curriculum management and program development · 2014. 2. 20. · curriculum management and program...

Curriculum Management and Program Development Major Modification Submission

Office of the Provost and Vice-President Academic

Description of Modification:

Faculty:

Undergraduate program Graduate program

Academic Unit:

Program:

Degree(s): Program Champion:

IQAP Protocol/Pathway:

Senate

Yes

Attachments:Calendar Language

Yes

Program Description Yes

Course Description

A

Yes

YesExecutive Summary:

Motion

NANA

NA

NA

NA

IQAP Volume I

APPIC Approval* - Meeting Date:

*APPIC approval confirms approval by dean(s) (line dean(s) and graduate dean where appropriate) and university librarian

B

D

SAPC Approval Meeting Date CUCQA Approval Meeting Date:

Voluntary Termination Report:

Notes:

Character and rationale of the major modificationC

Senate Meeting Date:

Addition of algorithms stream - core BCS plus four distinguishing courses

Faculty of Science

School of Computer Science

Computer Science

Bachelor of Computer Science Dr. Doug Howe

Protocol 2a, Approval Pathway 2

The Senate Academic Program Committee recommends that Senate approve the addition of the Algorithm Stream to the Computer Science undergraduate program.

February 15, 2012

April 26, 2012 April 11, 2012

Algorithm Stream to commence September 2013

See attached executive summary

May 25, 2012

Bachelor of Computer Science (Honours)Algorithms Stream

School of Computer Science

February 10, 2012

1 Executive Summary

We are proposing a new BCS stream called Algorithms. The stream, likemost of the current BCS streams, comprises the core BCS courses plus 4distinguishing courses. Three of the four courses are already being offered;one will be new.

Algorithms is the oldest and most well-established area in Computer Sci-ence. The field can be viewed as the mathematical side of computer pro-gramming, where programs are viewed abstractly and can be mathematicallyanalyzed and precisely compared.

There are three main motivations for starting this stream.

Recruitment. The School has created several streams focusing on sub-jects with widespread appeal (Games, Robotics, Mobile Applications).While “Algorithms” does have some popular visibility (e.g. the StarTrek TV series always referred to “recursive algorithms” when theywanted a cool phrase for writing a program), this stream is specifi-cally targetting highly-talented and mathematically able students. Thestream will be presented to prospective students as an elite programthat will be of special interest to ambitious students who want to goon to graduate work, or to a high-end software development career ata company like Google. The study of algorithms is excellent prepara-tion for graduate school. Expertise in the subject is often tested in jobinterviews by high-end employers as a way to single out the unusuallytalented applicants.

1

The School has one of the strongest algorithms groups in the country.While many prospective undergrads do not care much about facultyresearch accomplishments, there are other strengths of this group thatare more directly relevant to them. First, the group has some of theSchool’s very best undergraduate teachers, not only in terms of studentreviews and awards (e.g. RAA’s), but in terms of innovative teachingof theoretical computer science. Second, the group has done extraordi-narily well in attracting undergraduates into their research programs.Numerous senior undergraduates have earned publications in respectedvenues for their work.

Retention and student experience. Many of our best students have de-veloped a strong interest in Algorithms from taking our core courses inthe subject. These students have told us that they would highly valuea concentration in the degree that reflects their interest and gives theman opportunity for further study.

Graduate program recruitment. The area of Algorithms has proven tobe well-suited to undergraduate involvement in research (see above).Attracting students to this area, both through initial recruitment tothe Algorithms stream, and by attracting existing BCS students to it,should increase the number of undergraduates we can get involved inresearch and thereby increase enrolment in our MCS program.

There are no additional admission requirements for this stream.The School is concerned about the proliferation of streams. Too many

choices can be a recruiting disadvantage. However, this year we are closingtwo streams: Law and Software and Computing.

2 Merit

2.1 Strategic and academic plans

Both Defining Dreams and the Carleton Academic plan call for increasingundergraduate enrolment.

2.2 Fit with external discipline profile

Algorithms is the oldest and most well-established area in Computer Science.

2

2.3 Distinctiveness

We know of no program in Canada of this kind.

2.4 Internal impact

The overlap with other units, including the closely related Systems Engi-neering and Information Technology, is negligible. There are several courseoffered elsewhere in the university that give a basic introduction to the fieldof algorithms, but these course are roughly equivalent to our own introduc-tory course which is included in all of our BCS streams. The new coursesbeing introduced for the stream are advanced and and do not overlap anycourses offered by other units.

There should be little impact on the admissions for other programs. Thosewho want to study algorithms will choose Computer Science. The competi-tion is with other Computer Science programs in the province and elsewhere.

3 Demand and outcomes

The evidence for demand is somewhat anecdotal. We have had a numberof students approach us and ask for such a stream and for more courses inthe area. We know of a number of “high-end” employers that highly valuealgorithms expertise, and we believe this fact is fairly well-known to high-calibre students. We also have our own experience with student involvementin research: the algorithms group gets more undergraduates involved thanthe rest of the School combined.

Since BCS streams are simply specializations and include the BCS coreprogram, all graduates of the Algorithms stream will have a strong foundationin computer science, including software engineering, and hence will be well-prepared for graduate school or employment in the information technologyindustry.

4 Business Plan

No new resources are required. The one new course required by the streamwill be taught by current faculty and will be resourced by reducing offeringsof other third or fourth year courses.

3

5 Space

No new space is required.

4

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2013-2014 Undergraduate Calendar Program Changes Description of Change Major Minor 1. Add BCS Honours Algorithms Stream X

1. Add BCS Honours Algorithms Stream

NEW VERSION

Computer Science Algorithms Stream B.C.S. Honours (20.0 credits) A. Credits Included in the Major CGPA

(10.0 credits): 1. 7.0 credits in COMP 1405, COMP 1805, COMP 1406, COMP 2401, COMP 2402, COMP

2404, COMP 2406, COMP 2804, COMP 3000, COMP 3004, COMP 3005, COMP 3007, COMP 3804, and COMP 4905;

2. 1.5 credits in COMP 3801, COMP 3803, and COMP 4804;

3. 0.5 credits in COMP 3802 or COMP 4001;

4. 1.0 credit in COMP at the 4000-level or above;

B. Credits Not Included in the Major CGPA (10.0 credits):

5. 1.0 credit in MATH 1007, MATH 1104;

6. 0.5 credit from MATH 2007, MATH 2107, and MATH 3101;

7. 0.5 credit from STAT 2507, STAT 2605;

8. 5.0 credits in Approved Arts or Social Sciences or Science or Business Electives;

9. 3.0 credits in free electives.

OLD VERSION

None.

RATIONALE

The document submitted to APPIC provides the general rationale for the stream.

The stream is the BCS core program (the requirements specified in the stream-less Honours degree) plus 2.0 additional credits focusing on algorithms. These credits include one new course, two existing courses, and a choice of two other existing courses.

Existing courses.

• COMP 3802 Computational Geometry. Computational Geometry is the study of algorithms for solving geometric problems.

• COMP 3803 Introduction to Theory of Computing. While the name of the course is rather general, almost all of the course is about algorithms. About half of the course covers algorithms related to certain specialized computing formalisms, and the rest covers theoretical limits on algorithms.

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• COMP 4001 Distributed Computing. The majority of this course is the study of algorithms for various distributed computational models.

• COMP 4804 Design and Analysis of Algorithms II. An advanced course in algorithms.

The new course.

• COMP 3801 Algorithms for Modern Data Sets. The focus is on algorithms for the large data sets common to many modern applications. See the courses document for details.

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2012-2013 Undergraduate Calendar Course Changes Description of Change 1. New course COMP 3801

1. New course COMP 3801

NEW VERSION

COMP 3801[0.5 credit] Algorithms for Modern Data Sets Algorithm design techniques for modern data sets arising in, for example, data mining, web analytics, epidemic spreads, search engines and social networks. Topics may include streaming, memory hierarchy aware, game theoretic, parallel, distributed, cloud-based, and probabilistic algorithms. Prerequisite: COMP 2804 with a minimum grade of B+. Lecture 3 hours a week.

OLD VERSION

None

RATIONALE

This is a new course being added for the new Algorithms stream. See the program changes document for more on the stream. The stream is targeted to high-achieving students. The course will be fast-paced and demanding, hence the minimum grade requirement.

Massive data sets arise in many important modern computational problems. Massive data sets are common in science and business. The web itself is a massive data set of great importance. The study of algorithms for such data sets is well established in Computer Science, but there has been greatly increased interest in the field in recent years. The course will cover traditional approaches to algorithm design in this area, and important recent advances.

Curriculum Management and Program Development Major Modification Submission


Description of Modification:

Faculty:


Academic Unit:

Program:

Degree(s): Program Champion:


Senate

Yes

Attachments:Calendar Language

Yes

Program Description Yes

Course Description

A

Yes

YesExecutive Summary:

Motion

NANA

NA

NA

NA

IQAP Volume I



B

D

SAPC Approval Meeting Date CUCQA Approval Meeting Date:

Voluntary Termination Report:

Notes:

Character and rationale of the major modificationC


Addition of: 3 new core courses; 1 new Special Topics; minor change to ENSC 3906 prerequisite statement

Faculty of Science

Institute of Environmental Science

Environmental Science

Bachelor of Science Dr. Brian Burns


The Senate Academic Program Committee recommends that Senate approve the addition core courses to the Environmental Science undergraduate program.

February 15, 2012

April 26, 2012 April 11, 2012

Core courses to commence September 2012

Introduction of 3 new half-credit core courses for all degree programs in Environment Science - Honours, Major and concentrations. Overall increase in number of credits in the major CGPA. New courses in ENSC 2002 Methods and Analysis in Environmental Science, ENSC 3000 Environmental Science and Management: Theory and Practice, ENSC 3001 Professional Practice in Environmental Science will reinforce ability of students to better undertake research and project courses in upper years, increase hands-on experience, improve understanding of broad range of career options. The Environmental Science program at Carleton University is accredited by Environmental Careers Organization (ECO) Canada. Only two other Canadian universities currently share this distinction. Accreditation signifies that our program has been specifically recognized for equipping undergraduates to be successful and competent environmental scientists when entering the job market. Increased recruitment and retention of students and improved post-graduate and employment opportunities.

May 25, 2012

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2012-2013 Undergraduate Calendar Program Changes Description of Change Major Minor 1. Add new core courses Environmental Science – B.Sc. Honours X 2. Add new core courses Environmental Science with Concentration in Biology –

B.Sc. Honours X

3. Add new core courses Environmental Science with Concentration in Chemistry – B.Sc. Honours

X

4. Add new core courses Environmental Science with Concentration in Earth Science – B.Sc. Honours

X

5. Add new core courses Environmental Science – B.Sc. Major X Environmental Science Institute of Environmental Science (Faculty of Science) 2240 Herzberg Bldg. 613-520-4461 carleton.ca/envirosci

This section presents the requirements for:

• Environmental Science – B.Sc. Honours • Environmental Science with Concentration in Biology – B.Sc. Honours • Environmental Science with Concentration in Chemistry – B.Sc. Honours • Environmental Science with Concentration in Earth Sciences – B.Sc. Honours • Environmental Science – B.Sc. Major

Co-operative Education Option is available in the Environmental Science program.

Graduation Requirements

In addition to the requirements listed below, students must satisfy:

i) the University regulations (see the Academic Regulations of the University section of this Calendar),

ii) the common regulations applying to all B.Sc. programs including those relating to Science Continuation and Breadth requirements (see Academic Regulations for the Bachelor of Science Degree).

Students should consult with the Institute when planning their program and selecting courses.

Course Categories

The Environmental Science program description makes use of the following course categories:

• Approved Arts or Social Sciences (approved by the Environmental Science Institute)

• Approved Environmental Science Specialization (Approved by the Environmental Science Institute)

• Free Electives (see Academic Regulations for the Bachelor of Science Degree)

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• Approved Science for Environmental Science Courses approved by the Institute of Environmental Science include Biochemistry, Biology, Chemistry, Computer Science, Earth Science, Environmental Science, Geography, Geomatics, Mathematics and Statistics, and Physics that comply with the Academic Regulations for the Bachelor of Science degree. Prohibited and Restricted Courses

Technology, Society, Environment Studies (TSES) courses are not accepted as Science Continuation courses in these programs, but may be used as Approved Environmental Science Specialization courses or as free electives.

Program Requirements

1. Add new core courses Environmental Science – B.Sc. Honours New Version

Environmental Science B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA

(11.0 10.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC

3001 ENSC 3509, ENSC 3906, ENSC 4906[1.0];

2. 1.0 credit in BIOL 2600 and CHEM 2800;

3. 0.5 from GEOG 3103, GEOG 3104, GEOG 3105, GEOG 3108;

4. 0.5 credit from ERTH 2402, ERTH 2403, ERTH 3205;

5. 1.0 credit in Approved Science for Environmental Science at the 4000-level excluding ENSC 4001;

6. 2.5 1.5 credits in Approved Science for Environmental Science;

7. 1.5 credits in Approved Environmental Science Specialization;

B. Credits Not Included in the Major CGPA (9.0 9.5 credits):

8. 1.0 credits in MATH 1007, STAT 2507;

9. 3.0 credits in BIOL 1103, BIOL 1104, CHEM 1001, CHEM 1002, GEOG 2013, ERTH 1006;

10. 0.5 credit in PHIL 2380;

11. 0.5 credit in CHEM 2302;

12. 0.5 credit from BIOL 2104 or BIOL 2200;


14. 0.5 from ERTH 2402, ERTH 2403, ERTH 3205;

15. 1.5 credits in Approved Arts and Social Sciences;

16. 0.5 credit in Approved Arts and Social Sciences or Approved Science;

17. 1.0 credit in free electives.

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Old Version


(10.5 credits): 1. 3.5 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 3509, ENSC 3906,

ENSC 4906 [1.0];





6. 2.5 credits in Approved Science for Environmental Science;













Rationale

Adjustment of elective courses in program to allow room for new core courses.


(11.010.5 credits):

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1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC 3001 ENSC 3509, ENSC 3906, ENSC 4906 [1.0];


















2. Add new core courses Environmental Science with Concentration in Biology – B.Sc. Honours New Version Environmental Science with Concentration in Biology B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA

(11.5 10.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC

3001 ENSC 3509, ENSC 3906, ENSC 4906 [1.0];

2. 1.0 credit in BIOL 2600, CHEM 2800;



5. 0.5 credit in Approved Science for Environmental Science at the 4000-level, excluding ENSC 4001;

6. 4.0 credits in:

a) 1.5 credit in BIOL 2001, BIOL 2002, BIOL 2200;

b) 0.5 credit from BIOL 2303, BIOL 3004,

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BIOL 3102, BIOL 3205;

c) 2.0 credits in:

• Ecology focus: i) BIOL 3604;

ii) 1.0 from BIOL 3601, BIOL 3602, BIOL 3605, BIOL 3606;

iii) 0.5 credit BIOL at the 4000-level;

or • Microbiology/genetics focus: i) 1.0 credit in BIOL 3104, BIOL 4103;

ii) 0.5 credit from BIOL 2303, BIOL 3102, BIOL 3303;


7. 0.5 credit in Approved Environmental Science Specialization;


8. 1.0 credit in MATH 1007, STAT 2507;




12. 0.5 credit in BIOL 2104;

13. 0.5 credit from GEOG 3103, GEOG 3104, GEOG 3105, GEOG 3108;




17. 1.0 0.5 credit in free electives.

Old Version

Environmental Science with Concentration in Biology B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA


ENSC 4906 [1.0];





6. 4.0 credits in:


b) 0.5 credit from BIOL 2303, BIOL 3004,

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BIOL 3102, BIOL 3205;

c) 2.0 credits in:



















Rationale

Adjustment of courses in program to allow room for new core courses.

Environmental Science with Concentration in Biology B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA

(11.010.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC

3001 ENSC 3509, ENSC 3906, ENSC 4906 [1.0];





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6. 4.0 credits in:


b) 0.5 credit from BIOL 2303, BIOL 3004, BIOL 3102, BIOL 3205;

c) 2.0 credits in:


















17. 1.0 0.5 credit in free electives.

3. Add new core courses Environmental Science with Concentration in Chemistry – B.Sc. Honours New Version

Environmental Science with Concentration in Chemistry B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA

(12.010.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000,

ENSC 3001, ENSC 3509, ENSC 3906, ENSC 4906 [1.0];



4. 0.5 credit from ERTH 2402, ERTH 2403,

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ERTH 3205;

5. 3.0 credits in CHEM 2204, CHEM 2303, CHEM 2501, CHEM 2800, CHEM 3305, CHEM 3800;

6. 1.5 credits in:

• Organic focus: CHEM 3201, CHEM 3202, CHEM 3205;

or

• Inorganic focus: i) CHEM 3503, CHEM 3504, and

ii) 0.5 credit in CHEM at the 4000-level; 7. 0.5 credit in CHEM 4800;

B. Credits not included in the Major CGPA (8.0 9.5 credits):

8. 1.0 credit in MATH 1007 and STAT 2507;








16. 0.5 credit in MATH 1107;


Old Version



ENSC 4906 [1.0];





6. 1.5 credits in:


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or


ii) 0.5 credit in CHEM at the 4000-level; 7. 0.5 credit in CHEM 4800;

B. Credits not included in the Major CGPA (9.5 credits):











Rationale

Adjustment of courses in program to allow room for new core courses.


(12.0 10.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 3509, ENSC 3906,

ENSC 4906 [1.0];





6. 1.5 credits in:


or


ii) 0.5 credit in CHEM at the 4000-level;

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4. Add new core courses Environmental Science with Concentration in Earth Science B.Sc. Honours New Version Environmental Science with Concentration in Earth Sciences B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA (11.5 10.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000,

ENSC 3001, ENSC 3509, ENSC 3906, ENSC 4906 [1.0];




5. 1.0 credit in ERTH at the 4000-level;

6. 3.0 credits in ERTH 2102, ERTH 2104, ERTH 2105, ERTH 2314, ERTH 2406, ERTH 3205;

7. 1.0 credit from ERTH 2312, ERTH 3003, ERTH 3204, ERTH 3206, ERTH 3207, ERTH 3405, ERTH 3806;









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15. 1.5 credits in Approved Arts or Social Sciences;

16. 0.5 credit in GEOM 2007;


Old Version Environmental Science with Concentration in Earth Sciences B.Sc. Honours (20.0 credits) A. Credits Included in the Major CGPA (10.5 credits): 1. 3.5 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 3509, ENSC 3906,

ENSC 4906 [1.0];







B. Credits not included in the Major CGPA (9.5 credits):











Rationale Resources

Environmental Science with Concentration in Earth Sciences B.Sc. Honours (20.0 credits)

A. Credits Included in the Major CGPA (11.510.5 credits): 1. 3.5 5.0 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC

3001, ENSC 3509, ENSC 3906, ENSC 4906 [1.0];




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4. Add new core courses Environmental Science – B.Sc. Major New Version Environmental Science B.Sc. Major (20.0 credits) A. Credits Included in the Major CGPA

(10.5 11.0 credits): 1. 4.0 2.5 credits in ENSC 1500, ENSC 2000, ENSC 2002, ENSC 3000, ENSC 3001,

ENSC 2001, ENSC 3509, ENSC 4700;





6. 2.51.5 credits in Approved Science for Environmental Science;








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Old Version

Environmental Science B.Sc. Major (20.0 credits) A. Credits Included in the Major CGPA

(10.5 credits): 1. 2.5 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 3509, ENSC 4700;





6. 2.5 credits in Approved Science for Environmental Science;













Environmental Science B.Sc. Major (20.0 credits) A. Credits Included in the Major CGPA

11.0 (10.5 credits): 1. 4.0 2.5 credits in ENSC 1500, ENSC 2000, ENSC 2001, ENSC 2002, ENSC 3000, ENSC

3001, ENSC 3509, ENSC 4700;


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2012-2013 Undergraduate Calendar Course Changes Description of Change 1. Minor change to ENSC 2000 wording 2. Minor course title change to ENSC 2001 3. New Course-ENSC 2002 Methods and Analysis in Environmental Science

(Core) 4. New Course-ENSC 3000 Environmental Science and Management: Theory

and Practice (Core) 5. New Course-ENSC 3001 Professional Practice in Environmental Science

(Core) 6. Minor change to course title ENSC 3509-Group project 7. New Course-ENSC 3700 Special Topics in Environmental Science (optional) 8. Minor change to ENSC 3906 prerequisite statement 9. Minor change to course title ENSC 3906-Research Planning

Environmental Science (ENSC)

Institute of Environmental Science

Faculty of Science

3. New Course-ENSC 2002 Methods and Analysis in Environmental Science

NEW VERSION Study and application of qualitative and quantitative techniques in environmental science, including data collection and assembly, database manipulation, data analysis, and strategy development. Example case studies focus on multidisciplinary environmental problems involving techniques, such as, life cycle analysis, environmental impact analysis and carbon footprint analysis. Lectures, and discussion, three hours a week. Prerequisites: completion of ENSC 2000 and permission of the institute. OLD VERSION None RATIONALE While the core material of Environmental Science is well developed within the program, the importance of comparative metrics is essential in dealing with environmentally sensitive challenges of sustainability. This course offers a comprehensive survey of existing techniques and deals with the means by which Environmental Science data can be appropriately analyzed and utilized. This course does not replace or supersede any existing courses and is intended to enable students to better undertake research and project courses in the upper years. RESOURCES Assigned to current faculty within the Institute of Environmental Science. Courses will

be undertaken within current budget allocation. ENSC 2002 [0.5 credit]

Methods and Analysis in Environmental Science

Study and application of qualitative and quantitative techniques in environmental science, including data collection and assembly, database manipulation, data analysis, and strategy development. Example case studies focus on multidisciplinary environmental problems involving techniques, such as, life cycle analysis, environmental impact analysis and carbon footprint analysis. Lectures, and discussion, three hours a week. Prerequisites: completion of ENSC 2000 and permission of the institute

Course Goals

Current environmental challenges are multidisciplinary in nature, with varying ecological, economic, political and sociological implications. The development of appropriate metrics and strategies for analysis are of growing importance.

This course would initially build on the lessons and experience gained from ENSC 2000: Environmental Science Field Camp, and introduce current methods of measurement and analysis; this would include Carbon related initiatives, Environmental Impact Analysis and Life Cycle Analysis.

The course would bring a greater breadth to the students’ awareness, and develop their abilities in the knowledge, analysis and application of methodologies and its communication. Such skills reflect the needs of Eco Canada Accreditation and enhance the students’ understanding of Environmental Science data utilization in issues of economic and socio-political viability.

Note: The course could be available to students outside the program, but might initially be restricted, due to expected popularity to ENSC students particularly in the third and perhaps fourth years.

Draft Syllabus Details

Methods and Analysis in Environmental Science

ENSC2002, Carleton University – 0.5 Credits

Winter Term

Lectures and Tutorials - Three hours per week – (two 1.5 hour sessions)

Course Text - There will be a course pack with related reference texts.

Assignments - There will be three assignments and a final exam.

Possible Schedule and Assignments -

Weeks 1 to 3 – Study and application of current Methods and their Analysis; Statistical and Qualitative concepts; Hypothesis development and testing; Experimental design strategies – all reviewed through case studies. Short assignment related to a review of an on-line case study, for example.

Weeks 4 – 7 – Guest lecture(s) (possibly graduates) and visit(s) to a local government research facility to discuss approaches to current problems. An assignment would be given to analyze and discuss methodologies from one of a range of ‘fictitious/real world’ challenges.

Week 8 -13 – Knowledge development in Life Cycle Analysis, or comparable analytic methodology, in relation to parallel techniques, through local LCA companies and/or ISO 14000 practitioners. This would also use an available LCA method, perhaps through ‘Greenfly’ from RMIT University, Melbourne, Australia or PE, Germany and Five Winds International, Ottawa. Students would be expected to learn and undertake exercises in LCA in relation to a particular scenario or local case study.

A final assignment would involve the team development of an Environmental Science response strategy, in-line with a current environmental challenge, say, the Arctic.

The final exam would require a formal review of the analysis methods studied in relation to how the Science contributes, in parallel, to economic, political, and social considerations.

4. New Course-ENSC 3000 Environmental Science and Management: Theory and Practice

NEW VERSION Theoretical and practical perspectives related to environmental science and management; Emphasis on real-world problems associated with human activities and development of solutions in natural and built environments; Hands-on experience with environmental monitoring and restoration. A supplementary fee will apply. Prerequisite: Third year standing in Environmental Science or permission of the Institute. Field trips, lectures and workshops, 7 hours per week (delivered on a single day). OLD VERSION None RATIONALE The recent ECO Canada program evaluation as well as feedback from students and potential employers has identified the need for additional hands-on experience for students in Environmental Science. At present, there is a 0.5 credit field camp (in Cobalt Ontario) offered in second year. This 0.5 credit course is intended to provide students with the opportunity to apply and contextualize their theoretical class-room knowledge through site visits and hands on environmental monitoring and restoration activities. The course would be offered as an 7 hour block on a single day to enable time for field trips

and activities in eastern Ontario and the Outaouais. The region is rich with unique intellectual, historical, cultural and natural resources (e.g., Canadian Museum of Nature, Rideau Canal World Heritage Site, Frontenac Axis Biosphere Reserve, Eastern Ontario Model Forest, Mer Bleue (designated an internationally significant wetland by the Ramsar Convention), a variety of green building sites, the St. Lawrence Seaway and the headquarters for most of the Federal environmental agencies and ENGOs) all of which provide opportunities to immerse students in real world issues and enable them to interact with environmental professionals from all sectors. Benefits of the course include: an opportunity for students to apply and contextualize theoretical knowledge from first and second year courses; addresses a deficiency/opportunity noted by ECO Canada during recent certification process; enhanced retention of undergraduate students given that the course is a unique offering that will empower and motivate students to complete their journey towards becoming environmental scientists; improved post-graduate and employment opportunities for those student in the program given that this level of practical experience will differentiate them from peers graduating from other institutions; ability to engage in hands-on environmental activities and develop a sense of civic and environmental engagement among our students. See below for draft syllabus, examples of field course and hands-on course days, and additional details on resources. Students will be asked to provide a supplementary fee for this course. RESOURCES Assigned to current faculty within the Institute of Environmental Science. Courses will be undertaken within current budget allocation. ENSC 3000 [0.5 credit] Environmental Science and Management: Theory and Practice Theoretical and practical perspectives related to environmental science and management; Emphasis on real-world problems associated with human activities and development of solutions in natural and built environments; Hands-on experience with environmental monitoring and restoration. A supplementary fee will apply. Prerequisite: Third year standing in Environmental Science or permission of the Institute. Field trips, lectures and workshops, 7 hours per week (delivered on a single day). Course Goals This would become a core third year course in Environmental Science but would also be available to current students in the Environmental Science program as an elective. The course would be offered annually in the fall semester as a 7 hour block (on Fridays). Note - Centralized scheduling has run a variety of scenarios that reveals that a 7 hour block on Friday’s during the fall would not interfere with the ability of Environmental Science students to participate in other “typical” courses that are taken by them. Resources: The course would require a TA and two instructors with complementary experience. The requirement for two professors is based on the fact that the instructors will also run the laboratory component and that some of the activities require additional personnel for safety purposes. Moreover, given the scope of environmental science, it is impossible for a single instructor to be able to be an “expert” in all aspects of the science and management of

natural and built environments. Additional resources include funds to support bus travel to field sites in eastern Ontario. Draft Syllabus Details

Environmental Science and Management: Theory and Practice ENSC 3000, Carleton University – 0.5 Credits

Fall Term Instructor: Contact info and office hours… TA’s: Responsibilities, contact info, and office hours... Class Schedule and Location: NOTE – We have different rooms on different days and occasionally we meet in other locations – monitor your connect email account for details. Please be prompt for class, especially on days that involve field trips. Trips will depart at the designated time and those that are late will be unable to participate. We meet for a 7 hr session on Friday. We will do our best on field days to return to campus on time but it is possible that the bus could return late depending on weather. Prerequisites: Third year standing in Environmental Science or permission of the instructor. Course Text: There will not be a course text book. However, all students will be expected to purchase a notebook into which all field, lab, and course notes should be deposited. You MUST use a water resistant notebook (called “rite-in-the-rain” – they have a yellow cover). There are two sizes available at Science Stores in the Steacie Building (a smallish one costs $4.50 and the larger one costs about $11.00). If you go with the smaller one, you may need two for the term. A reading list will be provided and students will be expected to visit the CU Library website to access the readings. Failure to complete assigned readings (and summarize) will affect your grade (via quizzes, notebook, and participation). Supplementary Course Fee: There will be a supplementary course fee to help offset the costs of transportation associated with field trips. Additional Information: This course includes extensive “hands-on” field work early throughout the term. As such, students must be prepared to work outside in a range of weather conditions. Appropriate clothing will be essential to stay warm and dry. It is likely that you will get wet and dirty during field activities. We will provide appropriate personal protective equipment (e.g., waders, safety glasses) as needed. . Because of the unique nature of the course (including visits to field sites and participation in hands-on monitoring and restoration) there are some inherent risks that differ from a more conventional lecture based course. As such, all students participating in the course must complete a waiver. In addition, you will be required to share emergency contact information and other relevant information about medical conditions. Such information will be kept confidential in accordance with University policy and will only be used in cases of emergency. Students with any concerns regarding health, risk, and safety are urged to contact the instructor at your earliest convenience. We (the instructors and the TA’s) will provide appropriate training for the safe operation of equipment and will take all reasonable precautions to reduce risk. Abbreviated Course Description (from the course calendar): Theoretical and practical perspectives on a variety of topics related to environmental science and management;

Emphasis on exposing students to real-world problems associated with human activities and the development of solutions in both natural and built environments; Hands on experience with environmental monitoring and restoration. Purpose and Objectives: The purpose of this course is to provide an opportunity for students to conceptualize and apply their knowledge in environmental science to real-world problems in built and natural environments. The course is also intended to expose students to environmental professionals working in a variety of sectors to better understand how environmental science theory is applied to pressing environmental problems. Because the environmental science program is focused on solutions, a further objective is to provide students with opportunities to participate in environmental monitoring and restoration. The specific learning objectives of the course are to:

1. Enable students to synthesize and integrate the theory and concepts learned in years 1 and 2 and apply such ) and apply such knowledge to real-world environmental science and management problems;

2. Provide students with an understanding of and appreciation for the interface between science, policy, and management;

3. Provide students with hands-on experience in environmental monitoring and restoration; 4. Expose students to the wide range of environmental issues in eastern Ontario that face

both built and natural environments such that they understand the complexity of the problems and the need for it to be interdisciplinary.

