there is concern that each action be guided by an overall plan, is consistent with the messages that we want to convey, and reflects current evidence of effectiveness. Activity Establish Working Group with SDWG, Communications, Diversity Advisor and EMC representation Clarify terms of reference for this Working Group Develop a plan to guide diversity initiatives Assign resources to implement this plan

Responsible EMC

Date

Diversity Advisor Marketing working group EMC

2. Finalize and implement the SPH climate survey. Rationale: The Diversity Action Planning Group highlighted the need to both raise awareness of diversity issues and monitor progress in creating a climate of inclusivity. A working group reporting to the APG developed a draft survey in spring 2011. Given the time delay, this survey needs to be reviewed for any updates, and a schedule for implementation developed. Background: A draft survey, intended for computerized formatting and distribution (with option of paper copies) has already been developed, with the following objectives: To provide an initial baseline on student, staff and faculty perspectives and experiences related to SPH culture of diversity To provide for ongoing monitoring of SPH progress in creating an organizational culture than promotes and values diversity To provide a school-wide opportunity for input on diversity related issues and recommended actions To promote evidence-informed and continuous action to improve the organizational environment for all SPH participants To build capacity within SPH on understanding diversity To support the objectives and activities of CEPH accreditation.

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CRITERION 4.0 – APPENDIX 4.3c DIVERSITY WORK PLAN Activity Circulate to SDWG for review and feedback Identify potential dates for survey distribution

Submit proposed survey for approval to EMC Identify resources for formatting and distribute survey Determine strategy for evaluating and revising survey questions, format, and distribution Implement survey Analyze and report on survey Develop dissemination plan on initial results Revise ongoing survey plan based on evaluation results

Responsible

Date

Diversity Advisor Diversity Advisor to contact Anushka for survey of student opinion Diversity Advisor to include request for input on preferred dates in submission to EMC Diversity advisor EMC

February 20 February 20

3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning. a. Develop a long term plan for identifying, reviewing and adapting organizational policy, strategic planning, academic planning, and educational activities in a way that integrates current knowledge on promoting an organizational culture of diversity. Rationale: The most effective strategies for promoting diversity are those focused on organizational change – and where diversity in integrated into the structure and processes of the organization. Activity

Responsible

Presentation of plan to Town Hall/Faculty Council Brainstorming of priority documents, processes, activities, key contacts Regular communication of upcoming EMC decisions/issues to diversity advisor Draft plan developed Draft plan circulated to core faculty, staff, Student Association and SDWG for input Finalization of plan Assignment of resources by EMC

Diversity Advisor

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Date

Dean Diversity Advisor Diversity Advisor EMC EMC

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CRITERION 4.0 – APPENDIX 4.3c DIVERSITY WORK PLAN 3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning. b. In collaboration with the Student Services office, develop a plan for Student Services Diversity orientation/education; and review and of internal student-related processes and services. Rationale: Student Services is the first and continuing point of contact for students; therefore is a logical starting place for integrating diversity into policy, staff selection and education, and service planning activities. Background: Ongoing assessment with students has identified a number of areas of priorities for students. At this point, priorities are a) integration of diversity into School orientation activities (much of this was completed for fall 2011); additional orientation and support for international and new Canadian students; and supports for English language. It is felt to be critical at this time that there is some response to these long stated priorities. An action research approach is suggested – initiation of a service with the intent of continual monitoring and adaptation as needs are clarified. Activity Responsible Date Collation and evaluation of evaluation results from 2011 Orientation Integration of Diversity 101 with SPH 101; critical review of SPH through a diversity lens Establishment of Working Group with focus on Student Services issues (representation from SCC, ADE, Student Diversity Working Group, Grad programs admin, Diversity Advisor) Identification of policy, processes and procedures for student application and selection Integration of these policy, processes and procedures in overall Diversity review plan Review of position qualifications, selection and evaluation procedures for student services staff through Diversity Lens Development and delivery of education modules for diversity services staff Selection of priority support services (language, orientation, etc) Identification of resource needs for priority services (space, communications, staffing, etc) Confirmation of resources for priority services Development of evaluation plan for new service delivery Launch of new service

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Orientation Planning Committee Diversity Advisor

April 2012

EMC

Student Services Working Group Diversity Advisor Student Services Working Group Diversity Advisor Student Services Working Group and Student Diversity Working Group Student Services Working Group EMC