5. Facilitate interaction of students with environmental professionals such that students recognize the many volunteer and employment opportunities available related to environmental students

Evaluation: Students would be graded using a variety of tools. The grade for this course will be based on (a) the student’s participation in workshops and discussions (10%), (b) on one mini-reviews of 1000 words (20%), (c) for their field notebook (20%), (d) 20 minute seminar (without PowerPoint and in the field!) during the course in which they would be instructing the class on a certain topic (20%), and (2) a take-home exam towards the end of the course where students would be expected to respond to a mock proposal (30%). There is no final exam. Failure to complete all components of the course will prevent the assignment of a final grade. Late Policy: The late policy of this class is designed to be fair to students who handed their work in on time. Without a legitimate excuse, all late submissions are docked 10% per day. Plagarism and Academic Integrity: Students will be held to high standards of academic integrity. Academic misconduct related to plagiarism and academic integrity has serious consequences (see http://www.carleton.ca/cu0607uc/regulations/acadregsuniv14.html). Exceptionalities: Students with disabilities requiring academic accommodations in this course are encouraged to contact a coordinator at the Paul Menton Centre (PMC) for Students with Disabilities to complete the necessary letters of accommodation. Students are encouraged to approach the instructor prior to contacting the PMC. Students requiring religious accommodations should contact Dr. Cooke early in the semester. Any students with medical conditions or ailments that are relevant to their safety must be disclosed prior to participation in any field activities.

Example Field Trip Day: The format for a given day (i.e., 7 hour block) would vary from week to week and would be based around a specific theme. An example of a field-based 7 hour day (i.e., class) would be…

Theme: Large River Ecosystems In preparation for the class students would be directed towards several readings (peer reviewed papers) that would provide context for a given class. Students would be expected to summarize key points in their field notebook prior to trips. 8:30am – board bus and travel to Cornwall – during drive, the instructor would provide informal preamble to the activities for the day including an overview of large river ecosystems 9:45am – arrive at the St. Lawrence Rivers Institute – tour facility, guest lecture from research scientist (Dr. Jerome Marty) re contaminant issues in the St. Lawrence 11:00am – drive to the Moses Saunders Dam – tour the facility – presentation by Ontario Power Generation Staff (Dr. Greg Pope) on hydropower development and the environmental issues (especially related to mitigation of turbine mortality and water level regulation) Noon – 30 min lunch break on shores of the St. Lawrence while reflecting on morning activities (expectation of synthesizing information in field notes) 12:30pm – drive to the St. Lawrence Seaway Lock Site – discuss issues associated with ballast water and invasive species (lecture led by prof but with short presentations by several students) 1:00pm – visit several coastal wetland restoration and creation projects in Cornwall Area of Concern – tour of sites by the biologist from Raison River Conservation Authority (Mr. Chris Critoph) 2:00 – depart for drive back to Ottawa – During drive, professor leads discussion to debrief the group and synthesize experiences (connects back to papers assigned before class) 3:30 – Arrive back at CU – class dismissed. Example Hands-On Monitoring and Restoration Day: We have developed a relationship with the National Capital Commission such that we will be participating in a hands-on environmental monitoring and restoration project on Watts Creek in Kanata. It is expected that we would spend 3 class sessions at Watts Creek. One branch of Watts Creek has been significantly degraded as a result of human activities while the other is relatively pristine. There is opportunity to teach students about multi-jurisdictional governance issues, multiple stressors, opportunities for addressing impairments, adaptive management regimes, and how to implement a monitoring and restoration program. In preparation for a given class students would be directed towards several readings (peer reviewed papers) that would provide context for the activities. Students would be expected to summarize key points in their field notebook prior to trips. 8:30am – board bus and travel to Kanata – during drive, the instructor would provide informal preamble to the activities for the day. 9:00am – arrive at the field site – on-site briefing by NCC environmental manager about the regulatory framework and issues associated with Watts Creek. 9:45am – safety briefing 10:00am – groups split in two – one focused on monitoring and one focused on restoration. The monitoring group sample fish, collect water quality data, and conduct habitat assessment. The restoration group examines stream geomorphology and removes debris that that is causing erosion. The restoration group will also plant native vegetation and build in-stream structures intended to minimize erosion and improve fish habitat. 12:15pm – 30 min lunch break. 12:45pm – Groups switch 3:00pm – Board bus

3:30 pm – Return to Carleton

5. New Course-ENSC 3001 Professional Practice in Environmental Science NEW VERSION Study of professional activities and the documentation of proposals, planning, accreditation and research; issues of health and safety, professional ethics and codes of certification; review of practicum, internship and co-op work terms, and the professional application of Environmental Science; Guest lectures and visits. Prerequisite: third year standing in Environmental Science or permission of the Institute. OLD VERSION None. RATIONALE At the end of the third year students are encouraged to undertake Co-op terms and practicums, gain work experience, and research into career options. This course will endeavor to bring together professional aspects currently often alluded to in existing environmental science courses. The intention is to help direct the students towards a better understanding of a broad range of career options and the selection of more significant thesis and research topics. RESOURCES Assigned to current faculty within the Institute of Environmental Science. Courses will be undertaken within current budget allocation. ENSC 3001 [0.5 credit] Professional Practice in Environmental Science Study of professional activities and the documentation of proposals, planning, accreditation and research; issues of health and safety, professional ethics and codes of certification; review of practicum, internship and co-op work terms, and the professional application of Environmental Science; Guest lectures and visits. Prerequisite: third year standing in Environmental Science or permission of the Institute. Course Goals

This half-credit course would be scheduled in one three hour session, likely from 3:00 to 6:00pm, to enable visits to offices and facilities, with guest lectures and tutorials from professionals in the field of environmental science (including graduates).

The course would develop knowledge of professional practice in Environmental Science in all forms; from commercial to laboratory research, and from resource management to academic engagement. Students will develop skills and awareness in individual career preparation (e.g. c.v. preparation, letters of application, report and proposal preparation), which would lead to the study of issues of practice, ethics, planning and policy development, project management, and professional accreditation. Appropriate texts would be recommended.

Draft Syllabus Details

Professional Practice in Environmental Science

ENSC 3001, Carleton University – 0.5 Credits

Winter Term

Schedule – Three hours per week (One session – 3:00 to 6:00pm)

Prerequisites – Third year standing in Environmental Science, or permission of the Institute.

Assignments, Presentations and Final Exam -

Weeks 1 -3 – Documentation and professional status. Students would be asked to prepare individual documents for discussion as part of a professional application process. Presentations, lectures and texts. Assignment to be reviewed by professionals in the field (and the co-op department). Weeks 4 – 8 – Visits and presentations from a broad range of professional fields including research and policy planning, ethics, health and safety, consultancy activities, corporate organizations, and local resource management and monitoring groups. Assignment - Comment on the roles of one particular career path, and to prepare a typical case study related to this selected area. Weeks 9 -13 – Students would engage in a complex interdisciplinary professional exercise related to a real case study under the guidance of an outside mentor. Final Exam – Review core course material, as well as a written component relating environmental science activities to eal world scenarios and case studies.

7. New Course-ENSC 3700 Topics in Environmental Science NEW VERSION Specific topics of current interest. Topics may vary from year to year. Prerequisite: Third year standing in the Environmental Science program or permission of the Institute. OLD VERSION None RATIONALE This course enables the creation of courses and projects to respond to current events, competitions, multidisciplinary studies and potentially as a component of a program Minor. There is no similar course in place at present. RESOURCES Assigned to current faculty within the Institute of Environmental Science. Courses will be undertaken within current budget allocation. ENSC 3700 [0.5 credit]

Topics in Environmental Science

Specific topics of current interest. Topics may vary from year to year. Prerequisite: Third year standing in the Environmental Science program or permission of the Institute.

Course Goals

Many faculties, departments and schools in the University offer Special Topics courses in the third and fourth years of study. This course would need to be well monitored and only available, when appropriate, to 2nd, 3rd, and 4th year students.

The offering of this course in any particular year would be dependent on the availability of particular expertise or to respond as an appropriate opportunity occurs to enable selected students to undertake a real world Environmental Science challenge; either through community or project involvement or with an associated group of students (within or outside the University).

This course would offer the opportunity to complement the formal Environmental Science program with current projects and situations. While requiring rigour and careful management, the course would increase the breadth and depth of knowledge of the students in relation to their field of study and the variety of opportunities it presents.

Four suggested possible scenarios:

While the course could be offered in any term (fall, winter or summer), it would likely be limited to a specific limited number of students. While many opportunities are anticipated, four scenarios are offered as a guide:

a) Working with students in a complementary discipline on a cross-disciplinary challenge, e.g. green campus or green roofs with Environmental Engineering.

b) Working with students or community groups outside the University, perhaps in Ottawa, or even abroad. If the course could be offered in summer, this might be coordinated with the University of Guelph or Trent, for example.

c) Responding to a current challenge or threat to Environmental Health of a scientific nature.

d) Taking advantage of the availability of particular expertise in a particular field.

This course would not be expected to be offered regularly, but project opportunities and possibilities will be actively be pursued.

memorandum

Date: May 17, 2012 To: Senate From: Peter Ricketts, Provost and Chair of Senate Academic Programs Committee (SAPC) Re: Items for Senate Approval from SAPC meeting Thursday May 17, 2012 _________________________________________________________________________________________________________ 1. Undergraduate Program Review (UPR) 2010-2011 Action Plan for Anthropology

SAPC presents that the following Undergraduate Program Review Action Plans to Senate for information.

a) Canadian Studies (2007-2008) b) Cognitive Science (2007-2008) c) Anthropology (2010-2011)

2. New Program: MSc in Health: Science, Technology and Policy (Program Start: Sept. 2012)

a) SAPC recommends to Senate the approval of the proposed Master of Science in Health: Science, Technology, and Policy.

b) SAPC recommends that Senate endorse the recommendation of the Carleton University Committee on Quality Assurance with respect to the proposed Master of Science Program in Health: Science, Technology, and Policy, namely, that the program be authorized to commence with a report to be submitted by June 1, 2015, addressing the issues contained in the Committee’s Final Assessment Report.

School of Canadian Studies Action Plan

Response to the Undergraduate Programme Review It is with great pleasure that the School of Canadian Studies responds to the report of the external review of our undergraduate programme written by Dr. Janine Brodie of the University of Alberta and Dr. Andrew Nurse of Mount Allison University. We are very fortunate that two such well-respected, generous and perspicacious scholars from the field of Canadian Studies took the time to help us to reflect on the strengths and weaknesses of our programme and we firmly believe that both the department and our students will benefit greatly from their wise counsel. We also hope that the responses to their report contained in this document do justice to time and effort that they put into preparing their report. On the whole, their report was very positive verging on flattering. The reviewers typically used phrases like “top flight”, “innovative”, “well respected” and “one of the pre-eminent centres for Canadian Studies at a national and international level” to describe the School. Furthermore, they repeatedly emphasized the School’s centrality to Carleton’s national and international image. On p. 4, for example, they write that “The SCS at Carleton University enjoys an enviable reputation. Its long history at Carleton makes it a central component of the “Carleton Brand”. However, while these prefatory descriptions were quite encouraging, when it came to slotting the programme into one of several “outcome categories”, they modified the categories to label it as “Good Quality with National Prominence (with concerns)”. For the rest of this document, we will respond to their concerns. The first overarching concern identified by the reviewers was with the lack of integration of content among various courses. Reviewers perceived a general lack of a synoptic vision of the field of Canadian Studies as a whole and the lack of a sense of any kind of core knowledge that might be described as essential for any Canadian Studies graduate. Instead, they argue that “the SCS’s undergraduate programme focuses on the diversity and complexity of Canadian Studies…faculty and senior administrators were often unable to provide a clear vision of CS’s scholarly and pedagogical import other than ‘diversity’”. This eclecticism has been exacerbated, they suggest, by the fact that (a) “new course offerings appear to have emerged as a result of faculty research and interests, as opposed to their place within the framework of systematically designed undergraduate programme. Additionally, some of the course offerings appear to reflect the expertise of sessional instructors rather than core programme considerations”; and (b) “the undergraduate curriculum committee has been inactive for a period of years…” Many of these problems were already flagged in the self-study document produced by the School. It freely admitted that “one of the omnipresent risks of an interdisciplinary programme is that diversity and experimentation can easily give way to pure eclecticism and a lack of rigor.” Furthermore, that document laid out

the blueprint for a far more cohesive and coherent undergraduate programme. The following major curricular changes were suggested:

• The development of a core second year course tentatively titled “Thinking about Canada” that will introduce students to the history and theory of Canadian Studies. Our goals in developing this course are twofold: 1) to provide all of our students with a shared intellectual vocabulary and shared tradition of thought and 2) to address some of their concerns about the lack of community in our department by creating a more robust sense of cohort.

• Greater integration between courses at each level. This will primarily mean

ensuring that students following a particular “stream” in our programme can find courses at the second-, third- and fourth-year levels and that each successive course builds on the prior course.

• The introduction of a fourth-year capstone participatory action research

course. In this course, students would have the opportunity to both refine their analytic and research skills and to develop their teamwork skills and their capacity to apply their knowledge to solve problems outside of the university by engaging in a collective research project in partnership with a local, national or international organization with the aim of helping it to accomplish its mandate in a more effective manner. It is our hope that such a course would not simply teach skills but also foster a heightened sense of citizenship and communal obligation among our students and to connect them into existing professional networks.

The curricular recommendations of the reviewers closely mirrored this architecture. They suggest the creation of a core undergraduate programme in which mandatory courses at the first- (Introduction to Canadian Studies), second- (a concentrated overview of CS key thinkers and schools of analysis), third- (an expanded methods course) and fourth- (a capstone research course) year levels provide a “spine” upon which the rest of the curriculum hangs. Since their visit, the School’s curriculum committee has been resuscitated and we have begun the process of creating these mandatory courses. Furthermore, the committee is beginning to take up another of their recommendations: that of identifying courses that are not at the core of our pedagogical mission and deleting them, mothballing them or rewriting them. As anyone who has worked in a university department knows, this is a delicate process and we are moving slowly, carefully but resolutely on this front. One of the many values of this review process is that it depersonalizes the process of streamlining. However, staffing issues impose certain limits on the extent to which we can streamline and reorganize the programme. Owing perhaps to its history as an incubator department, the School’s faculty is split almost evenly between those who see themselves as generalists and Canadianists and those who see themselves as

specialists in another discipline but who happen to be employed by a Canadian Studies department. Because the latter do not necessarily have the training to teach broader and interdisciplinary courses, attempts have been made to create courses that cater to their specializations. This creation of specialized courses has several consequences for the department. First of all, as the reviewers note several times, this means that issues generally seen as being at the core of the Canadian Studies project are often neglected while issues that, rightly or wrongly, are seen as being tangential to that project occupy prominent places. As the reviewers also note, “diversity” in this context thus becomes a convenient justification for an almost structural incoherence. Secondly, it means that the teaching of the ‘core’ courses (such as they are) falls almost exclusively on the shoulders of the generalists and graduate students. Thirdly, while these specialties do have well-established but small clienteles at the graduate level, the burden of graduate supervision also falls disproportionately on the shoulders of the generalists. One, for example, has recently reported that s/he is supervising or co-supervising 10 graduate students while another has reported that s/he is on 17 committees. This heavy load is noted repeatedly by the reviewers. Along with these more structural curricular recommendations, the reviewers also made valuable recommendations about course content. They expressed very strong concerns about the decline in prominence of the Canadian political economy tradition in the undergraduate curriculum. So strong were their concerns that they recommended that we transform what had been projected as a new hire in Quebec Studies into a position in political economy or state formation. On the whole, we agree completely that the political economy tradition is not particularly well-represented at the undergraduate level and that this is a situation that must be rectified. One obvious way is through the introduction of the previously mentioned core second-year course on the history of thinking about Canada. Because of their historic importance to that project, the Innisian, dependency theoretical, neo-Marxian and regulationist strands of Canadian political economy are almost certain to occupy centre stage. The other obvious remedy is the introduction of courses on, for example, “Class and Power in Canada” and “Globalization and North American Integration”. Such courses could be offered at the 3rd and 4th year levels. However, we are more ambivalent about their suggestion that we should hire someone in political economy instead of Quebec Studies. While we agree that it would be nice to have someone working especially in the area of globalization and North American integration and we recognize that their concerns have been echoed within some parts of the higher administration, we are confident in our decision to hire someone working on memory, identity and place in Quebec for several reasons:

• The position was approved by senior management of the university as a Quebec studies position well before the review process began;

• The emphasis on both Quebec and more general issues of “memory, identity and place” service areas of higher supervisory demand at the graduate level;

• Existing departmental resources are adequate for the teaching of future courses in the areas of political economy at the undergraduate level. Richard Nimijean, Pauline Rankin, Peter Hodgins and Victoria Bromley all have some training in political economy;

• At the graduate level, we have a longstanding partnership with the Institute of Political Economy.

That said, we agree with the reviewers that it would be desirable to have someone on staff whose research focussed on themes such as globalization, North American integration, racialization and power and state/civil society relations in Canada. To that end, we plan to make finding someone working in those areas a priority for our next new hire. As the reviewers point out, “the SCS is in urgent need of further faculty appointments”. We strongly hope that this observation is taken seriously by the university. Another important issue raised by the reviewers was the growing decoupling of the Canadian Studies and Aboriginal Studies programmes at the undergraduate level. Recently, we changed the requirements for the Minor in Aboriginal Studies so that CDNS 1000 (Introduction to Canadian Studies) is no longer a required component of the Minor. Similarly, we also dropped the requirement that students take 1.0 credits worth of aboriginal language classes. The latter decision was made on purely pragmatic grounds. Over the last several years, SLALS has not been offering aboriginal language courses and our students were forced to scramble to satisfy the requirements of their degrees. The former decision, however, was made in response to student complaints that only one or two out of 20+ classes were devoted to aboriginal issues and that the rest were “irrelevant” to their path of study. The reviewers take issue with this decision on several grounds. First of all, they argue that the Intro to CS provides aboriginal students with an understanding of the various contexts in which aboriginal issues emerge and are played out. Secondly, it provides AS students with a valuable introduction to interdisciplinarity. Thirdly, they argue that the decoupling of the two programmes has negative effects on the CS students as well because it gives them the impression that Canadian issues and Aboriginal issues are separate and separable entities. Finally, they argue that this decoupling has negative effects for the programme as a whole: “we were not convinced that housing a separate minor programme with no necessary institutional connection to CS helped advance the development of the CS undergraduate programme. In effect, AS has become a de facto separate programme that was shielded under CS for pragmatic reasons. Such a situation promotes confusion as to the identity of CS at CU.”

Since their report was tabled, FASS has taken steps to begin to eliminate some of the confusion diagnosed by the reviewers. A working group has been set up to begin the process of creating a stand-alone BA in Aboriginal Studies. While it is very early in the process and the resource and curricular implications are far from clear, it can probably be safely assumed that what is now that Minor in Aboriginal Studies will form the core of this new program. While the benefits of this new programme are obvious for Aboriginal Studies students, it might also strengthen the Canadian Studies programme if the ‘divorce’ is properly managed. Minimally, it seems to us that the following measures have to be taken at the departmental and the university level to ensure that everyone benefits from this:

• We have to take seriously the warning of the reviewers that Canadian issues cannot be thought in distinction from Aboriginal issues. As a result, SCS has to make a commitment to ensure that Aboriginal-focussed content continues to be included in our courses and that our students take at least 1.0 credits in Aboriginal Studies courses;

• While, again, it is too early to say what will happen, it is probably safe to

conjecture that courses and teaching resources that are currently housed in SCS might well gravitate to the new programme. For a programme that has been asked to streamline its curriculum and reintroduce some of the issues and approaches that have traditionally been seen as being at the core of the Canadian Studies project, this change should not be seen as a “loss” but as an exciting opportunity and a challenge to rethink, reinvent and refocus ourselves around “core” Canadian Studies issues. Furthermore, there is also talk of a merger of sorts between our heritage conservation programme and new programming initiatives in the School of Architecture. Should it go through, such a merger will undoubtedly occasion more refocusing, rethinking and reinvention. It is important to note, however, that our success in doing so will be contingent about the university’s willingness to replace teaching and staff resources lost to new programmes.

In light of all this, while we provisionally support the final major recommendation by the reviewers that we create a stand-alone Honours BA in Canadian Studies, we feel that any action on this front should be delayed until the futures of the Aboriginal Studies and the Heritage Conservation components of our programme become clearer. Furthermore, as both our self-study document and the report of the reviewers attest, SCS is anomalous among Carleton University departments in that its graduate programme effectively has twice (perhaps even thrice) the number of graduate students as undergraduates and we seem to be asked to accept more and more graduate students every year. As a result, we fear that any growth in the undergraduate programme might well snap already over-stretched resources. While we wait for the future to become clearer, we plan to concentrate our energies on strengthening the existing undergraduate programmes by clarifying their pedagogical mission and streamlining them in accordance with the measures outlined above in view of eventually moving towards a stand-alone Honours BA.

Summary of planned actions (work has already begun on checked [√] items)

• Development of core second year course [√] • Creation of a fourth-year capstone, research oriented course [√] • Deleting, mothballing or redefining courses that are not at the core of our

pedagogical mission [√] • Greater integration of content between courses at each level • Development of a stand-alone program in Aboriginal Studies while ensuring

that Aboriginal content continues to be included in Canadian Studies courses

• Creation of a stand-alone BA Honours in Canadian Studies • Request for a new appointment in Political Economy.

ICS Action Plan Drafted in response to Undergraduate Review Report October 2008

(final revision)

Interdisciplinarity and the Traditional Disciplines

Recommendation: add one or two core courses that students could take upon entering the program; introduce a small number of orientation activities for new students as a way of enhancing community feeling.

1. We have already added two new core courses, CGSC 3002 -‐-‐ Seminar in Cognitive Science, and CGSC 3004 -‐-‐ Philosophy and Cognitive Science, with the intent of providing greater opportunity for students with a greater common background as well as a greater sense of community.

2. To increase undergraduate engagement, we propose to (a) provide support for a Cognitive

Science Student Society, (b) enhance the fall orientation activities with a welcome event, (c) create an email list for undergraduates to distribute relevant information to them directly, (d) contact new students prior to registration with useful information, and (e) invite them to events sponsored by the Institute.

Curriculum

Recommendation: introduce a regular review of program courses; consider the possibility of enhancing the relevance of disciplinary courses to cognitive science students by creating specialized conferences taught by Cognitive Science Teaching Assistants and restricted to Cognitive Science undergraduates; in order to fill curriculum gaps, add one or two new faculty members either in Cognitive Science, the associated departments, or both; and assist students in planning their degree so as to avoid running into trouble just before graduation.

1. We propose to establish a committee that meets every two years with the mandate of ensuring that courses offered by the various associated departments meet our curriculum objectives. We will also conduct yearly informal student surveys soliciting opinions re: course offerings, and review course offerings to ensure that they are still relevant to our program.

2. Rather than adopt a conference approach, we propose taking greater efforts to

invite undergraduates in departmental Forum talks – exposure to academics presenting research to their peers will enhance the students’ educational experience.

3. We have already received permission to advertise for one junior faculty position, and are

hopeful that the additional resources will be allocated to allow for a second hire.

4. We propose to schedule regular yearly meetings for students to discuss their program plans with the Undergraduate Supervisor. Input of this sort has recently helped us to reorganize some of our offerings, and have led us to remove from the curriculum one of the courses (COMP 1805) that is mentioned in the UPR Report.

Size of program

Recommendation: create an accessible introductory course in Cognitive Science in order to attract a greater number of new students; advertise the program in high schools in and out of the province; investigate the question whether there are any patterns to the careers of students in the Program that lead to students leaving the program

1. We propose to offer a first year recruitment course in Cognitive Science that would provide an entry point for students into the program and which would also serve to provide greater awareness of our program among undergraduates at Carleton. This would require additional teaching resources and TA support.

2. We propose to strike a recruitment committee whose mandate will be to look into

strategies for advertising our program throughout Ontario and the rest of Canada. However, given the nature of the courses in the Cognitive Science program (and especially the ongoing difficulty that students in the program experience when they attempt certain courses), it is likely that it will remain a relatively small program.

3. The yearly surveys and meetings outlined above in the Curriculum section will serve to

help address the need to monitor student patterns. Space

Recommendation: find a relatively comfortable small room that could act as a homebase for Program students; encourage the university administration to consider the possibility of using increases in space to physically restructure the Cognitive Science Program

1. We propose that a room be designated as a departmental lounge, for student and faculty use. This will require additional space resources be provided by the university. 2. Integrating the institute in one physical space is a long term issue that we will pursue. Career Counseling

Recommendation: some discussion of careers early on in the degree could be a community building activity and could encourage students to think about future employment earlier than they might do otherwise.

1. We propose to look into the possibility of providing career service sessions, which will include representatives from Career Services as well as program alumni. We are also confident that our participation in the Carleton Co-‐op program will continue to attract more of our students, thus providing them with another method for learning about career options.