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CRITERION 4.0 – APPENDIX 4.3c DIVERSITY WORK PLAN 3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning. c. Develop an internal (SPH) plan and protocols for bringing forward diversity concerns. Rationale: There is university policy (and associated services) to protect members of the university community from discrimination and to provide assistance to those who bring forward concerns (safe disclosure). There remains, however, a need for an internal SPH policy and protocol, promoted to all members of the School, on responding to any such issues initiating from within the School. This policy/protocol would be linked to larger university policy and resources. Background: Although anticipated to be rare, those involved in diversity discussions have identified the potential of concerns/complaints about discrimination as the most concerning. For this reason, there is concern to have clearly communicated School policy and processes (i.e. while services such as the Office of Human Rights and Safe Disclosure would be a resource, there is a need to communicate how concerns would be handled within the school – if disclosure was first made to a member of the SDWG or faculty or staff member, what guidelines should be followed?). There was discussion on this topic and draft guidelines developed by the Diversity Action Planning Group, but these were never finalized. Activity

Responsible

Date

Identification of relevant university policy and services Review of drafts from APG Development of draft Presentation/discussion at Town Hall Faculty Council Revision of draft protocol Submission for approval by EMC Appropriate distribution within the School (e.g. orientation manual, SPH 101, website)

3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning. d. Integrate a diversity lens into ongoing competency/curricula development activities. Rationale: Given the importance of the curriculum in promoting both a climate supportive of diversity, and preparing students to provide leadership in a diverse society, a School of Public Health should assume a leadership role in modeling diversity in our teaching – both in content and in format (pedagogy). Background: At this point in time SPH is undertaking significant activity in the areas of competency development and curriculum review and development. It is a critical time for ensuring that, where appropriate, the curriculum integrates diversity issues (preferred over having a separate course on this topic), and that professional development opportunities for faculty include awareness and skill development of diversity of pedagogies and strategies for facilitating mutual learning in a diverse environment.

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CRITERION 4.0 â&#x20AC;&#x201C; APPENDIX 4.3c DIVERSITY WORK PLAN Activity

Responsible

Date

Meet with ADE and SSC to discuss initiative Strategies for planning Potential working group members Professional development plans and opportunities Develop list of committees, WGs, other bodies responsible for curriculum review and development Develop strategy for communicating with these bodies about initiative Form WG to develop and implement review plan

4. Develop a plan for identifying and networking with groups with similar mandates, and/or who can support SPH diversity activities. Rationale: There are many groups with similar objectives and mandates both within the university and in the larger community. Through collaboration, SPH can benefit from the expertise and resources that could support our objectives. At the same time, it is recognized that there are varied approaches to promoting diversity, and referral to other services should be based on knowledge of service quality and philosophy. Activity

Responsible

Date

Formation of a working group to a) identify objectives, scope , and focus of networking activities b) develop communication plan for contacting other groups c) select spokespeople for contacts d) identify list serves of related issues e) develop plan for identifying and maintaining relationships with relevant groups and individuals Identify resource needs and assign responsibility for implementing and documenting networking activities

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES Diversity Strategies A. BACKGROUND TO DIVERSITY INTIATIVES AT THE SCHOOL OF PUBLIC HEALTH In July 2010, the associate dean (education), in recognition of the importance of this issue, requested Dr. Sarah Bowen to initiate a series of consultations, and to develop a strategy to create and promote a culture of diversity within the School. In response to an email to all students requesting participation on an initial working group, four students volunteered to work on developing a plan for consultation, and facilitating student engagement on this issue. Several meetings have been held by this Diversity Working Group since September 2010, and one larger consultation (to which all students of the School were invited) was held in November 2010. This document is based on issues emerging from the planning meetings and student consultation, as well as individual, confidential input to Working Group members. It is intended to be a first step in promoting broad and ongoing discussion among all members of the School community.

B. DEFINING DIVERSITY It was recognized that there is, among faculty, staff and students, limited awareness (and much confusion) about what “diversity” means, and the scope of diversity initiatives. The Working Group expressed concern that diversity would be seen as an issue only of concern to international students, rather than an issue of concern and interest to all within the School. Early activities, therefore, have included developing and communicating a definition and vision of “diversity” and a “culture of diversity”, as well as clearly articulating the rationale for the School focusing on this issue. The Working Group is proposing a definition of diversity that recognizes, respects, and celebrates a broad range of characteristics and differences among people. These differences are not limited to ethnicity, race, language or national origin, but also include gender, sexual orientation, age, educational background, family status, religion, socio-economic standing, ability (physical, mental, cognitive), group affiliation, and individual ways of being and thinking. According to this view, each person has multiple, and often evolving, cultural identities. A culture of diversity creates and supports an environment where each person is valued, and is confident in contributing his/her insights and skills. It is not that differences are tolerated, but that diversity is seen as a source of strength, allowing organizations to be more innovative, flexible and adaptable, as they benefit from the contributions of all their members. All students, including students from the majority culture, benefit academically and socially in an academic environment that values and promotes diversity, and are better prepared to think, live and work in our global society. Strategies to promote diversity should reflect the participation of all community members. Strategies must also recognize and address the organizational and structural factors that hinder development of a culture of diversity.

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES It is noted that there is a research base on which approaches to diversity and diversity education are most effective: these should provide guidance to the development of diversity initiatives within the School. It was also noted that that the research in this area has made the ‘business case’ (i.e. given the rationale for overall organizational benefits) for diversity. Organizations, in a variety of sectors (financial, tourism, education) that are effective in promoting cultural diversity are often more successful.

Dimensions of Diversity, Taken from the University of Vienna

1. Implications for planning: It is important to communicate clearly that diversity issues are of concern to all, not simply International students, and diversity initiatives bring benefits to all. Similarly, the need for organizational and systemic responses (rather than simply interventions focused on individual awareness) must be highlighted.

C. DIVERSITY ISSUES AND CHALLENGES IDENTIFIED 1. Social and academic isolation of international (and new Canadian) students. A theme articulated by most students, and in many ways, is the isolation and separation many students experience, often profoundly. Many students report feeling intimidated, confused, and isolated. This often results in depression. a. Socially, it was noted that there was a ‘disconnect” between Canadian and International students, who tended to hang out socially in different groups. b. Academically, it was noted that there was little to orient and support students who did not have experience with health and health care in Canada, and that in spite of the diversity of the student body, the curriculum did not reflect this diversity.

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES Many different reasons are identified for this alienation. First, it is recognized that there are complex differences in cultural background that sometimes act as barriers to interaction. Many students are struggling to adapt to a new environment, to learn ‘how we do things here’, and are often coping with the anxiety and stress that comes from this adaptation. In addition, differences in past educational background and expectations sometimes make it challenging for all students to start at the same level as Canadian born students. It is noted that many students (not only international students) experience these challenges, but there are often added complexities for international or new Canadian students. There is also often some discomfort on the part of Canadian born students, as they may lack the confidence to interact easily with students who are not fluent in English, or are of a different culture, race or religion. 2. Lack of reflection of diversity concepts in program, curricula and performance expectations. It was also noted by some that non-Canadian experience was often not valued. For example, some students have been given the message that publications in other languages ‘did not count’, and it was observed that there are limited opportunities for students and faculty to learn from the often rich experience and accomplishments of international and new Canadian students. The current program and teaching is generally experienced as mono-cultural, and failing to engage the diverse experiences of all students. This relates both to gaps in content and performance expectations. This is of concern given the facts that addressing disparities and engaging communities are central to public health, and we have a large global health stream. It is felt that we are also missing opportunities to enrich the learning of all students. It is also noted that this lack of response to diversity has the potential to negatively affect the School’s profile. One small example of the lack of awareness is labelling all diversity issues as “international student” issues, where in fact, new Canadian students have many similar experiences and Canadian born visible minority or Aboriginal students may also face stereotyping and prejudice. It is felt that not all students/staff/faculty understand the concept of diversity and everything it entails. 3. Lack of individual cultural awareness and sensitivity. There are also concerns around attitudes and behaviours of a few individual faculty / staff. Students report experiences where they were exposed to ignorant, disrespectful, or even discriminatory comments. Others report being ignored (even not greeted by) some individuals. This is a factor affecting student confidence and ability to integrate into the School. It is reported that, in some cases, students may even hesitate to register for courses with some faculty due to these concerns. It is important to note that many students do not feel safe bringing these concerns forward.

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES 4. Issues related to English language proficiency.