Anthropology Undergraduate Program Review Action Plan

October 21, 2011

We are extremely pleased with the external reviewers’ report, particularly their assessment of our program as “excellent”. Their report constructively considered the program changes we proposed in the self-study and follow-up document and makes recommendations (p. 9), all of which we accept and incorporate into this document. Our Action Plan also proposes initiatives that go beyond those enjoined by the external reviewers, but were presented to them in the above-mentioned documents, and are consistent with the larger process of reflection the UPR process has initiated. This Action Plan therefore lays out a series of specific measures (and processes that will result in specific measures) that the Anthropology Caucus will enact over the next two to three years to complete this cycle of program review. To facilitate comparison of this document with the external reviewers’ report, we organize this discussion under the same headings they used, but change their order to begin with the recommendations that are most within our power to implement and end with those that will require outside help. Curriculum The external reviewers noted that although our program is in Sociocultural Anthropology, our Introductory courses have often been taught on the four field model that gives Biological Anthropology, Linguistic Anthropology and Archaeology equal weight to Sociocultural Anthropology. They see this as problematic because it misrepresents our program at higher levels and creates false expectations among incoming students (pp. 6, 9). We accept this criticism and propose to (1) modify the course titles and descriptions of our first year courses to reflect our sociocultural focus and (2), to make an internal resolution within the Anthropology Caucus that all instructors of first year courses will be expected to use sociocultural as opposed to four-field textbooks. Peripheral coverage of Archaeology, Biological and Linguistic Anthropology is acceptable where they overlap with Sociocultural Anthropology, but only to the extent that they do: in no sense should they get equal coverage or be expounded in their own right. The external reviewers also question whether two introductory half-courses in Sociocultural Anthropology are necessary. We will discuss that question this year and either delete one of them or come up with a clear division of labour between them that is authoritative and to be respected by all instructors. Although the external reviewers do not comment upon it, we proposed a prerequisite review as part of the UPR process and initiated the corresponding changes this summer. In view of our limited teaching resources, small program size and growth goals, we cannot afford to have rigid prerequisites. If our students are to succeed and our courses are to achieve their pedagogical goals, however, reasonable prerequisites must exist. We therefore proposed the following as the most lenient requirements needed to ensure the prospects of successful learning. For our second-year courses, prerequisites are either 0.5 credits in Anthropology or 1.0 credits in any combination of English, Geography, History, Human Rights, Indigenous Studies, Political Science, Religious Studies, Sociology, or Women’s Studies. For our third-year courses, we

require a second-year course in Anthropology, and for our fourth-year courses, either ANTH 2001 or a third-year course in Anthropology. These prerequisites would ensure that students do not attempt too much on too small a foundation, but nonetheless allow them to pass through our program without undue impediment. These changes were proposed over the summer and are currently working their way through the approval process. Our undergraduate administrator has noted that it was labourious to enter the complicated second-year prerequisites and expressed the fear that since Banner rolls over CRN numbers every three years, it may be necessary to re-enter them periodically in the future. We would therefore request that steps be taken to ensure that this does not occur. We are particularly pleased that the external reviewers support the shift underway in our course offerings from a “ladder” to a “fan” approach (pp. 4, 9). This major philosophical change has been occurring incrementally, but can now be completed programmatically. Initially, this means eliminating the last of our curricular “silos” under the headings of Signs and Symbols (ANTH 2500, 3500, 4500), Visual Anthropology (ANTH 3550, 4550), and Applied and Participatory Anthropology (ANTH 3800, 4800). The Indigenous Peoples of North America (ANTH 2610, 4610) and Ethnography of Subsaharan Africa (ANTH 2620, 4620) silos will probably have to remain since they serve the Indigenous Studies and African Studies programs respectively, but the fourth year offering in each area can be hybridized with a graduate class to maximize return on teaching resources. This summer, we proposed the deletion of ANTH 3500 (Studies in Signs and Symbols). If we still wish to keep an introductory symbolic anthropology course, 2500 could remain in place (it does draw reasonable numbers) and 4500 could become a theory course combined with a graduate class in this same area. Such a course of action should involve rethinking the pedagogical function of each course, however, and not retain vestiges of the old silo in the course titles and descriptions. Visual Anthropology and Applied and Participatory Anthropology attract sufficient enrollment for one but not two offerings, and are a bigger draw at the third-year level. In keeping with Carleton’s strategic emphasis on digital media, however, we plan to reformulate ANTH 4550 into an ethnographic video production workshop but if this proves impractical, we will simply drop the course. This summer we also proposed the deletion of ANTH 4800 (Advanced Studies in Applied and Participatory Anthropology) and another course, ANTH 4009 (The Ethnographic Enterprise), that while not part of a silo, no longer fits our curriculum. We are also considering the elimination of ANTH 3025 (Anthropology and Human Rights) because it is not central to our curriculum and we no longer have a faculty member to teach it. In summary, we have already proposed the elimination of ANTH 3500, 4009 and 4800, will consider whether to eliminate ANTH 2500 and 3025, and have decided to reformulate ANTH 4550. The external reviewers approved our intentions to round out our offerings in Sociocultural Anthropology with courses in Economic Anthropology, Political Anthropology, Linguistic Anthropology and Kinship (p. 5). This we intend to do, but carefully and with a close eye on divisions of labour between courses, learning sequences and undergraduate-graduate efficiencies within our curriculum. Economic Anthropology, for example, has a relation to ANTH 2850 (Development and Underdevelopment) that needs to be thought through in how and where it is introduced into our curriculum. The same is true of Political Anthropology’s relation to ANTH 4730 (Colonialism and Postcolonialism) and Linguistic Anthropology’s relation to the Signs and

Symbols courses that may persist in some modified form (ANTH 2500, 4500). With Danielle DiNovelli-Lang’s appointment, we can now update and possibly reorganize our offerings in the Anthropology of the Environment. Our current search in the Anthropology of Gender will lead to a similar rethinking of that area, and will affect the prospects for offering a Kinship course. Over the next two years as we integrate new hires into our group and colleagues on leave return, we intend to discuss these matters thoroughly and develop course proposals that not only fill holes in our program but enhance its coherence and the learning experience of our students as they progress through it. Finally, we propose to standardize the course titles for our ANTH 26XX series: all of these courses should be entitled “[area] Ethnography”. This change will enhance the sense that these courses form a series that fulfills a definite role within our curriculum, and streamline some cumbersome existing titles. In our follow-up proposal to the self-study, we suggested that students should have a B+ average to write an Honours Research Paper. We also suggested the the HRP Seminar (ANTH 4900) be expanded from 1.0 to 2.0 course credits to become a process-based methodological workshop in ethnography and library research. This expanded course credit will be possible without increasing the 1.0 teaching credit that currently attaches to ANTH 4900. The external reviewers approved of both ideas (p. 5). They further suggested that we help our HRP students by either getting blanket Research Ethics Board approval for the HRP as a supervised class project or failing that, establishing a departmental REB for the review of HRP projects, to provide ethical review that is both more timely and more attuned to the specificity of ethnographic research than can be expected from a university-level REB (pp. 6, 9). This we intend to do during the current academic year, and hope that if necessary, we can enlist the support of higher levels of the university in dealing with the REB, since we are simply trying to implement the call for a capstone undergraduate research experience in Defining Dreams, the Carleton Academic Plan, and FASS’s Signature BA. This reworking of the HRP Seminar into a process-based methods workshop originally entailed eliminating our current methods course, ANTH 3005. The external reviewers accepted this idea with some trepidation (p. 5), so we have decided to retain ANTH 3005 until the HRP Seminar stabilizes in its new form, and we can evaluate how it is working. If at that point ANTH 3005 seems superfluous we will delete it from our curriculum, but if not it will remain. We will have to change our degree requirements to restrict access to the HRP as proposed, devise alternatives for Honours students who do not qualify, and consider the impact a 2.0 credit HRP Seminar will have on demand for other fourth-year courses. In short, these changes need to be thought out for their systemic effects on our program, so we will take the time to develop a coherent proposal over the next academic year (or two if necessary). Finally, the external reviewers fully accepted the necessity of hybrid 4000/5000 courses within our curriculum as a way of achieving efficiencies (p. 6). We are grateful for this mandate but realize that to implement it in any meaningful way, we will have to re-think the year level at which we offer some of our undergraduate courses. Several contending considerations may be in play here, so we will have to proceed slowly and cautiously here with all of them in mind, and introduce curricular changes over the next 2-3 years. Position of the Program within the Department

The external reviewers note that Anthropology TAs are sometimes assigned to Sociology courses or cross-listed courses taught as Sociology courses by Sociology faculty (pp. 3, 9), and recommend that we ensure that their assignments better reflect their training and interests. We are happy to redouble our efforts in this regard, and believe that Carleton’s new TA management system is helping significantly. Enhanced communication between our Graduate Committee and Departmental Administrator can help ensure that TAs get the assignments for which they are most suited, so we will review our procedures with an eye to improvement. The most glaring problems that we are aware of, however, stem from other causes: late admissions of students into our program after TA assignments are already set, sudden withdrawals of students from TA assignments that cannot go unfilled, the legitimate claims of other undergraduate programs on our TA pool, etc. These factors are beyond our power to control, and derive from the endemic structural disjunction between TAships as an aspect of graduate student training and TAships as support for undergraduate teaching. We recognize the need to minimize that disjunction but cannot promise perfect success in all cases. A further recommendation (pp. 3, 4, 9) is that we limit the number of cross-listed courses with Sociology in our program and insist that Anthropologists regularly teach such courses, perhaps as many as 50% of them. This recommendation is based primarily on student perceptions (correct in the external reviewers’ assessment) that these are de facto Sociology courses with very limited anthropological content. While we do not think this view is necessarily fair in all cases, it is sufficiently true that we take it to heart. We therefore undertake not to expand the proportion of cross-listed courses in our program, to review recent syllabi of those currently in place for anthropological content and eliminate those in which it is insufficient, and to review any new proposals for cross-listed courses carefully before accepting them. Nonetheless, we cannot rule out this option altogether, and continue to discuss with Sociology how our programs can mutually and genuinely support each other, so it is a question of finding where those areas truly lie. Cross-listed courses will not be asked to compensate for a paucity of Anthropology courses as our program continues to grow, and enrollments allow us to offer a greater range of core disciplinary courses (see Curriculum above) at all year levels. Under these altered conditions, cross-listed courses may actually promote student satisfaction instead of diminishing it. We also expect that more cross-listed courses will be taught by Anthropology faculty in the years ahead. Peter Gose will no longer be Chair after this year, and will want to teach some Race and Ethnicity courses (ANTH/SOCI 2020, 3020, 4020). He or Danielle DiNovelli-Lang may also wish to teach the Colonialism and Postcolonialism course (ANTH/SOCI 4730). Both Peter Gose and Brian Given can teach Religion and Society (ANTH/RELI 2550). Thus there are some prospects on the horizon for changing this balance of teaching responsibilities for cross-listed courses. Resources The external reviewers recommend that we pursue updated computer work stations for students on our floor (p. 9). We will be happy to do so in as many annual capital budgets calls as are necessary to meet this objective. Student Life

The external reviewers noted that students could be better integrated into the life of our department by having a space of their own, an active student association, and opportunities to participate in departmental activities (pp. 8-9). We agree with these points, but cannot easily remedy all of them ourselves. Nonetheless, we unequivocally value student involvement with our program and resolve to promote it in every way we can. Finding a dedicated space for undergraduates will be the most difficult challenge. During a recent campus-wide spatial reallocation occasioned by the completion of two new buildings, classroom space on our floor (that we controlled until naively surrendering it in a previous exercise) was reallocated to another department. If we cannot even retain space on our own floor at a time when our campus is expanding, there appears to be little hope of accommodating this request, no matter how legitimate. We nonetheless resolve to pursue it as a matter of principle, since we do not accept that our students should be ignored and our department disregarded at a time when our enrollment increases are contributing to Carleton’s solvency. Thus we ask that our undergraduates be provided with a space on (or adjacent to) our floor where they can study and associate. Our Undergraduate Coordinator, Bernhard Leistle, has already taken initial steps to help organize a student association this fall. The results are encouraging. Students have asked to have informal evening discussions with individual faculty members in which they talk about their research and how they became involved in Anthropology. We will also be happy to offer sessions on career counselling, applying to graduate school, or any other matters that may be of interest to our students. While there is a limit to how much faculty members can and should be the focus of student association activities, we recognize that having a vibrant student association is highly beneficial to our program, and are more than pleased to play an active role. We can certainly improve the ways in which we involve undergraduates in departmental activities. The most obvious venue is our colloquium series, which often features speakers whose works we assign in classes. Undergraduate attendance at these events is sparse at best, and we could definitely do a better job of recruiting them to attend. The department does have social events for faculty and graduate students at the beginning of September and Christmas. Attendance is so high that we always seem to pack the largest room available on our floor, so the thought of inviting undergraduates seems impractical. Nonetheless, we should consider a specifically faculty-undergraduate event, perhaps in April, to build the kind of esprit de corps that exists with our graduate students. This is something to discuss with the student association. We do have a graduate student representative on the Anthropology Caucus, but could discuss whether there should be an undergraduate student as well, once they are sufficiently organized to make such a request and designate a representative. Undoubtedly many other possibilities exist, and will emerge in dialogue with our student association as it becomes established. While we will take the initiatives mentioned here, at this stage our primary goal is to get the student association functioning well, since that is an indispensable condition of everything else we hope to accomplish. Faculty

We appreciate very much the external reviewers’ recommendation that our faculty complement expand from the current allotment of 11.4 positions to 14 positions (pp. 3, 7, 9). They were aware that our new doctoral program had been proposed and approved on the understanding that we will expand to 12.4 positions to provide the increased supervisory capacity it requires. Our undergraduate commitments appear to warrant a further 1.6 positions in their view. However, we must note that they seem to have misunderstood (on p. 3) the implications of the hire we projected last spring and received permission to make this summer: it is a replacement hire that will not increase our numbers to 12.4 but will still leave us at 11.4. There should be no false sense, then, that we are making progress towards the number of positions they recommend, or the reviewers of our successful doctoral program proposal recommended before them. Over the past year, Anthropology has tried to secure a twelfth position through every institutional process available: we have submitted proposals for a CRC opening and competitions for new positions at both the Faculty and University levels. None were successful. Meanwhile, not only do our PhD and MA programs continue to meet targets that much larger units fail to achieve, but our BA enrollments have increased by over 15% from last year when our self-study projected growth at a more modest 5%. An acute awareness of these rapidly increasing demands on our teaching resources drives the emphasis on program efficiency in this document and all the previous ones we have produced during the UPR process. We have taken seriously the challenge of growing our undergraduate as well as our graduate program, are delivering results and upholding our side of the bargain, and believe it is now time for Carleton to deliver the new position that two separate sets of external reviewers have recommended.

Curriculum Management and Program Development New Program Approval Submission


Description of Program:

Faculty:


Academic Unit:

Program:

Degree(s):

Program Champion:


Senate

Yes

Attachments:

Please note the program description and the course descriptions (calendar language) are included as appendix 1 and appendix 2 respectively in volume I of the IQAP brief.

A

YesFinal Assessment Report:

Motion

IQAP Volume I



B

SAPC Approval 1 Meeting Date

CUCQA Approval Meeting Date:

Notes:

C


SAPC Approval 2 Meeting Date

Outcome:D

Planned Start:

Approved Not Approved Deferred

Upon approval forward: Yes NAQuality Council:Board of Governors

New interdisciplinary Master of Science program in Health: Science, Technology and Policy and type 3 graduate diploma

Faculty of Science

Institute Health:Science,Technology & Policy

Health: Science, Technology and Policy

Master of Science - MSc

Dr. Sue Aitken


1. That SAPC recommends to Senate the approval of the proposed Master of Science in Health: Science, Technology, and Policy. 2. That SAPC recommends that Senate endorse the recommendation of the Carleton University Committee on Quality Assurance with respect to the proposed Master of Science Program in Health: Science, Technology, and Policy, namely, that the program be authorized to commence with a report to be submitted by June 1, 2015, addressing the issues contained in the Committee’s Final Assessment Report.

December 14, 2011

January 12, 2012

May 9, 2012

May 25, 2012

May 17, 2012

September 2012

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Carleton University Committee on Quality Assurance Final Assessment Report Proposed M.Sc. Program in Health: Science, Technology, and Policy The Program An interdisciplinary master’s of science program and two associated graduate diplomas in Health: Science, Technology, and Policy have been developed and proposed by Carleton University in response to an important societal need. The skills and knowledge provided by an interdisciplinary program of this character are becoming increasingly important. A fast-rising demand exists for appropriately qualified candidates in careers such as health care management/administration, health education, epidemiology, environmental health, information technology, design of medical devices and environments, biostatistics, public health and international health practice, nutrition, and behavioral and biomedical sciences. In addition, government investment and student interest in public health careers have grown considerably in recent years. There is thus a clear need for an interdisciplinary graduate education in health such as that provided by the proposed program. Carleton University has a broadly-based presence in health-related disciplines, including biomedical engineering, industrial design, medical physics, neuroscience, biochemistry, biostatistics, social work, psychology, sociology, public policy and administration, and business. In addition, Carleton faculty have established partnerships with colleagues at other institutions, as well as with government agencies (e.g., Health Canada, Canadian Institute for Health Information, Public Health Agency of Canada), the National Research Council, hospitals, and relevant private industry corporations. This broad interdisciplinary presence in health, coupled with Carleton’s partnerships with government agencies and other health-related institutions, provided the opportunity for the development of the master’s program and associated graduate diplomas. These programs aim to provide students with the skills and training required to work at the interface between research and policy in the health sector. The programs are the result of consultation with external partners and faculty and are designed to provide students with the interdisciplinary training and skills necessary for them to be marketable within decision-making contexts in the health and/or policy sectors. The emphasis on skill acquisition and a problem-based approach, in combination with the collaborative character of the research component, are central features of the master’s program that aim to train students to work effectively in cross-disciplinary teams.

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Students will be required to: Take four core courses in: Fundamentals of Research Methods; Fundamentals of Policy:

the Health Sector; Knowledge Translation; and Interdisciplinary Problems in Health (2.5 credits);

Complete a Collaborative Research Project, in which a team of students drawn from different backgrounds, and supervised by a cross-disciplinary team of faculty, will collaborate on a project that addresses a real-world health concern – this project will involve a partnership with an external stakeholder and provides the capstone experience of the program (2 credits)

1.5 credits of elective courses. The program will be located in the Institute of Health in the Faculty of Science. The Director of the Institute will also be the Director of the Program. The program will have a coordinator, drawn in the first instance from a partner agency or institution. Approximately 50 faculty from more than 20 academic units, representing Carleton’s five line Faculties (Arts and Social Sciences, Engineering and Design, Public Affairs, Science, and the Sprott School of Business), will contribute to the program. The Program Approval and Quality Assurance Review Process In accordance with processes set out in Carleton’s Institutional Quality Assurance Process, an executive summary and business plan were reviewed by Carleton’s Academic Planning, Priorities and Initiatives Committee (APPIC). This Committee is the initial point of approval for new programs. It is concerned with issues of student demand, societal need, fit with the University’s strategic and academic plans, and requires a business plan to ensure the program’s financial viability. Approval of this Committee is required before a full brief for program and quality assurance approval is developed. The Committee approved the proposal for further development. A brief was developed and submitted to the Programs and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs. The proposed programs as described in the brief were approved by this Committee and, subsequently, by Graduate Faculty Board. This brief was then submitted to the Carleton University Committee on Quality Assurance (CUCQA) and Senate Academic Program Committee (SAPC). Both Committees provided feedback on the brief that was communicated to the Program Development Committee by the Associate Provost (Academic Quality Assurance). The feedback from CUCQA was informed by an initial report from the discussant appointed from within this Committee’s membership that also recommended the appointment of three external reviewers (two academic and one professional) to visit the campus, meet with faculty, administrators and students, and provide CUCQA with a report on the proposed program. The discussant’s initial report forms Appendix A of this Final Assessment Report. The memorandum sent by the Associate Provost requested

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the Program Development Committee to address 13 issues in a report to be submitted to CUCQA that would form the basis for a revised brief (Appendix B). CUCQA’s view was that the Program Development Committee had successfully addressed these issues in the report and revised brief. As a consequence, although it is open to CUCQA to ask external reviewers to respond to ‘supplementary questions’ specific to the program in question in addition to the generic instructions that they receive, CUCQA did not feel it necessary to do so in this case. The revised brief was then sent to the external reviewers to prepare them for their site visit to Carleton (Appendix C). The site visit occurred on March 14 and 15, 2012. The three external reviewers were accompanied throughout their visit by an internal reviewer. The role of the internal reviewer is to provide context and information on Carleton’s processes and practices as they might affect the proposed programs. The internal reviewer plays no role in forming judgments concerning the proposed programs or, as such, in the writing of the reviewers’ report. However, the internal reviewer is available to the three external reviewers to advise on matters of fact during the report writing process. The report provided by the reviewers (Appendix D) was forwarded to the Program Development Committee and the Dean of the Faculty of Science. Their response to the report forms Appendix E of this Final Assessment Report. The reviewer’s report and the response were provided to the discussant and CUCQA. The discussant provided a recommendation report to CUCQA (Appendix F). This formed the basis of CUCQA’s final deliberations at its meeting of May 9 2012. CUCQA supported the recommendation and observations made by the discussant in their report. Of interest to CUCQA was the way in which the reviewers, in their report, raised many of the same issues originally raised by the discussant in their initial report (Appendix A), and in the feedback provided to the Program Development Committee by the Associate Provost (Appendix B). While CUCQA was satisfied that the Program Development Committee had adequately addressed the issues in the revised brief (Appendix C), it was understandable that the reviewers had revisited these issues. The program is ambitious in its interdisciplinary scope, a scope which inevitably raises issues to do with governance and the assignment of workload to faculty. It is also ambitious with respect to the capstone experience, which requires a team of students from different backgrounds, an interdisciplinary team of faculty supervisors, and the involvement of an external agency or institution. How students are marked in such an exercise can also be an issue. Regardless of the considerable attention that had been paid to these issues in a program approval and quality assurance process that was detailed and thorough, CUCQA was of the view that the precise way in which these issues would be considered and resolved could only become apparent as the programs were implemented and initial cohorts of students interacted with faculty, representatives of external agencies and institutions, and those responsible for the program’s administration. CUCQA was unanimous in the view that very considerable thought had been given to the content and profile of the program during its development and review, that the program was innovative and of considerable societal value,

4

that the program should therefore be implemented, but that a report should be provided by the program administration after two cohorts of students had graduated on the most important issues identified by the discussant, CUCQA and the external reviewers. CUCQA’s Recommendation The Carleton University Committee on Quality Assurance recommends that the proposed Master’s of Science Program in Health: Science, Technology, and Policy (HSTP) be authorized to commence with a report to be submitted to the Carleton University Office of Quality Assurance by June 1, 2015, addressing the following issues:

1. The steps taken with regard to the structure, organization and method of evaluation of the capstone course to ensure its successful implementation and management, specifically:

a. How have students been organized and managed in teams and cohorts?; b. How have students and faculty collaborated?; c. How has supervision been provided by interdisciplinary teams rather than by the

Program Director alone, and how has appropriate frequency and type of supervisory contact with students been ensured?;

d. How have external agencies been engaged and enabled to participate?; e. How have timelines and milestones for progress through the course been

developed and instituted?; f. How have the participating students been evaluated?

2. The steps taken to review and reconsider the roles of the coordinator of the program

and the Director of the Institute of Health where the governance, administration and management of the program is concerned.

3. The establishment of an Advisory Board of external stakeholders to facilitate the

involvement of external agencies in the development, implementation and operation of the program.

4. The establishment of transparent processes to ensure the appropriate assignment of teaching and other workload to HSTP faculty.

The Committee wishes to draw the attention of the program management to article 3.4 of the Carleton University IQAP that provides for the monitoring of the program’s implementation. At the end of each academic year after the program has commenced the program will be monitored by the Dean of the Faculty of Graduate and Postdoctoral Affairs in terms of:

1. Registrations compared to projected enrolments and capacity; 2. Completion of milestones agreed by the program; 3. The quality of the student experience as determined by focus groups of students.

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A brief report based on this monitoring will be filed with Carleton’s Office of Quality Assurance and forwarded to the Committee. In consultation with the Provost and the Dean of the Faculty of Graduate and Postdoctoral Affairs, the Committee may require the program’s management to make modifications and file a report on these modifications after a two- to three-year period. This monitoring is in addition to the report required above.

John Shepherd Associate Provost (Academic Quality Assurance)

On behalf of the Carleton University Committee on Quality Assurance

Master of Science (MSc)

Health: Science, Technology and Policy

December 21, 2011

Submission to CUCQA

Senate May 25, 2012

MSc Health: Science, Technology and Policy 1

Contents A. The Program ...................................................................................................................................... 2

B. Program Structure and Content ...................................................................................................... 10

C. Governance ..................................................................................................................................... 30

D. Admission ........................................................................................................................................ 33

E. The Faculty ...................................................................................................................................... 36

F. Teaching .......................................................................................................................................... 61

G. The Students ................................................................................................................................... 69

H. Resources ........................................................................................................................................ 72

I. Development of the Self-Study ....................................................................................................... 74

Appendix 1 - Program Calendar Copy ..................................................................................................... 76

Appendix 2 - Course Descriptions ........................................................................................................... 79

Appendix 3 - Admissions Requirements ................................................................................................. 83

Appendix 4 - Report from Library ........................................................................................................... 86

Appendix 5 - Letters of Support .............................................................................................................. 91

Senate May 25, 2012


Volume I: The Self-Study

A. The Program

1. Provide a brief history of the program and its objectives. In the winter of 2010, a blue-sky meeting was held at Carleton University to map out a strategic path for enhancing recognition of our research capacity in health, and to determine how we could capitalize on these assets to establish partnerships and attract the high caliber of students who are likely to benefit from our strengths. Participants included junior and senior faculty from all 5 of the line Faculties, professional staff, grant agency representatives, and external stakeholders and potential partners and clients. In bringing together the participants for this meeting, it was quickly apparent that Carleton has complementary strengths in disciplines across the campus, including biomedical engineering, industrial design, medical physics, neuroscience, biochemistry, biostatistics, social work, psychology, sociology, public policy and administration and business. In addition, our faculty have substantial partnerships with colleagues at other institutions, as well as with government agencies (e.g. Health Canada, Canadian Institute for Health Information, Public Health Agency of Canada), the National Research Council, hospitals, and relevant private industry corporations. The dialogue among participants at the meeting left no doubt that Carleton is extremely well-positioned to build a unique reputation in health research and education that reflects our profile of strengths and institutional values, and meets the demands of the local, national and international health sectors. Although the considerable diversity of research and teaching being conducted is in itself a strength of the University, many of the health researchers are subsumed within their disciplinary units. Students registered in discipline-specific programs may be limited in their course selections because they have not taken the required prerequisites to access courses of interest to them offered by other programs. Therefore, there is a need for new interdisciplinary programs to foster partnerships and maximize our ability to convey the rich diversity of expertise and skills available at Carleton to our students. Several primary focal points for initial action were identified, the first of which was the development of multidisciplinary academic programs that meet the need for highly qualified personnel in the health sector. To this end, we are proposing a 6-credit, 20-month master’s degree and 2-credit professional development diplomas (type 2 and type 3) in Health: Science, Technology and Policy (HSTP). These new interdisciplinary graduate health programs will be housed by the Institute of Health: Science, Technology and Policy (IHSTP), which will serve to bring together researchers from across the disciplines. As a comprehensive university, our research strengths must be aligned with academic programs that enable faculty to train students in their areas of expertise and to provide the skills and knowledge appropriate to the requirements of anticipated career and employment outcomes. At this time, Carleton has programs in Neuroscience and in Biomedical Engineering, an accredited graduate program in Medical Physics and graduate-level health streams in the School of Public Policy and Administration and the Department of Psychology. There is a strong need

Senate May 25, 2012


for more integrated and coordinated academic programming that is dedicated to health education at the graduate level. Consistent with Carleton’s interdisciplinary approach to research, the proposed master’s level program in Health: Science, Technology and Policy was designed to span disciplinary boundaries and to include external stakeholders in the delivery, as well as the development, of the program. In so doing, our goal was to create a unique first rate program that will have a synergistic relationship with research and will provide the relevant training and skills required by employers for jobs at the research-policy interface. This will be achieved through the academic objectives of the proposed program: (1) Achieving a focal point of academic endeavor at Carleton that highlights health research,

problem-solving and the application of research data and technology for the formulation of evidence-based policy and development of cross-disciplinary solutions for addressing population-based health problems.

(2) Training the knowledge translation skills that enable students to effectively communicate across disciplinary boundaries, and in diverse contexts, and to provide added value to the more disciplinary-based activities of their faculty supervisors.

(3) Providing a forum for faculty from different disciplines to engage with one another through the joint delivery of an academic program and the coordination and oversight of students’ collaborative research projects.

(4) Establishing strong relationships with partners in the health sector by engaging with them to identify the critical issues that will serve as the basis for collaborative problem-oriented projects. Our capacity to address issues that are critical to external stakeholders will enhance Carleton’s reputation and serves as a foundation for further partnerships and investments.

(5) Engaging external stakeholders who will be involved in both the delivery of key courses, as well as a target clientele for professional development. The engagement of stakeholders also increases the rich network of educational and employment resources for students.

The program learning objectives and the degree level expectations, deriving from these academic objectives are discussed in sections B1 and B2 of this volume. The HSTP master’s program and type 3 graduate diploma (for those currently employed in the health sector who wish to acquire further professional development in science, technology and policy) were proposed by an interdisciplinary committee which met several times through the winter/spring period of 2011. This committee, which included representatives of the 6 Faculties (Public Affairs, Arts and Social Sciences, Business, Science, Engineering and Design, and Graduate and Postdoctoral Affairs), was established following the 2010 blue-sky meeting to develop the broad outlines of an interdisciplinary graduate program in health that would interact synergistically with existing programs and research strengths at Carleton. A key objective of the proposed program is to provide students with the training necessary for them to be highly marketable within decision-making contexts in the health care and/or policy sectors. The emphasis on skill acquisition and a problem-based approach, in combination with the collaborative nature of the research component are unique and distinctive features of the master’s program that will train students to work in cross-disciplinary teams, thereby providing them with vocationally-relevant experience operating as discipline-specific experts within a multi-disciplinary research context.

Senate May 25, 2012


Following approval in principle by the Academic Planning, Priorities and Initiatives Committee (APPIC) in June, 2011, a smaller committee, also representing the health research/policy interface, was assembled to develop the program, in consultation with other faculty members with a strong interest in health research. A type 2 diploma, for students in other concurrent graduate programs, was added to the HSTP program as a direct result of this process and demonstrates the degree of enthusiasm for this new health program on campus. External stakeholders, including Health Canada, the Public Health Agency of Canada, the Canadian Institute for Health Information and the Canadian Medical Association were also consulted to ensure that the programs would have their strong support and would provide training appropriate to the requirements of the workplace (Appendix 5 – letters of support for the HSTP program).

2. Provide an account of how the program relates to the current international, national and provincial profile of similar programs in the discipline or interdisciplinary area. Societal Need A broadly-based education in health at the master’s level is becoming increasingly important to suitably staff positions in a wide range of health-related careers. A fast-rising demand exists for appropriately qualified candidates in careers such as health care management/administration, health education, epidemiology, environmental health, information technology, design of medical devices and environments, biostatistics, public health and international health practice, nutrition, and behavioral and biomedical sciences. The interdisciplinary education provided by the proposed HSTP master’s and diploma programs will position graduates advantageously for a range of careers and fulfill an important societal need. Although the HSTP program is unique, it most closely aligns itself with the public health sector. In this regard, burgeoning investment, institutional training capacity and student interest in public health are illustrated by the increase from 15 to 34 accredited schools in the U.S. between 1965 and 2003 (with a corresponding increase in graduates from 770 to 5,906) and by the >300 schools providing training in public health (Association of Schools of Public Health, 2005). Despite these increases, the need for continued training is large and the U.S. Department of Health and Human Services, Health Resources and Services Administration, Bureau of Health Professions has estimated that only 20% of the approximately half million American public health professionals possess the appropriate education and training in public health required to effectively meet the demands of their jobs.1 Additionally, according to the U.S. Bureau of Labor Statistics (May 2011), the projected number of employees required in these professions is expected to increase dramatically between 2008 and 2018. For example, there is an expected increase of 28% for ‘environmental scientists and specialists, including health,’ 22% for ‘medical and public health social workers,’ 20% for ‘medical records and health information technicians,’ 18% for ‘health educators’ and 16% for ‘medical and health services managers’.2

1Kennedy, C. and Baker, T. 2005. Changing demographics of public health graduates: potential implications for the public health workforce. Public Health Reports. Vol 120: 355-7. Available from URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1497715/pdf/16134580.pdf 2U.S. Bureau of Labor Statistics Selection Occupational Projections Data. Available from URL: http://data.bls.gov/oep/noeted?Action=empoccp

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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1497715/pdf/16134580.pdf

http://data.bls.gov/oep/noeted?Action=empoccp


Similarly, strong growth in the health and professional services is expected over the 2006-2015 period in Canada due to changing demographics, increased government spending on health and the nation’s continued progress toward a knowledge-based economy (Human Resources and Skills Development Canada).3 The need for effective public health training and student interest in this field in Canada thus mirrors the US trend, as illustrated by the Association of Universities and Colleges of Canada (AUCC) listing of 134 graduate-level, health-related programs, including 74 at the master’s level, offered by Canadian Universities. Within Carleton, programs in health are similarly of considerable interest to prospective students as demonstrated by the ~30% increase in applications to Biology resulting from the new Health Science undergraduate stream, and the over 30 applications to the graduate program in Neuroscience (despite no advance advertisement), both of which were introduced for the 2011/12 academic year. Distinctiveness of the Program Government investment, institutional training capacity and student interest in public health careers have grown considerably in recent years. The need for an interdisciplinary education, such as that provided by the proposed program, to respond to these developments can be established by comparing the program to existing master’s of public health (MPH) programs in Canada. An important factor when considering the available MPH programs is that only two are certified. As a consequence, the expected advantage of program clarity and consistency is absent. These programs vary considerably in the knowledge and skills offered. The result is that graduates of these programs are entering the workforce disparately prepared. In addition, employers have expressed concern that MPH graduates typically lack the ability to apply their knowledge in the workplace. This is illustrated by the letter of support (Appendix 5) provided by Dr. Maura Ricketts (Director, Public Health Group, Science and Policy Directorate, Canadian Medical Association):

'Although there are now numerous MPH programs offered, none of them provides the integrated skill base and hands-on training that are intrinsic to the program being proposed by Carleton. Graduates of various public health programs often have a 'text book' understanding of the concepts, but rarely have the problem-oriented in situ capacities that students coming from the Carleton program will have. Moreover, the emphasis on knowledge translation will mean that the graduates of the Carleton program will have a sound grounding in integrating science with policy development, which appears to be a difficult skill to master.'

Existing MPH programs typically do not provide the skills-based education optimal for public health careers that integrate science and policy, as well as those that require abilities in critical evaluation, communication, and knowledge translation. Moreover, the focus of these programs is largely on medically-based options, with minimal exposure to other disciplines, such as Engineering, Social Work, Industrial Design, Law, Business and Sociology, that have much to offer in terms of approaches and solutions to public health problems. The inclusion of these

3LOOKING-AHEAD: A 10-YEAR OUTLOOK FOR THE CANADIAN LABOUR MARKET (2006-2015). AVAILABLE FROM URL: HTTP://WWW.HRSDC.GC.CA/ENG/PUBLICATIONS_RESOURCES/RESEARCH/CATEGORIES/LABOUR_MARKET_E/SP_615_10_06/PAGE06.SHTML#CANADIAN

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http://www.hrsdc.gc.ca/eng/publications_resources/research/categories/labour_market_e/sp_615_10_06/page06.shtml#canadian

http://www.hrsdc.gc.ca/eng/publications_resources/research/categories/labour_market_e/sp_615_10_06/page06.shtml#canadian


disciplines in the HSTP program will enable students to develop an understanding of the larger context in which health is situated as well as the available resources, including the role of information technology in facilitating coordination and communication within the health care system, diagnostics and medical devices, and the infrastructure that maintains public health (such as delivery of clean water). This will be complemented by the breadth of medically-focused research at Carleton, including researchers affiliated with the Neuroscience, Medical Physics and Biomedical Engineering programs. Notwithstanding the issues identified with existing MPHs, the framework associated with these programs provided a useful guide for the development of the proposed programs in terms of the breadth of content required for graduates to be competitive in the public and community health sectors. However, and in addition, the proposed master’s program in Health: Science, Technology and Policy is unique in the manner in which it conveys content and methodological skills through problem-oriented courses and projects, thus providing students with the skills-based education to enable them to apply their knowledge in the workplace. Importantly, the capacity for students to recognize the substantive contribution of non-medical professions to public health problems, and to work effectively within multi-disciplinary teams are critical and novel skills that will be developed in this program.

Of the 16 Canadian MPH programs, six are offered by Ontario institutions: University of Guelph, University of Waterloo, York University, University of Toronto, Lakehead University and Queen’s University. Although there is a concentration of public health training in the Toronto and south-western Ontario regions, the only MPH program in the eastern Ontario region is that of Queen’s University, in Kingston. Regionally, both Queen’s University and the University of Ottawa offer other graduate programs related to health. However, the focus and skills provided by these programs differ from the proposed HSTP programs. Both institutions have graduate programs in epidemiology and the Telfer School of Management at the University of Ottawa offers two health programs: a master’s of Health Administration (MHA) and a MSc in Health Systems. The former is a professional degree, akin to the MBA, while the latter is a research degree focusing on the health system and associated services. The University of Ottawa’s PhD in Population Health and new MSc in Interdisciplinary Health Science, proposed to start in September 2012, are described as interdisciplinary programs because they are supported by multiple academic departments/Faculties, as illustrated by the varied list of elective courses associated with the PhD program. However, the research component of both degrees follows the traditional research model of individual students working in association with a supervisor, or co-supervisors. Therefore, while the breadth of available elective courses is greater than for programs associated with specific departments, the research conducted by individual students is not necessarily or inherently interdisciplinary. Additionally, the new University of Ottawa MSc in Interdisciplinary Health Science does not include knowledge translation or policy and public administration aspects in either the core courses, which emphasize multi-disciplinary research methods, or the research component of the degree. These features contrast with the truly interdisciplinary nature of the HSTP program, which will bring together students and faculty advisors to work in collaborative and interdisciplinary teams that span the research-policy interface. It is anticipated that the majority of applicants will be individuals interested in a career in the health sector, particularly those seeking not only an alternative to MPH or MHA programs, but a program that provides the skill set required to work at the research-policy interface. The

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University of Ottawa also offers a 5-course, graduate certificate in Population Health Risk Assessment and Management that provides knowledge and professional skills relevant to careers in the public and private health sector and which may also serve as an entry point, depending on student’s background to the MHA, MSc in epidemiology or PhD in Population Health programs. Although this certificate is similar in concept to the HSTP type 2 and 3 diplomas, the scope of the latter are broader and include emphasis on research, technology, policy and knowledge translation. The intended market for the HSTP type 3 diploma is individuals currently employed in the health sector and one of the roles of the program coordinator, an individual seconded from a public agency, such as Health Canada, will be to promote the diploma program and ensure that the skills and courses offered are those required in the workplace. Why Carleton? Carleton evidences an enviable range of health-related research. The breadth of expertise spans the institution and includes engineering, industrial design, medical physics, neuroscience, biochemistry, biostatistics, social work, psychology, sociology and anthropology, law, public policy and administration and business. However, Carleton’s interdisciplinary strength and potential in this domain have not yet been fully developed as its health researchers and programs are subsumed within disciplinary units. The development of a truly interdisciplinary program is necessary to maximize the University’s ability to convey this rich diversity of expertise and skills to its students and, given Carleton’s location in the nation’s capital, to leverage opportunities to enhance partnerships with the public sector. The HSTP program will interact in a synergistic manner with existing programs, academic units and Faculties. The strength and diversity of Carleton’s research enterprise in the area of health, combined with the stature of the School of Public Policy and Administration and the Norman Paterson School of International Affairs as leaders among Public Administration programs in Canada, provide the opportunity for the creation of this unique and truly interdisciplinary program. This is complemented by the existing network of interactions with public and corporate stakeholders in the health sector enabled by our location in the national capital and by the extensive array of collaborations of Carleton researchers, including but not restricted to hospitals, Health Canada, the Public Health Agency of Canada and the Canadian Institute for Health Information. Letters of support have been provided by several of these agencies (Appendix 5)

3. Provide an account of how the program and its courses contribute to other academic programs at Carleton

The proposed master’s and diploma programs will contribute to other academic programs at Carleton through the courses offered, which will be accessible to graduate students across the University through the type 2 diploma. The type 2 diploma has been designed expressly for the purpose of providing service to existing programs. It offers the opportunity for students registered in various graduate programs to take relevant health courses in a manner that complements their primary degree and provides an additional credential. The new programs therefore contribute to existing programs by providing a mechanism to attract and retain high quality graduate students. Letters of support have been provided by units in all 5 of the line Faculties with faculty participating in the HSTP program, including the Departments of Biology,

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Neuroscience and Psychology, the Schools of Social Work, Mathematics and Statistics, Industrial Design and Public Policy and Administration and the Faculty of Business (Appendix 5) In the process of consulting with faculty across the 5 line Faculties, it became apparent that faculty and students are frustrated by the barriers that exist between disciplines and programs, which prevent students from taking courses offered by other programs. For example, engineering students may need to take a microbiology or physiology course, offered by biology, while biology students may wish to enroll in business or policy courses. There are several reasons why course registrations between programs are limited at the graduate level, including: (1) restrictions imposed by the program a student is registered in, (2) the requirement to establish a cohort, as in the MBA program, and most commonly (3) the prerequisites required to provide the basis to understand graduate level course material. The latter is addressed by the new courses designed for the HSTP program, which have been constructed with the interdisciplinary nature of the student cohort in mind. The fundamentals (HLTH 5100 and HLTH 5200) and knowledge translation (HLTH 5300) courses, in particular, will be attractive course options for students in other programs who would like to expand their knowledge and skill base in research methods, health policy and effective communication methods. The new 0.25 credit elective courses, designed to provide focused expertise or skills relevant to workers in the health sector, will also be available to students in other programs who register in the HSTP type 2 diploma.

4. Provide an account of how the program supports and furthers Carleton’s mission, and strategic and academic plans (Defining Dreams and CAP) The proposed programs further the goals of the University’s Strategic and Academic Plans. In accordance with the vision outlined in Defining Dreams, these programs will: Focus expertise from all Faculties on the strategic theme of health.

o The faculty who have committed to contribute to the HSTP program represent 23 departments, institutes or schools across the 5 line Faculties of the University.

Create interdisciplinary teams working to address the issues of the day in a realistic and innovative manner, thereby reducing disciplinary silos and expanding research horizons. o The collaborative nature of the group research project is designed to bring together

cross-disciplinary research teams to address relevant health questions of the day, as identified in consultation with external stakeholders.

Enable health research that is strongly rooted in the community in which we operate and contributes to the rich diversity of public sector agencies co-located in the nation’s capital. o Many of the participating faculty are actively involved in health research with

researchers at other institutions or public sector agencies, thereby providing a rich and diverse network of educational, research and employment opportunities for students in the HSTP program.

Engage in innovative, group-based research that reflects the nature of modern health research, attracts and retains high caliber researchers (students and faculty), enhances knowledge translation and contributes to evidence-based policy and programs. o The diversity of research expertise represented by the participating faculty ensures that

questions of broad scope, typical of those in the area of health, can be rigorously

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addressed for the purpose of developing evidence-based policy and implementation of action plans.

The objectives outlined in the Academic Plan will be advanced by: Promoting active learning through engagement and discovery

o The program emphasizes the acquisition of communication and critical inquiry skills. For example the fundamentals of research methods and policy courses, in addition to the knowledge translation course, are designed to provide students with the vocabulary and understanding required to effectively communicate in a variety of contexts. Students will apply these skills in the problems in health course, which provides the opportunity for active, problem based learning by exploring important questions in the area of health from a multi-disciplinary perspective. The collaborative group research project will provide a capstone experience by requiring students to be active participants in research and to communicate their findings to a diverse audience, including external stakeholders.

Creating a unique, first-rate program that will have a synergistic relationship with research, thereby strengthening the integration of research and teaching. o Students in the master’s program will be directly involved in research through the group

research project. This project will provide students with vocationally-relevant experience operating as discipline-specific experts within a multi-disciplinary research context, working towards a tangible objective defined in partnership with an external stakeholder.

Fulfilling strategic and interdisciplinary themes by developing a program that brings together students and faculty from diverse backgrounds to address current health issues.

Partnering with external stakeholders to identify critical issues and address them via collaborative group projects in a manner that enhances Carleton’s research profile and serves as a foundation for further partnerships and investments.

Enhancing the learning environment through effective use of technology and outreach. o Where appropriate, the use of innovative technologies to support teaching and student

learning will be employed. o Some of the 0.25 credit elective courses designed for the HSTP program could be

offered in an online format to facilitate distance learning, a feature that is expected to be an attractive option for professional development students in the type 3 diploma program.

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B. Program Structure and Content 1. Describe each program’s learning objectives and associated learning outcomes and how these

ensure that the appropriate Degree Level Expectations are met. The master’s program aims to provide students with the skills and training required to work at the interface between research and policy in the health sector, as outlined in the academic objectives presented in section A1 of this volume. The program is designed to provide students with the interdisciplinary training and skills necessary for them to be highly marketable within decision-making contexts in the health and/or policy sectors. The emphasis on skill acquisition and a problem-based approach, in combination with the collaborative nature of the research component, are unique and distinctive features of the master’s program that will train students to work effectively in cross-disciplinary teams.

The learning objectives for the master’s program and their associated outcomes are listed here and related to the Graduate Degree Level Expectations in section B2: A. Objective: Provide training in research methods and their application in the problems facing

the health sector. Emphasis will be given to research methods commonly employed in public and community health research. Outcome: Students will be able to evaluate and integrate data-based evidence in health science and technologies to address critical public health issues.

B. Objective: Provide a foundation in policy, with emphasis on its application to the health sector. Outcome: Students will be able to understand the structure of the Canadian health-care system from an economic and political perspective as well as the related ethical considerations.

C. Objective: Develop understanding of the diverse disciplines and professions that are relevant to health care system. Outcome: Students will recognize the substantive contribution of non-medical professions to public health problems. This includes disciplines such as Law, Sociology and Social Work, as well as the technological advances of Physics, Computer Science, Engineering and Industrial Design, as exemplified by the engineering of built environments or systems that maintain public health (such as delivery of clean water), the development of medical or technological devices and information technologies, which may diminish human error or facilitate coordination and communication in a medical or emergency context.

D. Objective: Provide training in knowledge translation. Outcome: Students will be able to communicate effectively across disciplinary boundaries using vocabulary and methods appropriate to diverse audiences.

E. Objective: Provide the skills and opportunity for students to learn to work effectively as members of interdisciplinary teams at the science-policy interface, including an understanding of technological approaches to population-based health problems. Outcome: Students will learn to collaborate effectively within a project-based team comprised of professionals and stakeholders from different disciplinary and sector perspectives and will acquire basic leadership and project management skills.

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F. Objective: Provide the foundational training in knowledge translation, research methods and policy, as appropriate to the health sector, as well as the opportunity to apply the acquired knowledge and skills in a relevant, interdisciplinary team-based research setting in which students learn to contribute their expertise toward the success of the group. Outcome: Students will learn to take a leadership role in public health decision-making and programming.

The 5 core courses required by the HSTP master’s program are designed to provide students with a foundation in research methods and policy, an understanding of the broadly interdisciplinary nature of the research-policy interface in the health sector and the leadership and knowledge translation skills to work effectively as a member of an interdisciplinary team. Critical assessment of research and policy information, the ability to integrate information from diverse sources and to effectively communicate with disciplinary experts are central focal points of the core courses of the HSTP program. The table demonstrates how the courses are structured, based on the learning objectives and outcomes.

Course HLTH 5100 – Fundamentals of Research Methods

Calendar description

Experimental design, statistical analysis and interpretation of results in health science research, principles and methods of epidemiology, fundamentals of research ethics.

Overview and learning objectives

This course is designed to provide a foundation in research methods for students from diverse academic backgrounds. Topics to include:

1. The goals of research and the foundation for modern research methods

2. Qualitative versus quantitative research methods and the diversity of data collection methods: interview, observation, case study, modeling, simulation, survey

3. Experimental design and underlying assumptions 4. Principles of epidemiology study design, sampling, and random

and systematic error 5. Selection of an experimental design and method of data collection

appropriate to a given research question 6. Statistical analysis and testing the validity of research results,

including the preparation of data for statistical analysis and the selection of the appropriate statistics tests/methods.

7. Interdisciplinary research and the advantages of combining methods, research, disciplines to achieve a more complete understanding of complex issues in the area of health.

8. Principles of developing a research proposal. 9. Research ethics

Assignments will focus on understanding experimental design, selection of appropriate statistical methods and the analysis and applications of qualitative and quantitative research methods. Discussion and group work, which will encourage the development of leadership and teamwork skills, will focus on

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critiques of the experimental design and interpretation of results of example studies. The culminating assignment for this course will be the development of a research proposal, targeting a question selected in consultation with the instructor, with detailed experimental design and plans for analysis and interpretation of data. This assignment will include a major written proposal as well as an oral presentation in class.

Learning outcomes. At the end of this course students will have:

• An understanding of experimental design and the development of a research proposal

• An understanding of differences between quantitative and qualitative research and the tools used for each

• An understanding of the role of statistical analysis in testing the validity of research results.

• An understanding of the role of ethics in research

Course HLTH 5200 – Fundamentals of Policy: the Health Sector


The policy process in the context of the Canadian healthcare sector with emphasis on the economics of health policy and the politics and public administration in the health sector.


This new course is designed to provide background in policy for students from diverse academic backgrounds. It is designed to provide the foundation required to enable students access to selected graduate level PADM courses offered in the area of health, as discussed in the letter of support provided by SPPA for the HSTP program. This course will provide the economic and political background for policy in the health sector, and will frame questions in an ethical context. The economics of health policy component will include discussion of the:

a. nature of the insurance market b. nature of demand for healthcare c. industrial organization of the health sector

The politics and public administration component will focus on the:

a. government framework, at the provincial and federal levels, b. role of the federal government in the healthcare system, including

regulatory roles, as exemplified by pharmaceuticals and medical devices

c. role of the provincial governments d. regional authorities e. budget allocation process and federal/provincial fiscal

arrangements Class discussion of readings will encourage the development of critical thinking and communication skills. Students will be assigned to groups, with group composition to change regularly through the term to encourage participation in discussions and to establish a cohort dynamic. Groups will discuss assigned

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questions and readings and then select a representative to present the group’s recommendations to the class, which will lead to larger discussions, engaging the whole class. Assessment will be based on contribution to group discussions as well as written assignments and examination on readings and material presented/discussed in class.


• An understanding of the economic aspects of policy in the health sector • An understanding of the political frameworks and the complex

relationships between regional, provincial and federal levels of government and how this impacts health policy

• The ability to critically assess the strengths and weaknesses of the Canadian health care system,

• An understanding of the role of ethics in policy.

Course HLTH 5300 – Knowledge Translation


The application of knowledge translation in the formulation of policy and the development of skills required to maximize the impact of scientific findings through real world programs and policies and communication skills for diverse audiences.


This course emphasizes the role of knowledge translation in maximizing the impact of scientific findings through real world programs and policies. Communication skills for diverse audiences (media, public, industry, government) and skills associated with influence, including leadership, negotiation, understanding of partnerships, governance of receptor organizations will be developed. Regulatory issues pertaining to health programs and technologies as well as intellectual property will also be considered. This new course is designed to provide the skills required for development and communication of evidence-based policy. Students in this program will be trained to work at the interface between science, technology and policy. Knowledge translation, as defined by the Canadian Institutes of Health Research in 2000, links the knowledge generated by health researchers to address practical issues facing society. It also provides researchers with direction by defining pertinent research questions. Although the importance of evidence-based policy is understood, the integration of research-based knowledge with policy and practical applications requires training in knowledge translation. The questions of what knowledge is and what is required to bring it to an appropriate stage for use in the formation of evidence-based policies and programs will be considered in the context of the variation in research methods between disciplines. Models of science or technology driven versus government or society driven research and knowledge translation will be contrasted.

Learning outcomes. At the end of this

• An understanding of the application of knowledge translation in management and the formulation of policy,

• An understanding of the need to assess knowledge quality and the role of knowledge translation and application in guiding research directions,

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course students will have:

• A foundation in the critical assessment of knowledge, • A foundation in the skills required for effective communication with

diverse audiences.

Course HLTH 5400 – Interdisciplinary Problems in Health


Development of an understanding of the scope and interdisciplinary nature of issues that impact the health of Canadians is the focus of this course.


This new course is designed to demonstrate the scope and range of questions and challenges facing those working in the health sector and to provide the opportunity for student to apply the knowledge acquired in HLTH 5100, HLTH 5200 and HLTH 5300 and to develop the skills required for the collaborative group project. Students will acquire the skills to tackle real-world issues by asking the appropriate questions and targeting the necessary evidentiary bases, consolidate and critically appraise empirical data, synthesize and communicate information for the purposes of regulatory, legislative and, policy development, and understand and identify, risk levels, cost-benefit ratios, and uncertainties associated with existing knowledge bases. The multi-disciplinary nature of questions and problems of the day in the field of health will be a focus on this course and the role and contribution of non-medical fields, including Engineering, Industrial Design, Sociology, Law and Social Work will be emphasized. Training in basic leadership and project management skills will also be provided.

Case studies will be employed to illustrate the broadly interdisciplinary nature of problems in the health sector and the contributions of various disciplines. Class discussion of these cases will encourage the continued development of critical and analytical thinking and communication skills. A major research paper (20- 25 pages) that focuses on the analytical assessment of a similar case, introduced but not covered in detail in the course, will provide students with the opportunity to explore a particular aspect in greater depth. Subsequent assignments will require students to work in groups to situate their disciplinary expertise within the context of the larger question. Each student will be assigned to lead a peer group in discussion and then to present the group’s recommendations to the class. Assessment will focus on written assignments, including the major research paper, as well as participation in group work and discussions and demonstration of development of leadership skills.


• Acquired fundamental leadership skills, • An understanding of the broadly interdisciplinary nature of

questions/problems in the health sector and the contributions of the various medical and non-medical disciplines,

• Developed the ability to situate their disciplinary expertise within the broader health context.

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Course HLTH 5500 – Collaborative Group Research Project


Student teams, advised by a cross-disciplinary team of faculty, will collaborate on a project that addresses a real-world health concern.


This course will be taken following completion of the required course component of the master’s program. The project will be determined in advance by the program Director, and will evolve from a partnership with an external stakeholder, a public or private partner, to address a pressing health concern of the day. This collaborative group project provides the capstone experience of the program and is designed to exemplify the interdisciplinary, team-format of research representative of the public health sector. Students will be responsible for key components of the project that reflect their disciplinary strengths. The final product will be a report presented and evaluated by a committee that includes both faculty advisors and external partners.


• Developed their leadership skills by acting as team leader for a project phase,

• Advanced their knowledge translation, research and communication skills by working as a member of an interdisciplinary team,

• Applied their disciplinary expertise and situated that knowledge within a larger scope by working as a member of an interdisciplinary team,

• Worked with an external stakeholder and contributed substantially to the goal of addressing a challenging issue identified by the stakeholder.

2. Program The Diploma Programs Two diplomas (type 2 and type 3) will be available through the HSTP program. Both are 2-credit diplomas. Examples of other 2 credit diplomas currently in development are that of the Centre for Monetary and Financial Economics (CMFE) and Water Without Borders.

The type 2 diploma is designed for students registered in other graduate programs at Carleton. The program and courses are described in appendix 1 and appendix 2, respectively. The program structure is: o Required courses (1.5 credits):

o 0.5 credit in HLTH 5100 Fundamentals of Research Methods o 0.5 credit in HLTH 5200 Fundamentals of Policy: the Health Sector o 0.5 credit in HLTH 5300 Knowledge Translation

o Elective courses (0.5 credits) from either of the following: o 0.25 credit HSTP selected topics courses focusing on areas of specific relevance to the

health sector o 0.5 credit courses from the list of health-related courses offered by other programs.

There are 29 courses, offered within the last 2 years, listed in Appendix 1 and other new

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or infrequently offered courses can be added to this list. Additionally, subject to approval by the Graduate Program Supervisor, students may request permission to take an elective course that is not listed. In order to take a graduate course offered by another program the student would be expected to have previously completed any required pre-requisite courses (e.g. in their undergraduate program).

The type 2 diploma is expected to attract students from most or all of the 23 academic units represented by the core faculty of the HSTP program because it offers the unique opportunity to take graduate-level courses designed for an interdisciplinary audience (i.e. an undergraduate degree in the specific area of the course is not required). Based on informal discussions with students and faculty, students registered in graduate programs in the Faculties of Arts and Social Science, Science, and Engineering and Design will be particularly interested in the policy aspect of the program, while students in Public Affairs programs will be more interested in the opportunity to explore the research context that forms the basis for evidence-based policy. It is anticipated that the knowledge translation course will be attractive to most students, as it is unique to the HSTP program. It is acknowledged that the type 2 diploma will not be compatible with certain course-intensive, cohort-based masters programs (e.g. the MBA in the Faculty of Business).

The type 3 diploma is intended for the professional development of individuals currently employed in the health sector. The program and courses are described in appendix 1 and appendix 2, respectively. The program structure is: o Required courses (0.5 credits):

o 0.5 credit in HLTH 5300 Knowledge Translation o Elective courses (1.5 credits):

o from the 0.25 credit HSTP selected topics courses focusing on areas of specific relevance to the health sector

The HSTP type 3 diploma is distinguished from the existing diploma in Health Policy (School of Public Policy and Administration) by the training in knowledge translation and the 0.25 credit courses, which focus on areas of specific relevance to the health sector: Biostatistics and Epidemiology, Health Policy and Administration, Social and Behavioural, Environmental Health, Science of Disease, Engineering, Design and Computer Science in Health. This contrasts with the primarily policy focus of the Diploma in Health Policy. Therefore, conceptual overlap between the HSTP type 3 diploma and the existing diploma in Health Policy is limited to the 0.25 credit, selected topics courses offered under the ‘Health Policy and Administration’ heading. Additionally, the primary market for the Health Policy diploma is civil servants with a background in policy and who are interested in acquiring specific expertise in the area of health policy. In contrast, the type 3 HSTP diploma is intended for a wider range of professionals working in the health sector and expertise in policy is not a requirement of admission.

The program development committee recognizes that it is not only the course content that defines a program, but also the student experience. The inclusion of HLTH 5100, 5200 and 5300 as core requirements for the type 2 diploma is designed to provide students with an

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understanding of the fundamentals of research methods and policy, with emphasis on health, as well as skills including effective communication, through the knowledge translation course. The type 3 diploma is designed for professional development of individuals currently employed in the health sector. As such, the core requirement for this program is Knowledge Translation (HLTH 5300) and, with the advice of the Graduate Program Supervisor, students will select, from among the 0.25 credit HSTP courses, those which provide depth in the particular areas of expertise required by the student. One of the roles of the Coordinator, who will be seconded from an external stakeholder (e.g. Health Canada) will be to liaise with employers to determine the skills required in the workplace to enable some of the 0.25 credit elective courses to be tailored to this purpose.

By defining the core courses of the diplomas there is a common skill set, perspective and understanding. Students in the type 2 diploma program will supplement their disciplinary expertise with a fundamental understanding of qualitative and quantitative research methods and policy, particularly as they apply to the health sector. Students in both diplomas will gain skills in knowledge translation and, through the 0.25 credit selected topics courses, will gain a perspective of the variety of disciplines that contribute to the health sector.

Students registered in the type 2 and type 3 diploma programs will be required to consult with the Graduate Program Supervisor concerning the selection of elective courses to ensure that the learning outcomes of the courses are aligned with the goals and expectations of the student. The type 3 diploma requires the 0.5 credit course in knowledge translation (HLTH 5300). The remaining 1.5 credits are to be selected, in consultation with the Graduate Program Supervisor, from the list of 0.25 credit courses of the HSTP program. This will provide a common student experience, through HLTH 5300, while ensuring that the program of study is tailored to meet the career goals of each student.