A number of issues were identified in this category: a. Standards and testing. There is concern among faculty that some students are passing the English language assessment tests, but still not proficient enough in English to be successful in their studies. It was also observed by students that some students are struggling in this area. However, it is important to note that current discussions about raising the standards have been interpreted by some students as an indication of a possible intent to keep out international students. Students do not believe that raising minimum TOEFL scores is the best solution to ensuring student success. While students absolutely agree with the importance of all students having good English language skills; some believe that concerns around language standards may reflect the lack of faculty experience in working in international settings, and the discomfort of some faculty in working in a multi-lingual environment (and with professionals with various levels of English language proficiency). It is noted that research indicates that it takes a minimum of five years for an English as an additional language student to develop English language skills to the level of graduate study. It was also noted that some lack of understanding of course material is not simply due to limited English language proficiency, but reflects a failure to provide adequate background, or to make explicit the specific Canadian context. In addition, there is little awareness among students of the larger discussions initiated by the Faculty of Graduate Studies and Research (FGSR). Students have many innovative ideas about how to ensure that students have the English language skills to be successful at the School, while (at the same time) avoiding perceptions of discrimination, and ensuring that talented students are not hindered in their applications. It is essential that students are involved in the discussion of English language testing and standards. b. Failure to incorporate the benefits of a multilingual student body. It is also noted that the focus has been on ‘limited English proficiency’, rather than the linguistic and cultural fluency that students have in another (or often several other) languages. Rather than seeing this as a problem, it is felt that the School should develop strategies where this multi-lingual capacity is seen as a strength and benefit to the School. c. Ongoing barriers to participation. Even if students are assessed as having appropriate English language proficiency, they often find barriers to full participation in the social and academic life of the School. Again, students have creative ideas of how this can be addressed. d. Generic student concerns with special impact on minority culture students. It was also noted that some of the challenges facing all students (e.g. adapting to the culture and expectations of graduate school, limited support from advisors/supervisors) are often experienced in different ways by international and new Canadian students, or by students who are of a different generation.

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES D.

POTENTIAL STRATEGIES Response to initiation of discussion and planning in this area has been greeted with enthusiasm by many students, and many practical responses have been proposed. 1. Communication strategies That promote the broad definition and focus of diversity initiatives. It is felt to be essential that diversity is seen as an issue of concern to all within the School, and that the benefits of a culture of diversity for all students are recognized. 2. Orientation program for new students. While it was recognized that the International Centre for Students had a useful role, and provided good service, this role was limited and focused on logistical issues. More is needed, and some of this should be at the School level. There is a need for support for the deeper levels of adaptation, including: how the university and school functions; orientation to Canadian health and health system issues and culture; and making explicit the cultural assumptions in health, education and society. Such an orientation was felt to be of benefit to both Canadian and international students. a. It was also felt that more effort should be directed to including a broader diversity of students in planning and leading current orientation activities. For example, the session on life as a graduate student could include by specific discussions focusing on the specific concerns of mature students or international students. 3. Ongoing opportunities for students to meet and discuss in groups. Several suggestions were received in this area. The Working Group has, consequently, decided to hold biweekly meetings, open to all students. These meetings are anticipated to provide a forum for sharing and support, as well for input to, and guidance of, diversity initiatives. Other suggestions (e.g. talking café or toastmasters club) may also be explored in the future. 4. Additional opportunities for input on this issue, including opportunities for confidential / anonymous input, as many of the student concerns were seen as sensitive and there were concerns about the ‘safety’ of bringing issues forward. It was suggested that an anonymous e-class discussion be established to facilitate this. This has now been set up, with a hope that it will be operating early in the New Year. 5. Identified responsibility centre for diversity issues. It was noted that there is not currently any clear point / person to whom issues of concern can be brought forward, or who has responsibility for maintaining information on diversity related services, or making appropriate referrals / problem solving. Students currently do not know where to go for help. 6. Enhanced diversity profile. It is recommended that a diversity webpage is established. This webpage would clarify our definitions / approach to diversity, provide links for input, and post events and reports. A

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CRITERION 4.0 – APPENDIX 4.5a DIVERSITY STRATEGIES designated responsibility centre / role would also help promote an enhanced profile. An email address for the initiative has been set up as one step in this process. 7. Diversity education for faculty, staff and students. There was felt to be a need for cultural training for faculty, staff and students, in order to ensure that the barrier of lack of awareness was addressed. 8. Consultation with, and input from, students on the issues of English language testing. Students have suggested a separate meeting be held in January to focus on this issue, and that Dr. Bowen be invited to talk to students during this planned meeting. 9. Increasing opportunities for students and faculty of all backgrounds to learn from each other. a. Mentoring program: Some students are interested in establishing an informal mentoring program for new Canadian and international students in particular. b. Language volunteer program: It is suggested that a ‘language volunteer’ program which links interested English first language, with English additional language students would be one way of providing benefit to both students born in Canada, and those wishing to improve their language skills, while supporting the academic work of EAL students. c. International day events: One suggestion was an annual “international day” event where the cultures of other countries and traditions could be celebrated. It was felt that this could be a ‘fun’ way to increase intercultural awareness and interest.

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