It is anticipated that the inclusion of HLTH 5100 and HLTH 5200 as core requirements for the type 2 diploma, and of HLTH 5300 for both diplomas, may result in class sizes that are too large to allow effective discussion and presentations. The program development committee has considered this and recommends that this challenge could addressed by offering a second section of these courses, as required, in the Summer term, to allow: (1) the Fall/Winter sections to be reserved primarily for students in the master’s program, which will encourage the establishment of a cohort dynamic, and (2) the Summer sections to be offered in a manner (e.g. class scheduling in the evening) that takes into consideration the needs of the diploma students. A relevant example of offering more than one section of graduate courses is the diplomas offered by the School of Public Policy and Administration (SPPA). When enrolment in the SPPA diploma programs results in a class size in excess of 20-25 students, in courses also required by masters and doctoral students, a special section is opened to accommodate the diploma students.

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Although it is possible for students in the type 3 diploma to complete the 2 credit course of study in one year, it is anticipated that most will require more than one year because these students are expected to be primarily individuals working in the health sector and taking this professional development program on a part time basis. It is also possible that these students may choose to spread their program of study over more than one year in order to have access to a greater variety of elective courses. Similarly, students in the type 2 diploma are also not expected to complete the program requirements in a single year as they will be engaged in full-time study in their primary graduate program. The availability of HSTP program courses in the Summer term is expected to assist students in completing the type 2 and 3 diploma programs in a timely manner.

The Master’s Program

The M.Sc. program requirements include core and elective courses (the program and courses are described in appendix 1 and appendix 2, respectively): o Required courses (4.5 credits):

o 0.5 credit in HLTH 5100 Fundamentals of Research Methods o 0.5 credit in HLTH 5200 Fundamentals of Policy: the Health Sector o 0.5 credit in HLTH 5300 Knowledge Translation o 1 credit in HLTH 5400 Interdisciplinary Problems in Health o 2 credits in HLTH 5500 M.Sc. Collaborative Group Research Project

o Elective courses (1.5 credits) from either of the following: o 0.25 credit HSTP selected topics courses focusing on areas of specific relevance to the

health sector o 0.5 credit courses from the list of available health related courses offered by other

programs. There are 29 courses, offered within the last 2 years, listed in Appendix 1 and other new or infrequently offered courses can be added to this list. Additionally, subject to approval by the Graduate Program Supervisor, students may request permission to take an elective course that is not listed.

The course sequence for the master’s program is as follows:

Fall term of year 1 (1 credit) – HLTH 5100, HLTH 5200, first half of HLTH 5400

Winter term of year 1 (1.5 – 2 credits) – HLTH 5300, HLTH 5400 (second half of this full-year course), option of 0.5 credits of electives

Summer term of year 1 (0 – 1.5 credits) – option of registering for elective courses

Fall/Winter terms of year 2 (2 – 3.5 credits) – HLTH 5500 and remaining elective courses

The M.Sc. degree designation was selected as the most appropriate for the HSTP master’s degree because all students will be educated in scientific discourse, concepts and research methodologies. The degree designation is also addressed in the letter of support for the HSTP program from Dr. Malcolm Butler, Dean of the Faculty of Science (Appendix 5)

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The specific required courses that will provide scientific training and analytical/interpretative skills are: • 0.5 credit in HLTH 5100 Fundamentals of Research Methods • 1.0 credit in HLTH 5400 Interdisciplinary Problems in Health • 2.0 credits in HLTH 5500 Collaborative Group Research Project

Students will be encouraged to complete the majority of their elective courses in the Winter and Summer terms of year 1. This will ensure that students possess the requisite expertise to engage in the collaborative research project (HLTH 5500) and that they reserve the 8-month period of the Fall/Winter terms of year 2 to focus primarily on this capstone project. Offering 0.25 credit selected topics courses in the Summer term will enable students to balance their course load in a manner appropriate to them. Additionally, it will allow students in the type 2 diploma, who may be registered in course-intensive graduate programs, the opportunity to take their elective courses during the summer. The requirement of HLTH 5100 and HLTH 5200 for the type 2 diploma and of HLTH 5300 for both the type 2 and type 3 diplomas is expected to necessitate additional sections of these courses, which would be offered during the Summer term. Therefore, students in the master’s program who are unable to complete one of these 3 courses during the Fall/Winter terms of year 1, may be allowed to register for the Summer section. However, this decision would be made on a case-by-case basis, by the Graduate Program Supervisor, as these courses are intended to be taken concurrently with HLTH 5400, the full credit course that spans the Fall/Winter terms of year 1.

Students who are able to demonstrate that their disciplinary expertise (i.e. courses taken in previous degree(s)) is sufficient to allow exemption from a required program course will work with the Graduate Program Supervisor to identify an alternative course for substitution. Student advising is intended to be a central component of the HSTP program with the goal of enabling students to successfully move on to the next step in their career upon completion of the program. All elective courses will be selected in consultation with the Graduate Program Supervisor on the basis of each student’s background and career goals. In this manner, the selection of elective courses, as well as any supplementary courses, will be designed to build on strengths and fill in gaps in knowledge, thereby providing depth and breadth, respectively, in a tailored and student-specific manner. The 0.25 credit elective courses are intended for students who do not have expertise, beyond the required core courses of the HSTP program, but the intention is also that these courses should build upon the information presented in the core courses, such that they provide both breadth and depth. The 0.25 credit courses of the MBA program are similarly structured as it is required that students take the core courses of the MBA program first. There are no fields in the HSTP program. The 6 areas listed for the 0.25 credit courses represent areas of expertise.

The broadly interdisciplinary nature of the HSTP program is such that breadth is an inherent feature and the program strikes a distinct balance between depth and breadth, one that exemplifies a new model/direction for research. The balance between depth and breadth, which distinguish discipline-specific and interdisciplinary programs, respectively, was considered at length by the program development committee. It is anticipated that this balance may change

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over time as exemplified by the master’s program in Public Administration (MPA). When it was introduced, the Carleton MPA program was the first in Canada (there are now ~15 across the country). The MPA program is also inherently interdisciplinary, although less broadly than the HSTP program, and has developed increasing depth as the field has become more widely recognized as a discipline. The interdisciplinary nature of the HSTP program is such that breadth is provided by the 2.5 credits of core courses, intended to be completed in the Fall/Winter terms of year 1. Students will select elective courses, which build upon the core courses and/or a student’s undergraduate degree, to provide a student-specific mixture of breadth and depth. The depth in this program is also derived from the 2-credit collaborative group research project (HLTH 5500).

The interdisciplinary objectives of the HSTP programs will be achieved in 3 ways:

1. The required courses – the knowledge obtained in the fundamentals in research methods (HLTH 5100) and policy courses (HLTH 5200) will be extended and applied in the knowledge translation (HLTH 5300) and problems in health (HLTH 5400) courses. It is anticipated that the interdisciplinary mix of students in the masters and diploma programs will enhance the student experience by providing a variety of perspectives in group work and class discussions.

2. The 0.25 credit elective courses – these courses provide breadth by allowing students to develop an understanding of the diverse fields that contribute to the health sector.

3. The group research project (HLTH 5500) – the collaborative nature of this project requires that students contribute their disciplinary expertise as part of an interdisciplinary team addressing a question that spans the research-policy interface. The cohort emphasis of the masters program, and particularly the group project, provides students from diverse academic backgrounds the opportunity to work together with and to learn from peers and experts from a variety of disciplines.

The collaborative group project (HLTH 5500) is comparable to a thesis in other disciplines. However, as a critical focus of this program is to train students to work in cross-disciplinary teams, this culminating project will be team-based. The 2-credit value of HLTH 5500 reflects the anticipated work load of this research-based course, compared to the 1-credit problems in health course (HLTH 5400). It also emphasizes the research component of the master’s program.

The program development committee considered the possibility of situating the collaborative group research project (HLTH 5500) in the Summer/Fall or Fall/Winter terms and decided that the latter (the Fall/Winter terms of the 2nd year) would be optimal for students and associated faculty. This will allow students the opportunity to take some of their elective courses in the summer, to allow extra time to focus on their core courses and group project during the Fall/Winter terms of the 1st and 2nd years, respectively. Additionally, as some faculty conduct research in other locations in the summer, situating the group project in the Fall/Winter terms is expected to facilitate student-faculty interaction and the scheduling of meetings for the project groups. It will also allow students the opportunity to work during the summer to supplement their program funding. Although there is no formal internship associated with the HSTP master’s program, efforts will be made to secure employment for students in relevant jobs in the health

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sector. As the program develops, and once relationships with external stakeholders and community partners have been established, an additional role that could be assumed by the Coordinator is the establishment of summer internships for the students whose performance in the program is meritorious of this experience.

The Program Director will be responsible for the management of the collaborative group research project. An advisory committee of disciplinary experts, as appropriate to the specific project, will be assembled by the Director from the core faculty associated with the program. The Director will convey to the students, faculty advisors and external stakeholder, who has supplied the research question, the structure and conduct of the project to ensure that all participants understand what is expected. The Director will generate a set of instructions, which will be posted to the program website and included in the course syllabus. The Director will also discuss the terms of engagement at the first meeting of the students for the group project.

In establishing the structure of the collaborative group research project (HLTH 5500), the program development committee considered the type of questions that might be addressed. Two examples are given to illustrate the interdisciplinary nature and flexibility, with respect to scope and approach, of the questions anticipated for the capstone research project:

1. International transmission of communicable diseases (e.g. SARS, H1N1 influenza) – research disciplines involved include, but are not limited to:

Science – Biology, Epidemiology and Biostatistics, Biochemistry, Food Science (Chemistry) – understanding the nature of the pathogen and its mechanism of transmission, food safety, the process of developing therapeutics or vaccines and the assessment of their efficacy and/or side effects,

Engineering and Industrial Design – safety of water supplies, development of diagnostics, monitoring and screening devices (e.g. in airports), design of public spaces to minimize the transmission of pathogens,

Social Science – Psychology, Sociology – social and psychological factors influencing the behaviour of individuals and populations with respect to vaccination,

Business and Public Affairs – Law, Public Policy and Administration, International Affairs, Business, Social Work – legal aspects, social and financial costs, development of effective public policy, influence of pharmaceutical companies, how to apply the information gained about the factors influencing behavior so that hospitals, schools, day care centers, juvenile justice facilities, etc, can contain the transmission of these diseases and the policies needed to enable them to do so.

2. Disabilities (e.g. spinal cord injuries, mental health issues) – research disciplines involved include, but are not limited to:

Science – Biology, Neuroscience, Medical Physics – underlying mechanisms and assessment of treatments and available diagnostic tools,

Biomedical Engineering and Industrial Design – assessment of technological advances in prosthetic devices, monitoring devices, accessible environments,

Social Science – Psychology, Sociology – mental health of the disabled, public perceptions, effectiveness of awareness campaigns,

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Business and Public Affairs – Law, Public Policy and Administration, Social Work, Business – rights of the disabled, social and financial costs of accessibility or inaccessibility, assessment and development of effective public policy, role of community organizations

In designing the research component of the HSTP master’s program, the program development committee considered the skills in demand in the workplace and how students would be able to demonstrate to future employers that they have acquired these skills. Consultation with external stakeholders demonstrated that 2 key focal points are: (1) the breadth of knowledge required to understand the complex and multi-disciplinary nature of problems in the health sector and (2) the ability to work and communicate effectively as a member of a multi-disciplinary team. The HSTP courses and interdisciplinary cohort format, culminating in the collaborative group research project (HLTH 5500), are specifically designed to address these requirements. The team and interdisciplinary elements of the capstone research project are thus expected to enhance employability by enabling students to demonstrate that not only do they possess discipline-specific expertise, building on their undergraduate degree, but also the breadth of knowledge, leadership, project management and knowledge translation skills, and ability to contribute to a multi-disciplinary team, as required for the formulation and assessment of effective evidence-based policy in the health sector workplace. The interdisciplinary aspect of the HLTH 5500 will require students to interpret and integrate different knowledge and perspectives and work with external organizations. This will allow them to network and gain contacts that may enhance their employment opportunities.

Examples of programs successfully employing a collaborative research model include the M.Des. graduate program in the School of Industrial Design, undergraduate honours theses in the Faculty of Engineering and Design, in particular Mechanical and Aerospace Engineering, and the 1 credit graduate-level field research course offered by the School of Social Work. The School of Industrial Design (SID) has recently (2008) introduced a graduate degree program (M.Des.) that emphasizes interdisciplinary and collaborative research by requiring students to have co-supervisors from SID and another academic unit. In Mechanical and Aerospace Engineering groups of approximately 25 honours thesis student are formed, typically 4-5 such groups per year, depending on the size of the cohort. Each group is subdivided into groups of 4-6 students, which are assigned an appropriate faculty supervisor, or co-supervisors, and tasked with a specific component of the larger project. These projects may span multiple years, with each cohort responsible for achieving a specific set of goals, and an example of such a multi-year project is the design and construction of a satellite. The sub-groups are required to meet specified milestones, as established by a predetermined schedule and to produce regular reports. The Mechanical and Aerospace Engineering projects are also a good model for the involvement of external stakeholders, as proposed for the collaborative group project of the HSTP program, because they typically include an industrial partner with a vested interest in the success of the program, both in terms of the research outcome and the opportunity to recruit talented students as employees. The question of how to ensure students participate and contribute equally, and in required measure (i.e. how to ensure that all students

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in a group are participating and earning their grade?), arose when considering the logistical challenges for the collaborative group project in the context of the HSTP program. Here the Mechanical and Aerospace Engineering example is also insightful because, although this issue may occur occasionally, the structured nature of the projects results in the students actively encouraging each other, both within and between sub-groups, to meet deadlines. The School of Social Work offers a full-credit, graduate level course, SOWK 5405 (Research and Evaluation in Social Work) that employs a research model which provides a particularly relevant example for the HSTP collaborative group project. The SOWK 5405 course pairs student groups with community organizations to ensure that their research is relevant to the important questions of the day. The overall goal of this course is to provide an opportunity to gain practical experience with community-based research. This includes literature review, project design, techniques for data collection, data analysis and report writing. This full year course is structured so that students in small groups engage in research with community agencies. Community organizations are invited to submit a request for research in July and a broad range of proposals are generally received. These requests are reviewed and a short list of projects are selected based on appropriateness in terms of learning opportunities and academic timelines and giving preference to organizations with few resources to meet their research needs. In September, the students in the class are invited to select from the approved projects. The research projects must be completed by the end of the winter term (the end of March). The course is designed so that the students become an engaged self reflexive community themselves. The student groups receive feedback from their peers during check-ins and in response to presentations about the various phases of their research and they receive weekly supervision from the course instructors. At the initial meeting between the community agency, students and instructor, a contract is developed which spells out the details of the project, including specifying the research question, deciding on the research design, establishing the data gathering process, determining which tasks will be undertaken and by whom, and the timeline. The team then develops a detailed research proposal for the approval of the community organization and the instructors. The proposals are presented in class for discussion and feedback. In January the teams start gathering and analyzing data. During the course of the winter term the student research teams write the final report which is presented in class for discussion and feedback. The final step is that teams present their final report to the community organization. The student teams collaborate with their community organization partners in accordance with the agreed upon level of contact negotiated in the initial contract. There is an additional meeting In January with the instructor, student team and community organization to determine if any aspects of the initial contract need to be renegotiated. The program development committee has considered these examples and recognizes that there will be challenges in establishing the collaborative group projects. A process of active review will be required to access all aspects of the new program during the first 2-3 years, with particular emphasis on the capstone experience of the collaborative group project. This will be performed by the Management Board, chaired by the Director of the HSTP program (Section C). The program development committee has considered the question of student competence as the collaborative group project requires that students act as disciplinary experts, with the direction of their faculty advisors. This requires that an admissions process for the HSTP program be established to ensure an optimal balance of expertise in each student cohort. This will be the

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responsibility of the Graduate Program Committee, chaired by the Graduate Program Supervisor (Sections C and D). The Director, Graduate Program Supervisor and Program Coordinator will work together, in consultation with external stakeholders, to identify questions suitable for group projects, as well as the available faculty expertise, to enable the appropriate balance of students to be admitted to the program. An advantage of multi-year projects, as in Mechanical and Aerospace Engineering, is that the nature of the required group structure would be known in advance and projects could be advertised to students during the application process. The number of students customarily forming a group will be 4-5. Groups of similar size function effectively in SOWK 5405 (Research and Evaluation in Social Work), which provides an effective model for HLTH 5500. This will result in 3-4 groups for the first two 15-student cohorts and 5-6 groups when the cohort size is expanded to 25 students in year 4. The possibility of further expanding the cohort size, depending on student demand, is demonstrated by SOWK 5405, which typically runs 12 groups of 3-5 students each year (cohort of 36-60 students). Given the challenge of balancing the diversity of disciplinary backgrounds represented by master’s students, from among the applicants to the program, as well as the distinct nature of the questions that define the individual group projects, it is anticipated that the composition of groups will vary. The possibility of expertise sharing between groups was discussed by the program development committee. However, although discussion between groups will be encouraged, as it provides an opportunity for fresh perspective, it was decided that the scope and approach for the project should be defined by the composition of the group and preference of the students, in consultation with the Program Director, who will supervise the group projects. Each group can present different aspects of their projects to the class for feedback so that the class becomes a reflexive community; there is group cohesion, as well as groups within a class. The collaborative group project is intended to be sufficiently flexible in structure to enable projects to be adjusted in scope to suit the composition of the group. The question will be defined in broad terms by the Director and it will be the task of the students to refine the scope and select the approach, as appropriate to their expertise. This will also allow the scope of a project to be redefined to adjust, as required as the project develops, or to remove a specific component in the case that a student withdraws.

The Director will be responsible for defining groups and this will be documented in the program description and discussed during student advising sessions so that students know in advance that, although their preference will be taken into consideration, they will be assigned to groups rather than select their own groups. The rationale for the assignment of students to groups is to ensure an appropriate balance of disciplinary expertise as well as to provide a learning experience that is representative of the workplace in which employees could expect to be called on to participate in various team projects. The Director will guide the student project groups through the process of establishing a productive and respectful group dynamic. An example of one of the ways that this can be accomplished is the formulation of a team contract between group members that defines what roles group members will play, as well as their expected contributions, and stipulates the frequency and modes of communication within the group. In order to provide a regular and structured meeting schedule for the groups, HLTH 5500 will be scheduled as a course with 6 hours of designated meeting time per week, as appropriate for a 2-credit course spanning 2 terms, that can be employed for group members to meet with each

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other as well as with faculty advisors and the Director and for groups to present their projects to the class. The provision of a regular, weekly meeting time will also ensure that there is no excuse for students not to be able to meet regularly as this is an expectation when registering for a scheduled course.

Students will be assigned grades for HLTH 5500, the collaborative group research project. Their grade for this capstone component of the HSTP master’s program will provide one way whereby students can demonstrate to employers their ability to effectively contribute to a team-based project at the research-policy interface. The assessment of this 2-term, research-intensive course will include individual (50%) and group (50%) components. Although the grades will be assigned by the Director, the faculty advisory committee and external stakeholder will play an important role in assessment and their standardized evaluations of group components, such as the proposal and final report, will inform the Director’s assignment of grades. The individual components will include reflective exercises, designed to encourage students to assess their contributions and leadership skills, with the goal of improvement as the course progresses. Presentation skills can be graded when students present their proposals and research to the stakeholders. The scheduled meeting time for HLTH 5500 will enable students the opportunity for practice presentations with their fellow students for feedback and a grade before they present the research results to the stakeholder.

The group projects will be organized according to a syndicate model, with a rotating management structure, to enable the assessment of individual leadership and team management skills. Projects will be divided into phases, such that each group member is responsible for the management of one phase. The phase leader will be responsible for the group’s progress during the designated phase, including establishing milestones (in consultation with group members) for the achievement of phase-specific goals, setting the agenda and chairing group meetings, briefing the Director and preparing questions for the Director, on behalf of the group. Following each project phase the group member who managed it will be required to write a report, summarizing the group’s progress relative to the established goals and including an assessment of their performance as group leader. Individual, reflective assignments of this type are mechanisms to provide individual assessment components as well as ensure that all members participate in this group research project. At the end of each project phase group members will also provide, to the Director, a peer evaluation grade for each member of their team. This will be in the form of an assessment of the percent contribution of each individual to the work completed in a given phase, with an accompanying written justification. These reports will not be used for grading, but will be employed by the Director to provide feedback to group members.

The collaborative group project (HLTH 5500) is comparable to a thesis in other disciplines. Moreover, much like other disciplines encourage theses that contribute to published works by addressing a gap in the literature, the output of the team based project will be a report meeting the needs of an external stakeholder who has identified a problem area that needs to be addressed. The program development committee discussed the dissemination of project

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outcomes at length, as it is an important component of a credible research endeavor. The timing of HLTH 5500, in the Fall/Winter terms of the second year, presents a challenge for the publication of the research findings of the group projects. Although the interdisciplinary nature of the projects may also present challenges, in identifying an appropriate target journal for publication, in light of the growing trend toward interdisciplinary research, this is expected to be a minor consideration and one that will continue to diminish over time, particularly given the current growth of new journals. One way to encourage students to consider publishing their work would be to require that the final report for HLTH 5500 be presented in manuscript format to facilitate submission to an appropriate journal. However, as students are expected to graduate from the master’s program upon completion of HLTH 5500, they may not perceive sufficient incentive for them to put the extra effort into publishing their work, which can take upwards of a year, following completion of the group project. Additionally, the external stakeholders engaged with each project may prefer, or request, a report format that is representative of the workplace, rather than manuscript format. Therefore, it is anticipated that the most common method of dissemination of the results of the group projects will be abstracts at conferences, although opportunities will vary annually depending on the availability and accessibility of suitable conferences. The development of an annual, University-wide conference focusing on interdisciplinary research would provide a novel mechanism to circumvent this challenge while concomitantly providing the opportunity to showcase the research projects of the HSTP master’s program to the student population (i.e. a recruitment opportunity) as well as to external stakeholders to encourage their participation as clients. Relationship of the program objectives to the degree level expectations The program-specific objectives, listed in section B1, are related to the degree level expectations, defined by Ontario Council of Academic Vice-Presidents (OCAV), in the following manner:

1. Depth and breadth of knowledge (program learning objectives A, B and C). The fundamentals courses (HLTH 5100 and HLTH 5200) are designed to provide students with breadth of knowledge, covering research methods employed in health research and the policy context of the health care system, with emphasis on the Canadian system. These courses will provide foundational knowledge, thereby enabling the program to admit students from diverse academic backgrounds, allowing students to situate their disciplinary expertise within the broader context of health research and policy. The knowledge translation (HLTH 5300) and problems (HLTH 5400) courses provide students with an understanding of the areas of intersection between research in science and technology and policy that is essential for the development of evidence-based policy. The 2-term course HLTH 5400 will also provide students with an introduction to leadership and project management skills and an understanding of the roles and contributions of non-medial disciplines including Law, Social Work, Sociology, Engineering and Industrial Design, including information technology, medical devices, diagnostics and built environments, as well as biomedical science and the context of the research system. These four core courses, which are required in the master’s program, will provide students with the opportunity to develop critical thinking and analytical skills, to gather, evaluate and interpret information within the context of the interdisciplinary areas of health research and policy, and to apply

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knowledge to communicate across disciplinary boundaries. The elective courses will provide students with breadth and with depth of knowledge within their particular area(s) of knowledge and expertise. The diversity of elective courses available will ensure that courses are available across a range of disciplines. Although it is anticipated that students will acquire breadth of knowledge, through the required courses, and depth in their particular discipline, through the elective courses, some students may alternatively choose to employ the elective courses to acquire depth in a secondary area of expertise. For example, the fundamentals in policy course will provide sufficient background for students to take some other policy courses, in the area of health, offered by the School of Policy and Public Administration (Appendix 5 – letter of support from SPPA). If this involves taking courses offered by other programs, as electives, the student must ensure that they have taken any required prerequisite courses, which may require additional credits outside of the HSTP program.

2. Research and Scholarship (program learning objectives A, C, E and F). A conceptual understanding and methodological competence that

i. enables a working comprehension of how established techniques of research and inquiry are used to create and interpret knowledge in the discipline. HLTH 5100 will provide students with the fundamentals of how new knowledge is acquired through research.

ii. enables a critical evaluation of current research and advanced research and scholarship in the discipline or area of professional competence. The skills to critically evaluate and interpret research and scholarship in the interdisciplinary area of health are emphasized through the program’s core courses, particularly HLTH 5100 and 5400. While HLTH 5100 focuses on research methods most applicable to public and community health, HLTH 5400 provides students with an understanding of scholarship, research and technological advances in science and engineering as well as other fields, such as sociology, law and social work.

iii. enables a treatment of complex issues and judgments based on established principles and techniques. Communication of complex issues in health will be stressed in HLTH 5300. Students will develop their skills at addressing complex health problems in HLTH 5400 and further hone these skills in the capstone group project HLTH 5500.

iv. On the basis of the competence demonstrated in i-iii, has shown at least one of the following: the development and support of a sustained argument in written form or originality in the application of knowledge. A major emphasis of this program is the ability to use knowledge acquired in discipline-based courses to find creative solutions, primarily in the form of informed, evidence-based policy, to real-world problems in health (HLTH 5400 and 5500).

3. Level of Application of Knowledge (program learning objectives D, E and F). Competence in the research process by applying an existing body of knowledge in the critical analysis of a new question or of a specific problem or issue in a new setting. A major emphasis of this program is to give students the skills they need to tackle real-world issues in public and community health. Students will acquire the necessary disciplinary knowledge in HLTH 5100

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and HLTH 5200, as well as in elective courses. They will develop their ability to communicate this knowledge in HLTH 5300. HLTH 5400 will provide them with the opportunity to acquire basic leadership and practice their problem solving skills. In the capstone group project (HLTH 5500) students will work together using their disciplinary expertise to formulate effective, evidence-based policy for a current issue in public health.

4. Professional Capacity/Autonomy (program learning objectives D, E and F).

i. The qualities and transferable skills necessary for employment requiring the exercise of initiative and of personal responsibility and accountability and decision-making in complex situations. The knowledge translation (HLTH 5300) and problems (HLTH 5400) courses, as well as the collaborative group project (HLTH 5500), will provide students with the opportunity to become competent with the exercise of initiative. In particular, students will obtain training in knowledge translation and effective communication across disciplinary boundaries in HLTH 5300 and will be introduced to leadership and project management skills in HLTH 5400. Students in these courses will be responsible for bringing their own knowledge, perspective and expertise to a team to solve multi-disciplinary problems.

ii. The intellectual independence required for continuing professional development. Students will learn how new knowledge is acquired (HLTH 5100). The problems course (HLTH 5400), the collaborative group project (HLTH 5500) and knowledge translation course (HLTH 5300) will require that students “learn how to learn,” how to find their own information and effectively communicate it to their peers, thus contributing their expertise toward the success of the group. These courses are designed to help students learn to work effectively within an interdisciplinary team, as required by the large and multi-faceted problems typical of the health sector, and to practice decision making within complex contexts.

iii. The ethical behaviour consistent with academic integrity and the use of appropriate guidelines and procedures for responsible conduct of research. Ethics in health research and in a policy context will be covered in HLTH 5100 and HLTH 5200, respectively.

iv. The ability to appreciate the broader implications of applying knowledge to particular contexts. Students will experience first-hand the implications of applying their knowledge to health problems as they discuss their group projects (HLTH 5500) with peers, mentors and stakeholders. As discussed in section A2, the HSTP master’s program is unique in the manner in which it conveys content and methodological skills through problem-oriented courses and projects, thereby providing students with the skills-based education to enable them to apply their knowledge in the workplace. Existing MPH programs typically do not provide the skills-based education optimal for health careers at the research-policy interface. The HSTP program is also distinct from the University of Ottawa’s PhD in Population Health and new MSc in Interdisciplinary Health Science, proposed to start in Sept 2012, as the research component of both degrees follows the traditional research model of individual students working in association with a supervisor, or co-supervisors, and the latter does not include a policy or public administration aspect. These features

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contrast with the truly interdisciplinary nature of the HSTP program, which will bring together students and faculty co-supervisors to work in collaborative and interdisciplinary teams that span the research-policy interface.

5. Level of Communication Skills (program learning objectives D, E and F). The ability to communicate ideas, issues and conclusions clearly. The ability to effectively communicate information and analyses, in both written and oral format, to a range of audiences (including identification of the appropriate audience) and across disciplinary boundaries is an essential skill that students in the master’s program will acquire. The knowledge translation (HLTH 5300) and problems (HLTH 5400) courses will provide method and opportunity for students to practice effective communication of information across disciplinary boundaries. The diverse backgrounds of the students comprising each cohort of the master’s program, in combination with the requirement to work together in an interdisciplinary group for the collaborative research project (HLTH 5500), will provide additional opportunities for students to hone these skills. Although the courses of the HSTP program involve considerable discussion and group participation components, and are designed to initially be offered in standard format (i.e. requiring physical presence), it is anticipated that opportunities to include on-line elements will be incorporated as appropriate. Initially this may be most appropriate for selected courses among the list of 0.25 credit electives, as it is anticipated that this would be welcomed by students in the professional development (type 3) diploma program. As the program becomes established the incorporation of tools designed to enable online collaboration, resource sharing and videoconferencing, including BigBlueButton (started at Carleton in 2007), Moodle and Skype, will be considered and employed to develop online components or courses, as appropriate to the course material and student interest.

6. Awareness of Limits of Knowledge (program learning objectives C, E and F). Cognizance of the complexity of knowledge and of the potential contributions of other interpretations, methods, and disciplines. It is important for students to be aware of the limits of their knowledge and to possess the skills required to seek out information, as required, to fill in gaps in their knowledge. The interdisciplinary problems course (HLTH 5400) and collaborative group project (HLTH 5500) will assist students in developing independence of thought, the ability to find and critically assess new information and ongoing research, and to be aware of the limits of existing knowledge. Students will also develop an understanding that the multi-disciplinary nature of questions and problems in the health sector is such that the development of effective policies and programs requires consultation of disciplinary experts from both medical and non-medical professions.

3. In the context of the learning objectives and outcomes described in the previous sections, please identify each program’s essential requirements

The essential requirements of specific courses will be fully established during the course development stage in consultation with the Paul Menton Centre (PMC), which has extensive expertise in this area. A relationship with the PMC has been established to facilitate this process.

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At the program level, the essential requirements for this program are focused on written and oral communication, as necessary to seek out and assess research-based knowledge and to convey it in written and oral form to diverse audiences. The program also requires that students work in teams. Students must be comfortable working in a group setting; they would need to be respectful of the ideas of others and willing to contribute to the success of the team.

C. Governance The Institute of Health: Science, Technology and Policy (IHSTP) will be located in the Faculty of Science and will house the HSTP master’s and diploma programs. It will also be home to a Centre for Health Research, as this underscores the connection between the academic programs and research, and provides a basis for encouraging partnerships, collaborations, and funding that goes beyond the program requirements. The development of the IHSTP will occur concurrently with the proposed graduate programs to enable the launch of the former in time to house the academic programs in 2012. The institute and HSTP programs will be administered by a common Director. There will be a Management Board for of the Institute, which will be chaired by the Director and will consist of all faculty with appointments to the institute greater than 0% as well as a representative from each of the 5 line Faculties, to represent the core faculty, the Graduate Program Supervisor of the HSTP program and the Director of the affiliated research centre. Therefore, in the first year of the program, following hiring of the new associate professor (50%/50% HSTP and Biology), the Management Board will have 9 members. Quorum will be defined as 50% of the members of the Management Board. Duties of the Management Board will include resourcing and the marketing and positioning of the institute, research centre and HSTP program with respect to changes in the health sector.

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Director of HSTPInstitute and Program

Graduate Program Supervisor

Director ofResearch Centre

Management Board

Graduate ProgramCommittee

Dean - FGPA Dean - Science

Coordinator ofHSTP program

Administrator

The HSTP program will be supported by a part-time program administrator (0.5 appointment). The number of students registered in the masters and diploma programs is expected to be 35 in the first year and 50 in the second year, when the program reaches steady state. By comparison, the 200 full-time and 64 part-time graduate students of the Norman Paterson School of International Affairs are managed by 2 full-time graduate administrators and the 205 full-time and 70 part-time graduate students (2011 enrolment numbers) in the Systems and Computer Engineering programs are managed by one graduate administrator. Therefore, the level of support provided by a part time (0.5) appointment administrator is anticipated to be sufficient, but will be reassessed as enrolment increases, as this may also provide sufficient resources to fund a full time administrative position.

The HSTP program will also have a Coordinator, who will ideally be seconded from an external stakeholder, such as Health Canada. The Coordinator, in consultation with the Director, will liaise with public agencies to determine the specific knowledge and training identified as key by health sector employers to provide relevant courses for type 3 diploma students, who are expected to be primarily current health sector workers seeking to expand their skills and knowledge base. This information will guide the content, development and delivery of some of the intensive, 0.25 credit elective courses to ensure that students, in both the diploma and master’s programs, receive the most relevant and up-to-date training for employment in the health sector. In addition, given his/her active engagement with the external stakeholders, the project Coordinator will be responsible for raising visibility and interest in the diploma program as an opportunity for professional development for the existing workforce, as well as identifying appropriate experts who could be hired to teach particular modules. This position is required on a full-time basis for the first 3 years of program operation to establish links with external stakeholders and funding during this period will be provided by the Faculty of Science. In

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subsequent years this position will be reduced to a 50% appointment. In the event of sufficient revenues being generated by the diploma programs the possibility of converting the Coordinator position to full time, beyond year 3 of operations, will be considered. The Coordinator will work closely with the Director and faculty, and will also negotiate with external stakeholders, in consultation with the Director, to identify and formulate the projects that will form the basis of the collaborative group project of the master’s program. The program’s Director will be responsible for coordination of the collaborative group projects. This will include the assignment of students to specific project(s), the identification and engagement of faculty advisors whose area of expertise is required for each project and the management of the student groups that will work with the external stakeholder. Teaching assignments, elective course offerings and related matters for each academic year will be the responsibility of the Director, in consultation with the Dean of the Faculty of Science and the heads of academic units which have core faculty in the program concerning the contribution of these faculty members to teaching and supervision. The resourcing of the program, with respect to teaching, is addressed in the letter of support from the Dean of the Faculty of Science (Appendix 5).

The core faculty, who are primarily associated with other academic units, will be 0%/100% appointments and will vote on governance and program decisions, presented by the Director on behalf of the Management Board. A relevant example is provided by the Institute of Political Economy, in which all but one of the 47 associated faculty are 0%/100% appointments and all members vote. As the program develops the appointments of central faculty will be changed to substantive cross appointments (i.e. >0% to HSTP). Examples of graduate programs where this has occurred include the doctoral programs in Cognitive Science and in Cultural Mediations (Institute of Comparative Studies in Literature, Art and Culture).

It is anticipated that the Directors of the IHSTP and associated research centre will work together to establish a synergistic relationship as both are closely associated with health research. It is expected that additional research centre(s) will be established under the umbrella of the IHSTP. The possibility of establishing a joint institute with a compatible health program at the University of Ottawa was considered, as this is a common feature of many graduate programs at Carleton. However, given the experience of the existing joint institutes, it is not apparent that there would be sufficient advantage to this governance model to warrant the additional complication in governance it would involve for a program as interdisciplinary as HSTP. The Director will be responsible for the day-to-day management of the institute and program, in consultation with the Graduate Program Supervisor, and will report to the Management Board and to the Dean of the Faculty of Science. The Director will also be responsible for coordination of the collaborative group research project (HLTH 5500), the capstone experience of the master’s program. The program development committee has considered the future development of this program and recommends, in the case that enrolment increases and/or the supervision of the group projects proves more labour intensive than initially anticipated, the additional assignment of a faculty member as a primary supervisor for each group project may be necessary.

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The HSTP Graduate Program Supervisor will chair the Graduate Program Committee (GPC). The GPC will meet at least once per year to select candidates for admission from among applicants to the program. The GPC will be responsible for the general administration of the master’s and diploma programs, including approving changes to core faculty (those faculty willing and qualified to act as advisors), monitoring of the program (e.g., number and quality of applications, graduation rates and times-to-completion), and program and curriculum development. It will report, via the Graduate Program Supervisor, to the academic Director and to the HSTP faculty, either at meetings of the core faculty or electronically. The GPC will be the body that forwards proposals for program and curriculum changes to the Programs and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs. This committee will, ideally, include one of the faculty with greater than 0% appointment to IHSTP and a representative from each of the 5 line Faculties, to provide the requisite breadth of expertise, particularly with respect to assessment of applications. The Graduate Program Supervisor will also be responsible for student advising. This will require the Graduate Program Supervisor to will work closely with both the Director and Coordinator as the former will supervise the collaborative group projects and the latter will be the liaison with external stakeholders. In this manner the Graduate Program Committee will work with the goal of achieving an optimal balance of students in the program, with respect to their specific areas of expertise, and the Director and Coordinator will similarly work to solicit and select questions for the research project that are appropriate to the interests and expertise of the students, as well as the faculty advisors.

It is hoped that the academic Director and the Graduate Program Supervisor will rotate between the contributing academic units on a three-year cycle by mutual agreement of the contributing academic units and their Faculty Deans. It is also anticipated that the incoming Director of the HSTP program will generally be its previous Graduate Program Supervisor. The Dean of the Faculty of Science will appoint the academic Director and Graduate Program Supervisor on the recommendation of the core faculty of the HSTP program and in consultation with the Faculty Dean(s) of the candidates. Given the interdisciplinary nature of the HSTP programs, the academic Director and the Graduate Program Supervisor will ideally be from distinct academic units and Faculties, with the 5 line Faculties of the University ideally being represented in turn by successive Directors.

D. Admission

1. Describe the admissions requirements for the program. Applicants for the master’s program will normally hold an Honours degree or equivalent professional degree in Social Sciences, Science, Engineering or Design, Public Affairs, or Business. At least one course in statistics is also required for admission. Applicants judged to be generally acceptable but deficient in particular aspect(s) of preparation may be asked to complete course-work in addition to the program requirements.

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In addition to transcripts and letters of reference, application packages will include a statement of interest outlining the applicant's area of research interest. Applications will be considered by the Graduate Program Committee. An important consideration of the GPC will be the balance of academic backgrounds required for the optimal functioning of the program. The Graduate Program Supervisor will consult with the academic Director and the Coordinator to, where possible, anticipate the nature of the collaborative group project(s) that will be available for the incoming cohort. This will enable the GPC, chaired by the Graduate Program Supervisor, to select students with the appropriate balance of academic backgrounds to provide the disciplinary expertise required for the group projects and to establish a cohort dynamic that provides a realistic representation of a mixed-discipline workplace dealing with the formulation, implementation or assessment of evidence-based policies in the health sector. Admissions requirement are presented in appendix 3. The admission process will be outcome driven. In addition to transcripts and letters of recommendation, applicants will be required to submit a statement of interest outlining their career goals and how they are aligned with the program outcomes and degree level expectations of the HSTP program. This will allow the Graduate Program Committee to assess whether the program is suited to the expectations of the student. Applicants, particularly those to the type 3 diploma, will also be asked to provide information about relevant work experience. The graduate program committee will assess applications on the basis of:

1. Transcripts – does the applicant’s undergraduate degree (i.e. 4-year university degree or equivalent) and GPA meet that required for entry to the program and are there any trends or issues of concern in the applicant’s academic record?

2. Academic preparation – is the applicant’s academic preparation appropriate to the program? In the case of the M.Sc. and type 2 diploma programs, which are designed to be accessible to students with a wide range of disciplinary expertise, the focus would be primarily to ensure that applicants have taken at least one university-level course in statistics. It is anticipated that applicants to the type 3 diploma program may not have previously completed a graduate program of study. In this case, the graduate program committee will assess the applicant’s work experience to determine whether it provides sufficient background to enable the applicant to succeed in the program and/or to recommend additional required courses, which would generally be extra to degree.

3. Statement of interest – does the applicant’s statement demonstrate that their goals and interests are aligned with those of the HSTP program?

4. Area of expertise – An essential factor to the success of the interdisciplinary master’s program, particularly the collaborative research project, is the balance of disciplinary expertise represented by the students. The Graduate Program Committee will be required to balance the student cohort such that it is representative of the major fields of research in science, social science, engineering and design and with expertise in disciplines represented by the Faculties of Business and Public Affairs. The Graduate Program Committee will also consider the balance of disciplines for applicants to the type 2 diploma as the student experience will be enriched by a multi-disciplinary student cohort.

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Students entering the HSTP program with an undergraduate degree, or who have completed graduate courses in another program, will generally not be granted advanced standing. In the case that student successful makes the case for an exemption from one of the required program courses (e.g. HLTH 5100), the Graduate Program Supervisor will advise the student on the selection of an alternative course, of equal credit value, that the student can take instead.

One of the roles of the HSTP Coordinator and of the Management Board of the institute is marketing of the HSTP programs. The active promotion of the master’s program to students of diverse disciplinary backgrounds will be necessary to obtain an applicant pool that is sufficiently large and diverse to meet the interdisciplinary objectives of the program. The program development committee acknowledges that this will present a challenge in the first year of program operation and recommends that it is a factor for the inaugural Director and the Coordinator to focus on immediately upon their appointment. The Faculty of Graduate and Postdoctoral Affairs (FGPA) will financially support the advertising in addition to the two FGPA administrative staff, dedicated to the recruitment and communications efforts, who are prepared to take a lead role in the advertisement of the new HSTP program.

The Graduate Program Committee will select for admission, from the pool of suitable applicants (i.e. those who meet the entrance requirements for the program), students who represent a range of expertise/disciplines with the goal of establishing an interdisciplinary, but balanced cohort. As it is not possible to anticipate whether applicants to the program will be ideally diverse or outnumber the positions available, in any given year, the program development committee has considered the necessity that the group project be flexible in scope in order to accommodate a range of group compositions. There is a similar diversity among the possible questions and projects available for the group projects. Therefore, although ideal that the group projects be broadly interdisciplinary, the questions selected and their scope will be adjusted to suit the composition of each group. The question will be defined in broad terms by the Director in consultation with the Coordinator, external stakeholder and faculty advisors. It will then be the task of the group to define the approach/focus, as appropriate to their expertise.

The Graduate Program Committee will provide the terms of reference (conditions of admission) for the program for each student by defining any courses required to overcome deficit(s) and whether these courses will be part of the degree (electives) or extra to degree. Given the broad range of disciplinary backgrounds that students applying to the program are expected to represent, these decisions will be made on a case-by-case basis. Advising is central to course assignments. Therefore, the Graduate Program Supervisor will meet with students to discuss their goals so that the program can be tailored to the student. Examples include:

1. A student may lack a University level course in statistics. Statistics courses are offered as components of several undergraduate programs, which would enable the Graduate Program Supervisor to recommend the specific type of statistics course is most suited to the interests and goals of the particular student.

2. If a student expresses an interest in an elective course offered by another academic program (e.g. those offered as part of the SPPA Health Policy diploma), the Graduate Program

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Supervisor will assist the student in identifying the pre-requisite courses, although these would generally be expected to be extra to the master’s or diploma program.

3. The Graduate Program Supervisor will advise students on the optimal combination of elective courses to meet their career goals. These may be selected either to fill in deficiencies in a student’s knowledge or to obtain more depth of expertise in a specific area.

The program development committee has considered the challenge of meeting the specific research interests expressed by applicants in the context of HLTH 5500. Given that the group project is scheduled for the Fall/Winter terms of the 2nd year of the M.Sc. program, project topics would have to be identified at least 1.5 years in advance to allow applicants to select topics of interest at the time of application. This is not practical in a research context. Additionally, there is the precedent that it is the norm in some disciplines (particularly in Science) for students to be assigned a research project, or offered a choice between a limited number of projects, on entry to a research lab rather than developing an independent research project that is distinct from that of their research supervisor. Therefore, following consultation with the program Director, students will be assigned to a specific research project (for HLTH 5500) during their first year in the program. Student preference (and available faculty expertise) will be an important consideration in the selection of possible projects, from those proposed by external stakeholders, although preference is not guaranteed and this will be made clear to the students, both on the program website (to inform students applying to the program) and on entry to the program.

2. Describe how the admission requirements are designed to ensure that students should be able

to complete the program successfully in a timely fashion.

The requirement of a 4-year undergraduate degree is designed to provide students with sufficient depth in their field of expertise to allow them to select graduate level courses, from the list of existing courses offered by other programs, as electives and to successfully complete the master’s program in 20 months. The required courses (2.5 credits) of the master’s program are designed to provide the necessary context in research methods, policy and knowledge translation, in the health context, to enable students from a broad range of disciplines to achieve the learning outcomes described in section B1. Therefore, with the exception of statistics, specific prequisite courses are not required. The requirement of at least one course in statistics is intended to ensure that students have adequate background for the research methods and problems in health core courses and for the biostatistics and epidemiology elective courses.

E. The Faculty 1. NA

2. Identify and provide comment and analysis on core faculty by field for graduate programs

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One new Associate and one new Assistant-level faculty will be recruited in the first and second years, respectively, of the program’s operation. As these positions would be associated with the HSTP program, they are classified as category 1. The 50 category 3 faculty are affiliated with 23 schools, departments or institutes, spanning the five line Faculties of the University: • 3 in the Faculty of Business • 13 in the Faculty of Arts and Social Sciences (Interdisciplinary Studies, Philosophy,

Psychology, Sociology and Anthropology) • 8 in the Faculty of Public Affairs (Law, International Affairs, Political Science, Social Work,

Policy and Public Administration) • 10 in the Faculty of Engineering and Design (Civil and Environmental, Electronics, Mechanical

and Aerospace, Biomedical, Industrial Design, Systems and Computer) • 16 in the Faculty of Science (Biochemistry, Biology, Chemistry, Computer Science,

Neuroscience, Physics, Mathematics and Statistics) As the program develops, Adjunct Research Professor status (categories 6 and 7) will be sought for researchers outside Carleton. There are Adjunct Research Professors associated with other academic units who have expressed interest in seeking similar status in association with the HSTP program. Chantal Blouin is included in the table below as an example as she has taught at Carleton, as a contract instructor, and is the Associate Director of the Centre for Trade Policy and Law, which is affiliated with the Norman Paterson School of International Affairs. Alex Wong, currently a Banting postdoctoral fellow in the Department of Biology, has accepted a tenure-track position, to start July 2013, and has expressed strong interest in becoming one of the core faculty for this new program. As his academic position does not start until 2013, he is not listed in the table below, but his CV is included in volume 2. The diversity of expertise represented by the core faculty will enable the delivery of the proposed master’s and diploma programs as they collectively bridge the many areas and backgrounds that comprise the multi-disciplinary field of health. A strength of the HSTP program is the participation of faculty from health-related fields that generally are not included in the medically focused master’s of public health programs. These include Law, Physics, Computer Science, Social Work, Business, Sociology, Engineering and Industrial Design. The distribution between the ranks is such that Assistant Professors and Full Professors each comprise approximately one quarter of the core, category 3 faculty, while the remaining half are Associate Professors. Therefore, the program achieves a balance between both the range of disciplines represented and the depth of experience of the faculty. The faculty members listed are active researchers in their respective disciplines and regularly publish and attend national and international conferences, or other appropriate forums, to present papers on their ongoing research. This enables them to remain at the cutting edge of health research. All category 1 and 3 faculty listed have full supervisory privileges for the proposed M.Sc. program. A challenge that could arise for a program with such a diverse distribution of faculty is ensuring the ability to work together cohesively to establish and deliver the graduate programs. This requires that the group come together to establish working relationship(s). Measures that have been taken to establish a working group dynamic within the core faculty and to encourage participation include:

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1. Consultation – The initial step in this process was identification of the core faculty by the program development committee. This was followed by 1-on-1 consultations with all core faculty during the months of July-September 2011. One outcome of this process was addition of the type 2 (internal) diploma. A series of group information/consultation sessions were subsequently scheduled during September to enable faculty to meet and exchange ideas with respect to the structure of the proposed master’s and diploma programs.

2. Engagement – A meeting of the whole group of core faculty with external stakeholders, including Health Canada, the Canadian Medical Association, the Canadian Institute of Health Information and the Public Health Agency of Canada, is scheduled for winter 2012. The goal of this meeting is to bring together faculty with external stakeholders to provide feedback and suggestions for refinement of the program and to discuss the nature of the questions/problems that would form the basis of the collaborative group project that is the research component of the master’s degree.

3. Formation of the Institute of Health: Science, Technology and Policy – The new master’s and

graduate diploma programs will be supported by the Faculty of Science and housed by the IHSTP. This new institute, which is being developed concurrently with the proposed graduate programs, will also be home to a Health Research Center, as the presence of the research centre underscores the connection between the academic programs and research, and provides a basis for encouraging partnerships, collaborations, joint seminars and guest speakers, and research funding opportunities that go beyond the program requirements. The IHSTP will be comprised of faculty cross-appointed from other departments, as well as adjunct research professors. The diversity of fields of expertise of the core faculty makes it difficult to select broadly representative examples of the stature of the core faculty as measures of excellence and productivity vary considerably between disciplines. Therefore three categories were selected as examples to illustrate the excellence of the HSTP faculty in both research and teaching:

1. The research achievements of the core faculty include 7 national research

chairs: • Andy Adler – Canada Research Chair (Tier II) in Biomedical Engineering • Hymie Anisman – Canada Research Chair (Tier I) in Neuroscience • Shawn Hayley – Canada Research Chair (Tier II) in Neuroscience • David Miller – NSERC Industrial Research Chair • Banu Ormeci – Canada Research Chair (Tier II) in wastewater and public

health engineering • David Rogers – Canada Research Chair (Tier I) in Medical Physics • Winnie Ye – Canada Research Chair (Tier II) in Electronics.

2. Carleton University Research Achievement Awards have been received by 8

members of the core faculty within the past 5 years: • Steven Murphy (2011) • David Rogers (2011) • Alfonso Abizaid (2010)

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• Amadeo D’Anguilli (2010) • Michael Wohl (2008) • Shawn Hayley (2007) • Andy Adler (2007) • Hymie Anisman (2006)

3. The teaching excellence of the core faculty is demonstrated by the number and

diversity of teaching and mentoring awards recently received: • Carleton University Teaching Achievement Award:

o Adrian Chan (2009) o James Green (2008) o Sue Aitken (2007) o Steven Murphy (2007)

• The Capital Educator’s Award o Adrian Chan (2008)

• Carleton University Graduate Faculty Mentor Awards o Alfonso Abizaid (2011) o David Rogers (2011) o Banu Ormeci (2011) o Sue Aitken (2010)

• Carleton University Students’ Association Teaching Excellence Award o Michael Wohl (2008)

• Carleton University New Faculty Teaching Excellence Award o Winnie Ye (2011)

Table E2: CORE FACULTY AND PRIMARY AFFILIATIONS Name Rank M/F Home unit (Faculty) Supervisory privileges

(M.Sc.) Category 1 faculty New faculty (to be hired in year 1 – 2012)

Associate Institute of Health: Science, Technology and Policy as well as the Department of Biology (50:50 appointment)

M

New faculty (to be hired in year 2 – 2013)

Assistant Institute of Health: Science, Technology and Policy

M

Category 3 faculty Adler, Andrew Professor M Department of Systems and Computer

Engineering, Ottawa-Carleton Institute of Biomedical Engineering (FED)

M

Anisman, Hymie Professor M Department of Neuroscience (Science) M Farrell, Patrick Professor M School of Mathematics and Statistics

(Science) M

Goubran, Rafik Professor M Department of Systems and Computer Engineering, Ottawa-Carleton Institute of Biomedical Engineering (FED)

M

Lambert, Iain Professor M Biology (Science) M Majury, Diana Professor F Law (FPA) M Maslove, Allan Professor M School of Public Policy and

Administration (FPA) M

Matheson, Kim Professor F Psychology & Neuroscience M

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(FASS/Science) Miller, David Professor M Chemistry (Science) M Paquet, Lise Professor F Psychology (FASS) M Rogers, David Professor M Physics (Science) M Russell, Donald Professor M Department of Mechanical and

Aerospace Engineering, Ottawa-Carleton Institute of Biomedical Engineering (FED)

M

Abizaid, Alfonzo Associate M Neuroscience (Science) M Aitken, Sue Associate F Biology & Biochemistry (Science) M Chan, Adrian Associate M Department of Systems and Computer


M

D’Anguilli, Amadeo Associate M Institute of Interdisciplinary Studies and Neuroscience (FASS/Science)

M

Dumontier, Michel Associate M Biology and Computer Science (Science) M Dyke, Lorraine Associate F Sprott School of Business (Business) M Frankel, Lois Associate F School of Industrial Design (FED) M Garvey, Thomas Associate M School of Industrial Design (FED) M Gick, Mary Associate F Psychology (FASS) M Green, Jim Associate M Department of Systems and Computer


M

Hallgrimsson, Bjarki Associate M School of Industrial Design (FED) M Hanes, Roy Associate M School of Social Work (FPA) M Hayley, Shawn Associate M Neuroscience (Science) M Hine, Mike Associate M Sprott School of Business (Business) M Hirotani, Masako Associate F School of Linguistics and Language

Studies (FASS) M

Holohan, Mathew Associate M Neuroscience (Science) M Maggi, Stephania Associate F Institute of Interdisciplinary Studies and

Psychology (FASS) M

Mills, Shirley Associate F School of Mathematics and Statistics (Science)

M

Murphy, Steven Associate M Sprott School of Business (Business) M Nussbaum, Doron Associate M Computer Science (Science) M Ormeci, Banu Associate F Civil and Environmental Engineering

(FED) M

Parush, Avi Associate M Psychology (FASS) M Prus, Steven Associate M Sociology and Anthropology (FASS) M Schwartz, Karen Associate F School of Social Work (FPA) M Stead, John Associate M Neuroscience (Science) M Wohl, Michael Associate M Psychology (FASS) M Zelenski, John Associate M Psychology (FASS) M Avis, Tyler Assistant M Chemistry (Science) M Bhatia, Vandna Assistant F Political Science (FPA) M Braedley, Susan Assistant F School of Social Work (FPA) M Gagnon, Marc-Andre Assistant M School of Public Policy and

Administration (FPA) M

Mire, Amina Assistant F Sociology and Anthropology (FASS) M Novas, Carlos Assistant M Sociology and Anthropology (FASS) M Panitch, Vida Assistant F Philosophy (FASS) M Percival, Valerie Assistant F Norman Paterson School of International

Affaris (FPA) M

Smith, Jeff Assistant M Chemistry (Science) M

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Smith, Patrice Assistant F Neuroscience (Science) M Ye, Winnie Assistant F Electronics (FED) M Category 6 faculty Blouin, Chantal Adjunct

Research Professor

F NPSIA (FPA) M

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3. Provide comment and analysis on faculty research funding. The combined research funding of the core HSTP faculty is summarized by year in the table below and shows a consistent and increasing success rate in obtaining research funding in the 7-year period between 2005-2011. These grants will provide the associated faculty with the funding to carry out research and scholarly work within their primary disciplines and demonstrate their ability to attract research funding, but are not required to support the students entering the HSTP program as no research assistantship funding is associated with this program of study. Table E3: OPERATING RESEARCH FUNDING BY SOURCE AND YEAR (LAST 7 YEARS).

Academic year Source Granting councils (SSHRC, NSERC, CIHR)

Other Peer Adjudicated

Contracts Other Total

2005 $1,091,230 $2,648,563 $220,758 $3,960,551 2006 $1,122,221 $1,771,732 $574,338 $10,000 $3,478,292 2007 $1,249,143 $2,709,505 $259,242 $4,217,890 2008 $1,655,568 $2,632,738 $970,739 $5,259,045 2009 $1,830,590 $2,411,537 $489,660 $4,731,787 2010 $1,899,059 $2,791,155 $283,700 $4,973,914 2011 $1,833177 $1,598,600 $472,266 $240,603 $4,144,646 Total $10,680,988 $16,563,830 $3,270,703 $250,603 $30,766,124

4. Provide comment and analysis on the distribution of thesis supervision. The core faculty are associated with 23 academic units, across the 5 line Faculties, and currently supervise graduate students in other programs. Faculty members will continue to supervise within these other programs to maintain their primary disciplinary commitments and each has also agreed to co-supervise students in the new HSTP program. Career and current graduate and postdoctoral supervisions are listed in the table below. The highest supervisory loads, between 6-12 students, are in Science, Engineering and, within Arts and Social Sciences, in the department of Psychology. The supervisory loads for the faculty associated with those disciplines are within the norms for the specific fields of expertise. The majority of junior faculty (assistant professors) supervise between 1-5 students, while senior faculty (associate and full professors) are almost equally divided between the 1-5 and 6-10 student ranges. The experience of the core faculty members in thesis supervision varies and is a reflection of both their stage of career and degree of access to graduate programs relevant to their disciplinary expertise within the University. For example, the master’s program in Industrial Design was introduced in 2008 and is the first graduate program in that discipline. Notwithstanding these differences between the 23 home units of the core faculty, all of the category 3 faculty have previously and/or currently supervise graduate students in other

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programs and/or have experience in the evaluation of graduate theses through participation on graduate examination committees.

Table E4: COMPLETED AND CURRENT GRADUATE SUPERVISIONS. Completed In progress Name Rank Category Master’s PhD Postdoc Master’s PhD Postdoc Category 1 faculty New faculty (to be hired in year 1 – 2012)

Associate 1

New faculty (to be hired in year 2 – 2013)

Assistant 1

Category 3 faculty Adler, Andrew Professor 3 (14) (3) (0) (6) (3) (0) Anisman, Hymie Professor 3 (47) (18) (9) (2) (6) (2) Farrell, Patrick Professor 3 (8) (2) (1) (3) (4) (0) Goubran, Rafik Professor 3 (56) (15) (0) (4) (5) (0) Lambert, Iain Professor 3 (12) (2) (1) (2) (3) (0) Majury, Diana Professor 3 (18) (0) (0) (4) (1) (0) Maslove, Allan Professor 3 (4) (4) (0) (0) (0) (0) Matheson, Kim Professor 3 (33) (19) (2) (1) (3) (1) Miller, David Professor 3 (21) (4) (11) (3) (1) (1) Paquet, Lise Professor 3 (0) (0) (0) (3) (0) (0) Rogers, David Professor 3 (4) (8) (6) (1) (2) (0) Russell, Donald Professor 3 (20) (2) (0) (2) (0) (0) Abizaid, Alfonzo Associate 3 (2) (0) (0) (2) (7) (1) Aitken, Sue Associate 3 (6) (1) (0) (1) (4) (0) Chan, Adrian Associate 3 (16) (2) (0) (10) (2) (0) D’Anguilli, Amedeo Associate 3 (3) (1) (0) (4) (2) (0) Dumontier, Michel Associate 3 (1) (2) (0) (4) (3) (0) Dyke, Lorraine Associate 3 (12) (3) (0) (0) (2) (0) Frankel, Lois Associate 3 (3) (0) (0) (2) (0) (0) Garvey, Thomas Associate 3 (2) (0) (0) (3) (0) (0) Gick, Mary Associate 3 (15) (2) (0) (7) (0) (0) Green, Jim Associate 3 (6) (0) (0) (5) (2) (0) Hallgrimsson, Bjarki Associate 3 (0) (0) (0) (3) (0) (0) Hanes, Roy Associate 3 (4) (2) (0) (0) (1) (0) Hayley, Shawn Associate 3 (7) (0) (0) (6) (4) (0) Hine, Mike Associate 3 (3) (0) (0) (0) (0) (0) Hirotani, Masako Associate 3 (1) (0) (0) (2) (0) (0) Holohan, Mathew Associate 3 (5) (0) (0) (1) (2) (0) Maggi, Stephania Associate 3 (2) (0) (0) (6) (0) (0) Mills, Shirley Associate 3 (70) (2) (0) (7) (0) (0) Murphy, Steven Associate 3 (3) (0) (0) (0) (3) (0) Nussbaum, Doron Associate 3 (20) (3) (0) (3) (1) (0) Ormeci, Banu Associate 3 (6) (0) (0) (2) (6) (2) Parush, Avi Associate 3 (23) (1) (0) (6) (4) (0) Prus, Steven Associate 3 (6) (1) (0) (0) (1) (0) Schwartz, Karen Associate 3 (3) (0) (0) (1) (1) (0) Stead, John Associate 3 (5) (0) (0) (0) (0) (0) Wohl, Michael Associate 3 (8) (1) (0) (2) (2) (1) Zelenski, John Associate 3 (7) (2) (0) (2) (1) (0)

Senate May 25, 2012


Avis, Tyler Assistant 3 (4) (0) (0) (3) (2) (0) Bhatia, Vandna Assistant 3 (2) (0) (0) (1) (0) (0) Braedley, Susan Assistant 3 (0) (0) (0) (0) (1) (0) Gagnon, Marc-Andre Assistant 3 (0) (0) (0) (0) (0) (0) Mire, Amina Assistant 3 (1) (0) (0) (1) (0) (0) Novas, Carlos Assistant 3 (3) (0) (0) (3) (1) (0) Panitch, Vida Assistant 3 (1) (0) (0) (2) (0) (0) Percival, Valerie Assistant 3 (4) (0) (0) (0) (2) (0) Smith, Jeff Assistant 3 (1) (0) (0) (2) (0) (0) Smith, Patrice Assistant 3 (0) (0) (0) (3) (0) (0) Ye, Winnie Assistant 3 (2) (0) (0) (4) (2) (0) Category 6 faculty Blouin, Chantal Adjunct

Research Professor

6 (0) (0) (0) (0) (0) (0)

5. Provide comment and analysis on current teaching assignments. The core faculty have primary affiliations to academic units spanning the 5 line Faculties, and have undergraduate and graduate teaching responsibilities in those units. The teaching load varies by school or department and is generally between 1.5 to 2.5 credits per year, depending on the compensation of individuals for research and administrative activities. Many of the faculty currently hold, or have held in the past 4 years, administrative duties ranging from undergraduate advisor or graduate program advisor and chair or director (given that ~75% of the faculty are associate or full professors and represent 23 academic units) to senior administrative positions. Each of these positions is associated with teaching release commensurate with the level of responsibility. There are also 7 faculty holding national research chairs (e.g. CRC or NSERC) and several faculty who, in a given year(s), may have arranged a grant-funded partial release from teaching duties. Notwithstanding the moderate number of teaching releases in a given year, the table (E5) demonstrates that the core faculty of the HSTP program contribute significantly to teaching at both the undergraduate and graduate level in a variety of academic programs. In the cases of faculty for whom a comparatively large number of courses are listed for a given year, this generally due to the assignment of additional, non-lecture based courses (e.g. research project, honours thesis, selected topics, directed studies, seminar, pro-seminar, etc) and reflects their administration, rather than teaching of, these courses.

Senate May 25, 2012

Table E5: Teaching Assignment Core Faculty based on Table E2

Program: Health: Science, Technology and Policy (HSTP) Degree: Master of Science (MSc) Faculty Name Rank Course Name and Number Course

Weight 2010/11 2009/10 2008/09 Course Release and Sabbatical

Information Category 3: Carleton faculty appointed 0% to the program in question

Anisman, Hymie

Professor PSYC5800 - Special Topics in Psyc 0.50 1 Complete teaching release for the past 12 years from a combination of grants, including CRC chair. Continues to teach at least one graduate course most years. Last sabbatical was in 1982.

Farrell, Patrick Professor MATH5901 - Directed Studies 0.50 1 1.5 credit teaching release 2007/08-2009/10 and 2011/12-2013/14 for administrative duties (Director of School of Math & Stats). Last sabbatical 2010/11.

STAT4502 - Survey Sampling 0.50 1 1

Lambert, Iain B.

Professor BIOC4202/BIOL4202 - Mutagenesis and DNA Repair

0.50 1 1 Partial teaching release in 2009/10-2011/12, not taken all years, for administrative duties (Chair of the Department of Biology). Last sabbatical was in 2009.

BIOL1103 - Foundations of Biology I

0.50 1

BIOL5502 - Special Topics in Biology

0.50 1

BIOL6001 - Adv. Molecular Biology I

0.50 1

Majury, Diana Professor LAWS2004 - Criminal Law in Context

1.00 2 credit release for administrative duties (as acting director of social work) for 2007-2009. 0.5 credit release for administrative duties (assistant Chair of the Department

LAWS3503 - Equality & Discrimination

0.50 1

LAWS4904 - Advanced Legal 0.50 1

Senate May 25, 2012


Topics of Law) for 2009/10. 1.5 credit teaching release for administrative duties (associate dean, research, of the Faculty of Public Affairs). Last sabbatical was in 2003/04.

Maslove, Allan Professor PADM5111 Microeconomics-Policy Analysis

0.50 1 No current teaching release. Next sabbatical in 4 years.

PADM5215 - Benefit-Cost Analysis

0.50 1 1 1

PADM4221/5221 - Health Policy in Canada

0.50 1 1

PADM5272 - Policy Sem. (Poli. Analy. Con)

0.50 1

PAPM4000 - Capstone Seminar 0.50 1 Matheson, Kim

Professor Teaching release 2010-2015 for administrative duties (Vice-President, Research and International)

Miller, J. David Professor BIOC4203 - Advanced Metabolism

0.50 1 50% teaching release for NSERC industrial chair since 2001. Often teaches more than required teaching assignment, given teaching release.

BIOL5709/CHEM5709 - Chemical Toxicology

0.50 1 1 1

BIOL4708/6402/CHEM5708 - Principles of Toxicology

0.50 1 1 1

CHEM3800 EnvironmenPollutants

0.50 1 1 1

Paquet, Lise Professor PSYC3000 - Advanced Design & Analysis

1.00 1 1

Rogers, David W.

Professor PHYS1004 - Electromagnetism & Wave Motion

0.50 1 Partial teaching release for CRC chair.

PHYS5206 - Medical Radiotherapy Physics

0.50 1 1

Senate May 25, 2012


Russell, Donald L.

Professor BIOM5301 - Biomechanics of Skeletal Syst

0.50 1 1 1 Current partial teaching release for administrative duties (Associate Dean, Faculty of Engineering and Design)

Abizaid Bucio, Alfonso

Associate FYSM1700 - Selected Topics in Neuroscience

1.00 1 Some non-lecture courses assigned due to administrative duties as graduate program supervisor PSYC1001 - Introduction to

Psychology I 0.50 1

PSYC2200 - Biol. Foundations of Behav.

0.50 1 1 1

PSYC3200 - Neuroscience Seminar

1.00 1

PSYC4001 - Special Topics in Psychology

0.50 1

PSYC5200 - Basics of Neuroscience

1.00 1 1

PSYC5209 - Psychology of Health & Illness

0.50 1

PSYC6202 - Adv Sem in Neuroscience I

0.50 1 1

PSYC6203 - Adv Sem in Neuroscience II

0.50 1 1

PSYC6204 - Neuroscience Techniq I

0.50 1 1 1

PSYC6300 - Special Topics in Neuroscience

0.50 1

Adler, Andrew Associate BIOM5100 - Medical Instrumentation

0.50 1 1 0.5 credit teaching release for CRC chair. Last sabbatical in 2010/11.

SYSC4203 - Bioinstrumentation and Signals

0.50 1

SYSC4405 - Digital Signal Processing

0.50 1

Senate May 25, 2012


SYSC5302 - Prin. & Design Adv. Biomedical

0.50 1 1

Aitken, Susan Associate BIOC3202 - Biophysical Techniques

0.50 1 1 Sabbatical 2009/10, teaching release of 0.5 credit for administrative duties (associate chair, graduate programs) for 2010/11-2012/13. Teaching release not taken for 2010/11 and 2011/12.

BIOC4204 - Protein Biotechnology

0.50 1 1

BIOL5001 - Topics in Biotechnology

0.50 1

Chan, Adrian Associate BIOM5002 - Ethics, Res Methods & Standard

0.50 1 No teaching release. Last sabbatical in 2009/10.

BIOM5101 - Biological Signals 0.50 1 1 ECOR1606 - Problem Solving and

Computers 0.50 1

SYSC3501 - Communication Theory

0.50 1

SYSC4201 - Ethic Rsrch Method Biom Engin

0.50 1

SYSC4203 - Bioinstrumentation and Signals

0.50 1

SYSC5301 - Adv. Top. in Biomedical Engin.

0.50 1 1

D'Angiulli, Amedeo S.

Associate CHST2502 - Issues in Child Studies

1.00 1 Pro-seminar courses are not lecture format. First sabbatical in 2011/12.

CHST2504 - Issues in Child Studies II

0.50 1

PSYC2700 - Cognitive Psychology 0.50 1 PSYC3506 - Cognitive

Development 0.50 1

PSYC5700 - Adv Topics in Cognition I

0.50 1

PSYC5906 - Pro-Seminar in 0.00 1

Senate May 25, 2012


Psychology PSYC6906 - Pro-Seminar in

Psychology I 0.00 1

PSYC6907 - Pro-Seminar in Psychology II

0.00 1

Dumontier, Michel

Associate BIOC3008 - Introduction to Bioinformatics

0.50 1 1 Selected topics and directed studies courses not lecture-based. First sabbatical 2011/12.

BIOC3101 - General Biochemistry I

0.50 1 1 1

BIOC4008 - Computat Systems Biology

0.50 1

BIOL5501 - Selected Topics in Biology I

0.50 1

BIOL5502 - Special Topics in Biology

0.50 1

BIOL5517 - Bioinformatics Seminar Course

0.50 1

CHEM5900 - Directed Special Studies

0.50 1

COMP3308 - Intro to Bioinformatics

0.50 1 1

COMP4308 - Computational Systems Biology

0.50 1

Dyke, Lorraine Associate BUSI4602 - Women in Management

0.50 1 0.5 credit teaching release for administrative duties (Director of

Senate May 25, 2012


BUSI6101 - Current Topics in Org'l Behav

0.50 1 CREWW) and 1 credit teaching release based on research productivity for 2008/09 to at least 2011/12. Last sabbatical was Jan-Dec, 2007.

BUSI6902 - Research Methodology

0.50 1

MGMT5111 - Conflict & Negotiation

0.25 1 1 1

MGMT5113 - Managing Teams 0.25 1 1 1 MGMT5114 - Managing Diversity 0.25 1 1 Frankel, Lois Associate IDES2203 - Form and Colour

Fundamentals 0.50 1 Currently on leave.

IDES4001 - Industrial Design Seminar

0.50 1 1

IDES4305 - 4th Year Spec Ind Des Studies

0.50 1

IDES4310 - Major Project 1.50 1 1 IDES5000 - Directed Studies 0.50 1 1 IDES5101 - Interdis Design

Developmt Sem 0.50 1 1

Garvey, Tom W.

Associate ARCH2101 - Industrial Design Analysis

0.50 1 1 1 0.5 credit teaching release in 2008/09 and 2009/10 and 1.5 credit teaching release in 2010/11 and 2011/12 for administrative duties (Director of SID). Last sabbatical in 2005/06 and next scheduled for 2012/13.

IDES1001 - Industrial Design Analysis

0.50 1 1 1

IDES4305 - 4th Year Spec Ind Des Studies

0.50 1 1 1

IDES4310 - Major Project 1.50 1 IDES5000 - Directed Studies 0.50 1 1 IDES5101 - Interdis Design

Developmt Sem 0.50 1

Senate May 25, 2012


Gick, Mary L. Associate PSYC5209 - Psychology of Health & Illness

0.50 1 1 0.5 credit teaching release for 2008/09 to 2012/13 in compensation for administrative duties (teaching overload while chair of Psychology 2004-07). Next sabbatical is 2013/14.

Green, James Associate SYSC3601 - Microprocessor Systems

0.50 1 1 1 credit teaching release in 2009/10 and 2010/11 for administrative duties, on sabbatical 2011/12.

SYSC4507 - Computer Systems Architecture

0.50 1 1 1

SYSC5108 - Topics in Information Systems

0.50 1 1 1

Hallgrimsson, Bjarki H.

Associate IDES2302 - Projects IIB 0.50 1 1 Current 0.5 credit teaching release for administrative duties (as undergraduate advisor in SID). Last sabbatical was 2009/10.

IDES3300 - Projects IIIA 1.00 1 1 IDES3305 - 3rd Year Spec Ind Des

Studies 0.50 1

IDES4302 - Minor Projects B 0.50 1 Hanes, Roy R. Associate SOWK3201 - Individuals,

Families/Groups 0.50 1 Sabbatical Jan-Dec, 2010. 1 credit

teaching release in 2012/13 for course development.

SOWK4200 - Honours Integrative Seminar

0.50 1 1

SOWK4300 - Persons with Disabilities

0.50 1 1

SOWK5308 - Direct Intervention 0.50 1 Hayley, Shawn P.

Associate PSYC3200 - Neuroscience Seminar

1.00 1 Partial teaching release for CRC chair. First sabbatical in 2009/10

PSYC4001 - Special Topics in Psychology

0.50 1

PSYC5800 - Special Topics in Psyc 0.50 1

Senate May 25, 2012


Hine, Michael J.

Associate BUSI1402 - Programming for Business I

0.50 1 Current partial teaching release for administrative duties (Associate Dean, Faculty of Business)

BUSI2400 - Intro Information Systems

0.50 1

BUSI3400 - Database Analysis and Design

0.50 1 1

BUSI3405 - Entreprise Processes Analysis

0.50 1 1

BUSI4904 - Directed Studies I 1.00 1 BUSI4905 - Directed Studies II 0.50 1 Hirotani, Masako

Associate CGSC5005 - Cognition & Neuroscience

0.50 1 2 credit teaching release for 2011/12 through a combination of grants and awards and 0.5 credit teaching release for 2012/13 and 2013/14 for University Research Excellence Fund. First sabbatical will be Jan-Dec, 2013.

LALS1001 - Introduction to Linguistics

0.50 1 1

LALS1100 - The Mysteries of Language

0.50 1

LALS2603 - Child Language 0.50 1 1 LALS3601 - Psycholinguistics 0.50 1 LALS4601 - Language Proc. & the

Brain II 0.50 1

LALS4900 - Tutorial in Linguistics 1.00 1 LALS4909 - Honours Essay 1.00 1 LALS5902 - Tutorial in A.L.S. 0.50 1 1 LING1100 - The Mysteries of

Language 0.50 1

LING3601 - Languag Processing&the Brain I

0.50 1

LING3603 - Child Language 0.50 1 LING3900 - Independent Study 1.00 1 PSYC3508 - Child Language 0.50 1 1 1

Senate May 25, 2012


PSYC3709 - Language Proc. & the Brain

0.50 1 1

Holahan, Matthew R.

Associate PSYC2200 - Biol. Foundations of Behav.

0.50 1 1 1 First sabbatical anticipated in 2012/13.

PSYC3204 - Drugs and Behaviour 0.50 1 1 1 PSYC4200 - Sem on Current Res

in Neurosci 0.50 1 1 1

Maggi, Stefania

Associate CHST1000 - Childhood in Global Context

0.50 1 Honors thesis not a lecture-based course. First sabbatical in 2011/12.

CHST2502 - Issues in Child Studies

1.00 1

CHST4908 - Honours Project 1.00 1 PSYC3300 - Health and Illness

(Hon Sem) 1.00 1 1

Mills, Shirley E.

Associate MATH4906 - Directed Studies 0.50 1 Directed studies courses not lecture-based.

MATH5901 - Directed Studies 0.50 1 1 STAT3503 - Regression Analysis 0.50 1 1 1 STAT4504 - Stat Design &

Analysis of Exp 0.50 1

STAT5503 - Linear Models 0.50 1 STAT5505 - Design of

Experiments 0.50 1 1

STAT5602 - Analysis of Categorical Data

0.50 1

STAT5703 - Data Mining I 0.50 1 STAT5904 - Statistical Internship 0.50 1 1 Murphy, Steven A.

Associate BUSI4112 - Organizational Leadership

0.50 1 Partial teaching release for 2011/12-2013/14 for administrative duties (as Associate Dean of the Faculty of Business). Last sabbatical

Senate May 25, 2012


was in 2010/11. BUSI5802 - Business Ethics 0.25 1 1 BUSI5806 - Managing Transform

Change 0.25 1

BUSI6902 - Research Methodology

0.50 1 1

MGMT5112 - Power & Influence 0.25 1 MGMT5115 - Leadership 0.25 1 Nussbaum, Doron

Associate COMP2501 - Computer Game Design & Develop

0.50 1 1 1 0.5 credit teaching release for 2009/10-2011/12 for administrative duties (graduate program supervisor). Last sabbatical in 2006/07 and next anticipated in 2013/14.

COMP5308 - Topics in Medical Computing

0.50 1 1

COMP5900 - Selected Topics in Comp Sci

0.50 1

Ormeci, Banu Associate ENVE4005 - Unit Processes 0.50 1 1 First sabbatical 2011/12. ENVE4907 - Engineering Project 1.00 1 ENVE5701 - Topics in Environ.

Engineering 0.50 1 1

Parush, Avi Associate IMD3001 - Product Design Methodology

0.50 1 1 Last sabbatical in 2010/11.

PSYC2002 - Intro to Statistics in Psych

0.50 1

PSYC2800 - Introduction to Human Factors

0.50 1

PSYC4800 - Product Design Methodology

0.50 1 1

PSYC5411 - Advanced Regression 0.50 1 1

Senate May 25, 2012


Prus, Steven G.

Associate SOCI2001 - Intr Qualitative Rsrch Methods

0.50 1 Last sabbatical in 2006/07.

SOCI2003 - Sociological Methods 1.00 1 1 1 SOCI3003 - Studies in Res. Design

& Data 1.00 1 1 1

SOCI3050 - Stud. in the Socio. of Health

0.50 1 1

SOCI3810 - Studies in Social Policy

0.50 1

SOCI4850 - Contemp. Problems in Sociology

0.50 1

SOCI5907 - Placement in Sociology

0.50 1

Schwartz, Karen

Associate SOWK3201 - Individuals, Families/Groups

0.50 1 Next sabbatical in 2012/12.

SOWK4900 - Independent Study 0.50 1 1 SOWK4902 - Independent Study 0.50 1 1 SOWK5302 - Mental Health

Policy & Prac 0.50 1

SOWK5308 - Direct Intervention 0.50 1 SOWK5405 - Research & Eval in

Soc Work 1.00 1 1 1

Stead, John Associate PSYC2001 - Intro to Res Meth in Psych

0.50 1 1 1 0.5 credit release in 2009/10 and 1 credit in 2010/11 for administrative duties (Chair of Neuroscience) and 0.5 credit teaching release from grant funded buy out in 2000/10. First sabbatical in 2011/12.

PSYC2002 - Intro to Statistics in Psych

0.50 1

PSYC2200 - Biol. Foundations of 0.50 1

Senate May 25, 2012


Behav. PSYC5800 -Special Top Psyc 0.50 1 Wohl, Michael Associate FYSM1306 - Psychological

Diversity 1.00 1 1 sabbatical 2009/10, teaching

release of 1 credit per year for last 8 years and until next sabbatical

Zelenski, John M.

Associate PSYC2600 - Personality 0.50 1 1 1 credit teaching release in 2007/08 for administrative duties (graduate program supervisor for the Department of Psychology). Last sabbatical was 2008/09.

PSYC3600 - Personality Seminar 1.00 1 PSYC3604 - Abnormal Psychology 0.50 1 PSYC4001 - Special Topics in

Psychology 0.50 1 1

PSYC5601 - Contem Research in Personality

0.50 1

Avis, Tyler J. Assistant FOOD1001 - Introduction to Food Science

0.50 1 1 1 No teaching release or sabbatical yet.

FOOD3005 - Food Microbiology 0.50 1 1 FOOD4908 - Food Science Project 1.00 1 1 Bhatia, Vandna

Assistant PSCI2702 - Quant Res Methods in Pol Sci

0.50 1 No teaching release or sabbatical yet. On leave in 2009/10.

PSCI3405 - Comp Public Policy Analysis

0.50 1

PSCI3900 - Etudes dirigees 1.00 1 PSCI4407 - Pub Policy: Content &

Creation 0.50 1

PSCI4903 - British Parliamentary Politics

0.50 1

PSCI6407 - Public Pol: Theory & Analysis

0.50 1

Braedley, Susan

Assistant SOWK2100 - Political Economy: of Welfare

0.50 1 No teaching release or sabbatical yet.

SOWK5306 - Adv Theory for 1.00 1

Senate May 25, 2012


Social Welfare Gagnon, Marc Andre

Assistant PADM5115 - Intro. to State & Society


Mire, Amina Assistant ANTH2020 - Race and Ethnicity 0.50 1 First sabbatical will be 2012/13 ANTH3020 - Studies in Race &

Ethnicity 0.50 1 1

ANTH4020 - Adv. Stud. in Race & Ethnicity

0.50 1

SOCI2020 - Race and Ethnicity 0.50 1 SOCI3005 - Studies in Sociological

Theory 1.00 1 1

SOCI3020 - Studies in Race and Ethnicity

0.50 1 1

SOCI3040 - Studies in the Soci. of Gender

0.50 1

SOCI4020 - Adv. Stud. in Race & Ethnicity

0.50 1

SOCI4040 - Adv. Stud. in Soc. of Gender

0.50 1 1

SOCI5606 - Selected Topics in Sociology

0.50 1

Novas, Carlos Assistant ANTH2035 - Sociology of Science & Tech.

0.50 1 1 1 0.5 credit teaching release for 2009/10 to 2011/12 for administrative duties (as undergraduate coordinator for the Department of Sociology and Anthropology). First sabbatical will be in 2014/15.

ANTH3035 - Studies in Information Tech.

0.50 1

ANTH4036 - Adv. Stud. in Science, Tech. &

0.50 1 1

SOCI2035 - Sociology of Science & Technol

0.50 1 1 1

SOCI3035 - Stud. in Inform. Technologies

0.50 1

Senate May 25, 2012


SOCI4036 - Adv. Stud. in Science, Tech. &

0.50 1 1

SOCI4820 - Field Placement: Research &

0.50 1 1

SOCI5209 - Sociology of Science & Tech

0.50 1 1 1

Panitch, Vida Assistant PHIL2020 - Issues in Practical Philosophy

0.50 1 No teaching release. First sabbatical will be 2016/17.

PHIL2101 - History of Ethics 0.50 1 PHIL2380 - Intro to

Environmental Ethics 0.50 1

PHIL4100 - Special Topic 0.50 1 PHIL5000 - Special Topic in

Philosophy 0.50 1

Percival, Valerie A.

Assistant INAF4101 - Spec Top in Conflict Analysis

0.50 1 1 1 No teaching release or sabbatical yet.

INAF5109 - Conflict Mgmt: Theory/Evidence

0.50 1 1 1

INAF5409 - Select.Topics in Int'l Affairs

0.50 1 1 1

INAF5706 - Global Health Policy 0.50 1 1 Smith, Jeffrey C.

Assistant BIOL5501 - Selected Topics in Biology I

0.50 1 Selected topics and directed studies courses not lecture-based. No teaching release or sabbatical yet.

CHEM2302 - Analytical Chemistry 0.50 1 1 CHEM2303 - Analytical Chemistry 0.50 1 1 1 CHEM4302 - Adv Topics

Analytical Chem II 0.50 1

CHEM4304 - Adv. Applic Mass Spectrometry

0.50 1

CHEM5900 - Directed Special 0.50 1

Senate May 25, 2012


Studies Smith, Patrice D.

Assistant PSYC1001 - Introduction to Psychology I


PSYC2200 - Biol. Foundations of Behav.

0.50 1 1

PSYC3200 - Neuroscience Seminar

1.00 1 1

PSYC3204 - Drugs and Behaviour 0.50 1 1 PSYC4001 - Special Topics in

Psychology 0.50 1

Ye, Winnie N. Assistant ELEC2607 - Switching Circuits 0.50 1 Partial teaching release for CRC chair. No sabbatical yet.

ELEC3909 - Electromagnetic Waves

0.50 1

ELEC5709 - Adv. Topics in Electromagnetic

0.50 1

Category 6: Adjunct Research Professors with supervisory privileges Blouin, Chantal

Adjunct Research Professor

INAF5705 - International Social Policy

0.50 1 Contract instructor

Senate May 25, 2012

6. Comment on the commitment and contribution of faculty from other Carleton units and programs and/or from other institutions to the academic programs covered in this self-study. Although every core faculty member participating in this new program already has supervisory privileges in other graduate programs, each is willing to become involved in this new program as well. This involvement will mean co-supervising students in the HSTP program as well as students in their disciplinary program, and including students from the HSTP program in their graduate courses. A component of the core faculty will also contribute to teaching the required courses and the 0.25 credit elective courses of the HSTP program. At the outset the program will minimally require the resources equivalent of 4 credits of teaching to cover the 2.5 credits of core courses as well as at least six 0.25 credit elective courses. The extent of this requirement will be partially offset in subsequent years by with the hiring of the full-time Associate (year 1) and Assistant (year 2) Professors for the HSTP program. There are at least 2 faculty who would be able to teach each of the 4 required courses. There are also a number of adjunct research professors, currently associated with other programs, whose primary affiliation is with governmental or other health sector agencies, such as Health Canada, who, given their relevant expertise working at the research-policy interface, would be a valuable resource to contribute to the required courses and who could be instructors for the 0.25 credit elective courses. These researchers will be granted Adjunct Research Professor status as the program becomes established. All of the 50 core faculty will have 0% appointments to IHSTP. Their commitment is demonstrated by their willingness to participate and their engagement in the group meetings held to-date, as well as their assistance in providing suggestions for the design and improvement of the program throughout the program development process. The core faculty have expressed willingness to co-supervise students in the collaborative group research project (HLTH 5500) and a subset have expressed interest in teaching HSTP required or elective courses. Although a core of faculty engaged in teaching program courses is essential, a larger number of core faculty are required as a pool of prospective advisors to provide the requisite breadth of expertise necessary to address interdisciplinary problems in health. In any given year, the majority of the 50 core faculty will be available as disciplinary experts, with a subset actively acting as advisors for the capstone group projects (HLTH 5500). As the program Director will be responsible for the group project (HLTH 5500), instructors are required for only 4 required courses and for at least 6 of the 0.25 credit elective courses. It is anticipated that several of the latter will be taught by contract instructors, which will be primarily adjunct professors who are employed in the health sector and will, therefore, be able to provide the expertise most relevant to the workplace and closely aligned with the expectations of employers. If the program expands to the point that the number of group projects exceeds the number that can be managed by the Director, faculty will be recruited to act as thesis supervisor for each group. The new associate professor, to be hired in year 1, will be a 50%/50% appointment to the IHSTP and Department of Biology. The Dean of the Faculty of Science has committed that 100% of the teaching for this position will be assigned to the HSTP program for the first 2 years. Additionally, it is intended that, following a 1-year acclimatization period, the individual hired in this position will assume the role of Director of the institute and program in year 2. Therefore, the new associate professor will provide 0.5 credits of teaching to the program in year 2, as well as taking

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over as Director (with a corresponding 1 credit teaching release). In year 3, when the remaining 0.5 credit of teaching of the associate professor is re-assigned to Biology, the new assistant professor, will be expected to start teaching 1.5 credits of courses in the HSTP program. Therefore, the 2 new appointments will provide 0, 0.5 and 1.5 credits of teaching to the HSTP program in years 1, 2 and 3 (and beyond, with the exception of sabbatical leaves).

It is anticipated that HLTH 5100, 5200, 5300 and 5400 will be taught by faculty from other academic units for the first 2-3 years of program operation, until the 2 new faculty hired in years 1 and 2 are in position and able to teach some of these required courses. However, given that the new associate professor is expected to assume the position of director in year 2, these 2 positions will not be sufficient to cover all of the required courses for the HSTP program. Depending on the year, between 1-2 credits of teaching will be required by faculty from other academic units or by contract instructors. Examples of faculty who could teach the required courses of the HSTP program are: HLTH 5100 – John Stead, Alfonso Abizaid HLTH 5200 – Allan Maslove, Susan Braedley HLTH 5300 – Hymie Anisman HLTH 5400 – Lorraine Dyke, Karen Schwartz HLTH 5500 – Sue Aitken

F. Teaching

1. Describe the modes of program delivery on a course-by-course basis.

Table F1: Course-by-course modes of program delivery Course Name and Number

Course Weight

CUOL1 Lecture Lecture with lab, problem analysis or tutorial2

Seminar3 Collaborative Research project (independent, co-supervised research)4

HLTH 5100 0.5 HLTH 5200 0.5 HLTH 5300 0.5 HLTH 5400 1.0 HLTH 5500 1.0 Selected topics 0.25 1Some of the 0.25 selected topics courses will be appropriate for CUOL. Components of the three 0.5 credit required courses may also be, although this would be limited to the lecture portions. 2Tutorial indicates tutorial or discussion groups led by the instructor or a teaching assistant 3Seminar indicates that the course is taught as a seminar rather than through lectures. 4Co-supervised collaborative research project.

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The two fundamentals core courses will be offered in a manner that combines lecture and discussion and/or seminar, as appropriate to the specific topic and the class size. The topics to be covered in each of these courses is amenable to a combination of these methods:

• HLTH 5100 (Fundamentals of Research Methods) – A format of lecture combined with tutorial or workshop will be appropriate to meet the learning objectives of this course. Students will receive instruction in topics including the goals of research, qualitative versus quantitative research methods, experimental design, principles of epidemiology, statistical analysis and research ethics. The format will be a combination of lecture and interactive group discussion, in sub-groups or as a class, as appropriate to both the specific topic and the size of the class. The tutorial or workshop will provide students with the opportunity to apply the knowledge acquired and to develop critical thinking and analytical skills. Examples, include assignments focused on experimental design, analysis of provided qualitative and quantitative data and critical assessment of reported research.

• HLTH 5200 (Fundamentals of Policy: the Health Sector) – A seminar format will be well suited to this course. However, a lecture component is also required to convey the foundational knowledge, including economics and political science, necessary to develop an understanding of the policy process in the context of the Canadian healthcare sector. The seminar component of the course will allow students to discuss assigned readings and case studies and will provide students with the opportunity to explore and assess policy in the health sector. Examples include comparison of healthcare with other sectors of the economy as well as comparison of alternative models of administration of healthcare employed by different countries, such as Canada and the United States.

Although HLTH 5300 (Knowledge translation) is inherently interactive and participation-based, given the emphasis on the development of communication proficiency for diverse audiences, a lecture component would also provide the basis for the integration of research-based knowledge with policy and practical applications. Therefore, a mixed lecture and seminar format, with the latter predominant, is appropriate for this course. The emphasis on the discussion and seminar component will provide students with the opportunity to practice skills inherent to knowledge translation, including assessment and identification of key elements of research-based knowledge and the ability to situate these elements in a context appropriate for the target audience. Problem-based learning and independent research define the applied components of the master’s program:

• HLTH 5400 (Interdisciplinary problems in health) – This full-credit course will employ problem-based and case-study approaches to demonstrate and explore the complexity of questions in the health sector. Basic leadership and project management skills will also be taught. It will provide students with the opportunity to learn to ask the appropriate questions, identify the necessary evidentiary bases, consolidate and critically appraise empirical data and understand uncertainties associated with existing knowledge bases. This course will include a minimal lecture component, only as required to introduce new concepts, such as the important contributions to health problems by disciplines including Industrial Design, Sociology and Law, as well as the

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elements of leadership and project management. It is anticipated that the participation of disciplinary experts (e.g. in the form of guest lectures or to lead selected discussion topics) would be beneficial in this regard. The main component of the course is designed as a combination of seminar, workshop and tutorial format with the goal of providing students with the opportunity to explore and discuss the case studies and to learn to work together effectively in a collaborative manner, to practice leadership and project management skills, and to respect the contributions of other disciplines as well as the expertise of their peers.

• HLTH 5500 (Collaborative group research project) – This research project provides the capstone experience of the HSTP master’s program. It is designed to exemplify the interdisciplinary, team-format of research, representative of the public health sector. It builds from the foundational knowledge as well as the critical thinking and analysis, communication, leadership and project management skills provided by the other required HLTH courses. As such, the format is entirely independent research, with no lecture component. The group format of this research project requires regular meetings between students and their faculty advisors, within their area of expertise, as well as between group members, to enable the collaboration required for advancement of the project, to meet designated milestones, and the production of a final presentation and report. Meetings will also be scheduled with the external stakeholder who has provided the question addressed in the specific collaborative group project. The goal is to provide students with a research experience that is representative of the workplace.

Both of these courses will be administered by one individual, the course instructor for HLTH 5400 and the program director for HLTH 5500, but will be team taught or co-supervised by an interdisciplinary group of faculty, respectively, to provide the disciplinary breadth required to consider the broadly-based problems typical of the health sector. The 0.25 credit selected topics elective courses will be offered under the headings of: Biostatistics and Epidemiology Health Policy and Administration Social and Behavioural Environmental Health Science of Disease Engineering, Design and Computer Science in Health

These courses are designed to provide depth of expertise and/or specific skills relevant to the workplace. The format of these courses will be seminar or a combination of lecture with problem analysis, as appropriate to the specific subject material.

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2. Relate the modes of program delivery to the achievement of learning objectives.

Table F2: Relationship of Courses to Degree Level Expectations Course Delivery

Mode Depth/Breadth of

Knowledge Research and scholarship,

application of knowledge

Awareness of limits of knowledge

Communication skills

Professional capacity/autonomy

Oral Written

HLTH 5100 – Fundamentals of Research Methods [0.5 credits] Lecture with problem analysis

High (breadth) Moderate High Moderate

Moderate

Moderate

HLTH 5200 – Fundamentals of Policy in the Health Sector [0.5 credits] Seminar High (breadth) Moderate High High Moderat

e Moderate

HLTH 5300 – Knowledge Translation [0.5 credits] Seminar High (breadth) High Moderate High High High

HLTH 5400 – Interdisciplinary Problems in Health [1.0 credit] Lecture and seminar with tutorial and problem analysis

High (depth) High High Moderate

Moderate

High

HLTH 5500 – Collaborative Group Research Project [2.0 credits] Independent, co-supervised research

High (depth) High High High High High

Selected topics – Categories: Biostatistics and Epidemiology, Health Policy and Administration, Social and Behavioural, Environmental Health, Science of Disease, Engineering, Design and Computer Science in Health [0.25 credits]

Variable variable

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The learning objectives for the HSTP master’s program and their associated outcomes are listed in section B1 and related to the Degree Level Expectations in section B2. A. Objective: Provide training in research methods and their application to the problems facing

the health sector. Associated program component: The information provided in the fundamentals of research methods course (HLTH 5100), as well as the 0.25 credit elective courses designed for the HSTP program, will provide the knowledge base required for the applied and critical assessment components of the program.

B. Objective: Provide a foundation in policy, with emphasis on its application to the health sector. Associated program component: The information provided in the fundamentals of policy course (HLTH 5200) as well as the 0.25 credit elective courses designed for the HSTP program, will provide students with the basis to understand the structure of the Canadian health-care system from an economic and political perspective.

C. Objective: Develop understanding of the diverse disciplines and professions that are relevant to health care system. Associated program component: The interdisciplinary problems in health course (HLTH 5400) will provide students with the opportunity to understand the substantive contribution of non-medical professions to public health problems. This will be complemented by the 0.25 credit elective courses designed for the HSTP program, particularly those offered under the headings of Social and behavioral, environmental health and engineering, design and computer science.

D. Objective: Provide training in knowledge translation. Associated program component: A course in knowledge translation (HLTH 5300) has been designed to provide students with the knowledge and skills to communicate effectively across interdisciplinary boundaries using vocabulary appropriate to diverse audiences. These skills will also be relevant in HLTH 5400 and will be applied in the collaborative group research project (HLTH 5500).

E. Objective: Provide the skills and opportunity for students to learn to work effectively as members of interdisciplinary teams at the research-policy interface Associated program component: The cohort-based structure and interdisciplinary emphasis of the HSTP master’s program, in combination with the problems in health (HLTH 5400) course and the capstone experience of the collaborative group research project (HLTH 5500) are all designed to provide students with the opportunity to learn to collaborate effectively within a project-based team comprised of professionals and stakeholders from different disciplinary and sector perspectives.

F. Objective: Provide the foundational training in knowledge translation, research methods and policy, as appropriate to the health sector, as well as the opportunity to apply the acquired knowledge and skills in a relevant, interdisciplinary team-based research setting in which students learn to contribute their expertise toward the success of the group. Associated program component: The combined 2.5 credits of required courses are designed to provide students with sufficient interdisciplinary breadth to communicate effectively across disciplinary boundaries and to understand the complexity of problems in the multi-disciplinary field of health. The 1.5 credits in elective courses are intended to enable students to acquire greater depth in their area of expertise. The culminating collaborative group research project is designed to represent a work environment by allowing students to

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participate, as disciplinary experts, in an interdisciplinary team on the development of evidence-based policy for a real world health problem identified by an external stakeholder.

3. NA

4. Provide comment and analysis on student-faculty ratios.

The student-faculty ratios for supervision of the collaborative group projects, the research component of the M.Sc. degree, will be in the 1:1 to 3:1 range. The specific ratio will depend on the area of expertise of the student as the 50 category 3 faculty are distributed across 23 academic units and represent the 5 line Faculties of the University. It will also depend on the number of students from a similar academic background who are participating in a project, as each faculty could advise one or two students as a component of the co-supervised group. The management of the collaborative group research project (HLTH 5500) will be the responsibility of the program Director. This will ensure that the students comprising a cohort share a common experience in their capstone research course. However, given the broadly interdisciplinary nature of the HSTP program, a small group of faculty (generally 3, but this may vary depending on the scope of the project), will participate as advisors, similar to a thesis advisory committee in a traditional master’s program in which a student works primarily with a single research supervisor. This structure will minimize the time required of the core faculty affiliated with the HSTP program. The advisors would be expected to be present for a limited number of group meetings, including the presentation of the proposal outlining the group’s intended approach and defined project scope and the presentation of the final report to the advisory committee and external stakeholder. While the project is underway, individual advisors will be expected to attend 1-2 meetings of the group per term. This will require students to integrate diverse, and potentially conflicting, advice from disciplinary experts and is intended to provide a realistic experience with the challenges inherent in interdisciplinary research and the formulation of evidence-based policy. Students will also consult individual advisors, as required, for discipline-specific guidance.

5. Provide comment and analysis on the percentage of courses delivered by contract instructors and types of contract instructors.

Teaching of HSTP core (2.5 credits) and 0.25 credit elective courses will rely partially on the category 3 faculty, assigned primarily to other academic units, and on contract instructors, who may be adjunct research professors or visiting scholars. The collaborative group project will be managed by the program director. At the outset, therefore, the program will minimally require 4 credits of teaching, although the extent of this requirement will be offset future years by the hiring of full-time Associate (year 1) and Assistant (year 2) Professors. The Director will have a 1 credit teaching release (from a normal teaching load of 1.5 credits). The new Associate Professor, hired in year 1, would not teach in year 1 due to a combination of partial teaching release as a new hire and taking on the role of Graduate Program Supervisor, but would be

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expected to teach 0.5 credits in years 2-7 (after taking over as director). The new Assistant Professor, hired in year 2, would teach 0.5 credit in year 2 and 1.5 credits in years 3 and on. Therefore, compensation for teaching required from contract instructors or faculty from other units is: Year 1 (4 credits): All courses except the group project, which is managed by the

director. Year 2 (3.5 credits): The new Associate and Assistant professors, hired in years 1 and 2,

respectively, will each teach 0.5 credits, as the former will take over as director and the latter will have partial teaching release as a new hire, both equivalent to a 1 credit release. A compensation of 0.5 credit will be required to the home unit of the new Graduate Program Supervisor, who will receive a 0.5 credit teaching release for this position.

Years 3-7 (2.5 credits): The Assistant Professor, hired in year 2, will teach the normal load of 1.5 credits, the director will teach 0.5 credits, and a 0.5 credit compensation will be required by the home unit of the Graduate Program Supervisor.

Both the new associate (year 1) and the new 100% assistant (year 2) professors are expected to teach in the HSTP program. The associate professor is a 50:50 appointment to HSTP and Biology and the Dean of Science has committed 100% of the teaching assignment of this individual to the HSTP program for the first 2 years. This position has been approved as one of the strategic hires and is designated to be in epidemiology. Therefore, it is expected that the new associate professor will have the expertise to teach HLTH 5100 (fundamentals of research methods), HLTH 5400 (problems in health) and 0.25 credit courses under the ‘biostatistics and epidemiology’ heading. It is anticipated that this new associate professor will assume the role of Director of the institute and program, and responsibility for the group research project (HLTH 5500) in year 2 and will receive a 1 credit teaching release for this position.

Although the specific area of expertise of the new assistant professor, to be hired in year 2, has not yet been decided, the full teaching assignment of this individual will be in the HSTP program. Examples of courses that would be well-suited to a faculty with primary affiliation to the HSTP program would be knowledge translation (HLTH 5300) and problems in health (HLTH 5400) as it would provide the continuity that would particularly beneficial to the program for these 2 courses.

6. Provide Comment and Analysis on Class Sizes and Course and Program Capacity. The interdisciplinary health working group engaged a consultant to advise the committee on the current status of Masters of Public Health programs in Canada and consulted external stakeholders, including Health Canada, the Public Health Agency of Canada, the Canadian Institute of Health Information and the Canadian Medical Association. The information produced by this informal survey was employed by the committee to design the basic structure of the HSTP master’s and type 3 diploma programs. The letters of support accompanying this

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volume demonstrate that the proposed HSTP program has been well received by external stakeholders. The enrolment projections are conservative, particularly during the first 2 years of program operation. This is not due to expectations of limited interest on behalf of students or prospective employers, but rather an acknowledgement of the unanticipated challenges that will be encountered during the establishment phase of a program as novel and truly multidisciplinary as HSTP, particularly the master’s program. The enrolment targets for the master’s program are correspondingly gradually increased in years 3 and 4 from the initial 15 to 25 new students per year, thereby resulting in a steady state level of 50 students in program in year 5. The enrolment projections for the diplomas have been maintained at a conservative estimate of 10 per year for each program (types 2 and 3) to allow sufficient time for the establishment of the master’s program. These enrolment targets are modest and reflect the concern that the admission of too many diploma students during the initial years of program establishment would present challenges for the delivery of core courses required for both the diploma and master’s programs. The program development committee has considered this issue at length and has recommended that following the establishment of the core courses in the first 1-2 years of program operation, and dependent on student interest, additional sections of HLTH 5100, 5200 and 5300 could be offered in the Summer term to allow the number of diploma students to be increased. The predicted annual enrollments for the M.Sc. and the type 2 and type 3 diplomas in the first 2-3 years following establishment of the program are 15, 10 and 10 students, respectively. These numbers will ideally be increased in subsequent years, for example to 25 for the master’s program. It is anticipated that there will be considerable demand for the type 2 diploma, once students registered in other graduate programs become aware of it, because it allows access to interdisciplinary expertise. Based on the conservative, starting numbers for the establishment phase of the program, it is anticipated that the student-faculty ratios for the knowledge translation course, required by both the M.Sc. and type 3 diploma students will be at least 35, as it is required for the master’s and both diplomas. Similarly, enrollment in the two fundamentals courses will be at least 25 students, depending on the number of type 2 diploma students. As discussed above, depending on enrollment, additional sections of HLTH 5100, 5200 and 5300 may be offered in the Summer session. The type 3 diploma students are required to take six of the 0.25 credit HSTP courses, but as these are elective courses for the M.Sc. and type 2 diploma students, their student-faculty ratios may vary between 10-35. If demand for either or both diploma programs exceeds the predicted numbers, this will provide the opportunity to increase the number of sections of the required courses mentioned above and to expand the number of 0.25 credit courses offered under each of the 6 health-relevant selected topics headings.

7. Provide comment and analysis on supervisory loads at the graduate level.

The data on faculty supervisions presented in section E4 demonstrates that the core faculty are active in graduate supervisions. Approximately two thirds of the faculty currently supervise between 1-5 graduate students in other programs. The highest supervisory loads, between 6-12 students, are in Science, Engineering and, within Arts and Social Sciences, in the department of Psychology. The supervisory loads for the faculty associated with those disciplines are generally within the norms for the specific fields of expertise. The supervisory load of the HSTP M.Sc.

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program is expected to be modest for three reasons. First, the team-based supervisory model of the collaborative group project, which defines the HSTP program, is a co-supervision. Second, given that there are approximately 2-3-fold more faculty associated with the program than the anticipated number of M.Sc. students to be admitted to the program each year, most faculty will not be called upon to participate in co-supervision in any given year. Finally, the 2-term duration of the collaborative group project is shorter than that of some other programs. For example, the research component of a MSc degree in many fields of Science is up to 6 terms.

G. The Students 1. Comment on the proportion of full-time to part-time students in each program and the issues

this may occasion in program delivery.

The type 3 diploma program is expected to be taken on a part time basis as it is designed to provide a health-relevant credential for individuals currently employed in the health sector. In contrast, students in the type 2 diploma are expected to be full-time, concurrent with their main program of study. Students in the master’s program are also expected to maintain full time status. The master’s program is designed to encourage the development of a cohort dynamic to facilitate effective interdisciplinary communication and collaboration between the students from diverse research and policy or business academic backgrounds. This requires that the students of a given cohort take their required courses at the same time and move forward as a group to the collaborative group project component of the degree. The inclusion of part time students in this aspect of the program would be disruptive to this process, thereby diminishing the quality of the learning environment for all students. An exception is that students who have completed either HSTP diploma would be given advanced standing in the master’s program, as appropriate to the specific courses taken for their diploma. This would allow students to complete up to 2 of the 6 credits required, thereby enabling them to take the remaining 4 credits of courses on a part-time basis. The collaborative nature of the group project precludes the possibility of part-time study for the research component of the master’s degree because it would not be possible for groups to be formed of a mixture of full-time and part-time students. Should student demand prove sufficient to offer the group project on a part-time basis, this possibility can be investigated.

G1-G5 NA

6. For graduate programs, provide comment and analysis on total student funding.

The students in the HSTP master’s program are not expected to have access to Teaching Assistantships (TA), as the course load will be prohibitive. As the program becomes established, and depending on the number of students registering for the type 2 Diploma, the possibility that TAs will be required to assist with management of HLTH 5100 and HLTH 5200 will be considered. As PhD students would be required for this role, their assignment would be negotiated by the Associate Dean (Research) of the Faculty of Science, at the discretion of the Dean of the Faculty of Graduate and Postdoctoral Affairs. Research Assistantship (RA) funding is also not anticipated to be a component of the student funding. This is in line with the master’s of business

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administration (MBA) and master’s of engineering (MEng) programs, which similarly focus on the development of professional skills relevant to the workplace. There is currently no appropriate program in the Faculty of Science for comparison. Therefore, scholarship funding is required to attract high caliber students to the HSTP program, particularly until the reputation of the program is established. All applicants selected for admission will be offered a $5000 per year scholarship, equivalent to the cost of tuition for the full duration of the program. This level of funding exceeds that of the MBA and MEng programs, which also do not provide research or teaching assistantships and for which the Faculty of Graduate and Postdoctoral Affairs does not provide scholarship funding. The program resourcing allows for $5,000 of funding to all master’s students. This funding will be provided over the Fall/Winter terms of their first and second years in the program. Funding will not be provided to students who extend beyond the Winter term of year 2. This funding can be provided in the form of a one-term teaching assistantship or a scholarship. The program development committee recommended that providing the funding in the form of a scholarship would be preferable for students in this course-intensive program as it is anticipated that the majority of students will seek employment at the research-policy interface in the health sector following graduation. The program has been structured to allow students the opportunity to seek part-time employment, to supplement their scholarship funding, in the Summer term between their first and second years in the master’s program. The students in the HSTP M.Sc. program will be eligible for external awards (e.g. tri-council and OGS) and will be encouraged to apply for them. The Graduate Program Supervisor will advise students on their applications for external awards and, where necessary, the applications will be reviewed and ranked by the Graduate Program Committee prior to submission to the Faculty of Graduate and Postdoctoral Affairs. It is anticipated that, given the health-focus of the HSTP program, the master’s students will apply for tri-council scholarship funding through CIHR. One of the mandates of the IHSTP Management Board is institute and program resourcing, which includes working toward the creation of scholarships for the HSTP program. It is anticipated that the Director and Management Board will work with the Faculty of Science Development Officer and Advancement Services toward the goal of fund raising for student scholarships. The master’s students will also be eligible for University endowment awards.

G7-G10 NA

11. Provide comment and analysis on the career paths of graduates.

A key objective of this program is to provide students with the training necessary for them to be highly marketable within decision-making contexts within the health sector and specifically at the interface between research and policy. Examples of employers include public agencies such as Health Canada (HC), the Canadian Food Inspection Agency (CFIA), the Local Health Integration Networks (LHINs) and the Public Health Agency of Canada (PHAC). Many students complete discipline-specific undergraduate degrees, or even graduate degrees, after which they proceed to acquire a college diploma or vocational degree to enhance their employability. The proposed master’s degree is a practical, problem-solving oriented degree that highlights the knowledge

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translation capacity of students interested in the health sector. However, the skills provided will be generalizable to any sector that requires highly qualified personnel who understand the development, implementation and assessment of evidence-based programs, policy, or regulation.

12. Provide tables of projected enrolments for the next six years for each program. It is anticipated that 15 full-time students will be admitted to the first year of the master’s program annually for the first 2 years, to allow sufficient time to establish the program. In years 3 and 4 this number will be increased by 5 M.Sc. students per year to reach a stable level of 25 new students admitted per year by year 4. Students applying to the program will be those interested in a vocational education that provides them with the skills to acquire employment in the health sector. The type 3 diploma program is anticipated to attract 10 professional development students per year. Applicants to the diploma program are expected to be from the public sector labor force and seeking to develop their expertise in the core competency areas of public health and to enhance their skills in knowledge translation and the integration of science and policy. It is also expected that students in existing graduate degree programs who are interested in a non-academic career may complement their disciplinary expertise by completing the requirements of the type 2 diploma program. An enrollment of 10 type 2 diploma students per year is planned, although it is likely that demand for this program will increase considerably as students become aware of this option. Capacity in the diploma programs may be increased by offering additional sections of the research methods and health policy fundamentals courses as well as the knowledge translation course. Additionally, increased demand for HSTP 0.25 credit elective courses would offer the opportunity to increase the number of these courses offered under each heading. Some of these 0.25 credit courses may be amenable to distance delivery, via CUOL, which would provide more flexibility for type 3 diploma students who are expected to be working full time. Table G12A: Projected enrollments in M.Sc. program Year Intake Total enrollment

2012 15 15 2013 15 30 2014 20 35 2015 25 45 2016 25 50 2017 25 50 Table G12B: Projected enrollments in Diploma programs Year Type 2 Type 3 Total enrollment 2012 10 10 20 2013 10 10 20 2014 10 10 20 2015 10 10 20 2016 10 10 20 2017 10 10 20

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H. Resources 1. Provide a description of and comment on the contribution of support and technical staff to the

program or programs.

The academic director, Graduate Program Supervisor and program coordinator will be supported by a level 7 administrator, on 50% assignment, who will also act as the graduate administrator for the HSTP master’s and diploma programs.

2. Comment on the space utilized by the unit or program.

The HSTP student cohort must be accommodated on campus. The Institute and programs will require office space as well as group work and meeting space, with approximately 5 computer workstations, for the students in the HSTP masters program. A commitment for this space has been provided, by the Dean of Faculty of Science, in the new addition on the Inco wing of the Herzberg building. The IHSTP will also house a Health Research Centre, which will be housed proximal to the administrative offices and student space of the HSTP program in order to ensure that synergies among faculty, external partners, and students are facilitated. It is anticipated that the new space will be available in 2013. The Properties and Finance subcommittees of the Board of Governors have approved the release of funds for its construction. In the interim, in 2012, temporary space for the administration of the institute and program will be provided in the Faculty of Science, meeting space will be reserved as required, and the HSTP students will utilize existing common student space on campus, including the library study rooms, for group work space.

3. Comment on the report submitted by the library.

The Library’s print and electronic resources and services are extensive, as detailed in the Library Report (Appendix 4). The HSTP program has the benefit of the expertise of a subject specialist librarian in Health who will work with faculty members to keep the collection up to date and relevant to the needs of students and faculty. In addition to library material specifically relating to Health, library resources relevant to Health are also available. In particular, the library holds resources to support several relevant graduate degree programs, including Psychology, Biology, Neuroscience, Sociology, Biomedical Engineering, Industrial Design, Business, Law, Social Work and Public Policy and Administration. Also, in addition to Carleton’s central library holdings, students enrolled in the HSTP programs will also benefit from access to other resources in the national capital region, including Library and Archives Canada. Students will also have access to additional library resources at the University of Ottawa through reciprocal agreements that allow borrowing privileges in both library systems to students enrolled at either University.

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4. Describe and comment on laboratory facilities

No laboratory facilities and no technical staff are required for the HSTP program.

5. Describe and comment on unit/program and affiliated research facilities. The specific research facilities that might be employed by students in the HSTP master’s program is difficult to predict given the multi-disciplinary nature of the program, as exemplified by the 23 departments, institutes or schools with which the category 3 core faculty are primarily associated. It is anticipated that students whose expertise is in fields such as computer science, bioinformatics, systems engineering or biostatistics may periodically require access to the research facilities of their faculty supervisor for the collaborative group project.

6. Describe and comment on university and unit/program computer facilities used by students, as well as on any expectation that students provide their own computing resources. All Carleton students are provided with email accounts and access to a variety of online services through the University’s main portal, “MyCarleton”. Students also have access to a variety of computer facilities across campus, including the >150 computer terminals and workstations located in the common areas of the MacOdrum Library. The department of Computing and Communications Services also maintains a Help Desk in the library to assist students and faculty with computing and networking issues. No dedicated computer lab facilities are required for the HSTP program. A small number, approximately five, of workstations in the dedicated work space for the master’s students of the HSTP program will be supplied by the Faculty of Science. It is anticipated that the students will conduct most research using the library resources, either at the library or using their own home or laptop computers. Therefore, while wireless connection is required for the dedicated HSTP work space, a small number of provided workstations are expected to be sufficient.

7. Describe and comment on university, library and unit/program student study space.

Dedicated program space is required both as a place where students can come together to build an effective cohort dynamic and for meeting with supervisors and external stakeholders and group work on the collaborative research projects. The HSTP program will be housed in the new extension to the Inco wing of the Herzberg building, to be built in 2013. In the interim, the program administration will be housed in temporary office space, as arranged by the Dean of the Faculty of Science and the Director, with the assistance of the program administrator, will arrange to reserve rooms on campus for meetings, as required, and the HSTP master’s students will rely upon common spaces for group work. There are a variety of common graduate student spaces on campus for individual or group study, including the new spaces that will be available following the 2012 renovation of the library, or social activities. This space is available to the HSTP master’s and diploma students.

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I. Development of the Self-Study The key elements and outline of the proposed program were drafted by an interdisciplinary health working group, which met several times through the winter/spring period of 2011. This group included representatives of all 5 line Faculties: Kim Matheson (Vice President Research and International; Psychology, Faculty of Arts and

Social Sciences; Neuroscience, Faculty of Science) Stefania Maggi (Psychology/Interdisciplinary Studies, Faculty of Arts and Social Sciences) John Stead (Chair of Neuroscience, Faculty of Science), David Miller (Chemistry, Faculty of Science), Sue Aitken (Biology/Biochemistry, Faculty of Science), Shaobo Ji (Sprott School of Business, Faculty of Business), Diana Majury (Associate Dean Research; Law, Faculty of Public Affairs), Donald Russell (Associate Dean Academic; Mechanical and Aerospace Engineering, Faculty

of Engineering and Design). Wallace Clement (Associate Dean Programs and Awards, Faculty of Graduate and

Postdoctoral Affairs; Sociology and Anthropology, Faculty of Arts and Social Sciences and Institute of Political Economy, Faculty of Public Affairs)

A document describing the program, including the business plan, was prepared by John Stead and Sue Aitken and presented by Naomi Cappuccino (Associate Dean Academic, Faculty of Science) to the Academic Planning, Priorities and Initiatives Committee (APPIC) in June 2011. Following approval in principle by APPIC a smaller program development committee was assembled: Sue Aitken (Program Development Committee Chair; Biology/Biochemistry, Faculty of

Science) Donald Russell (Associate Dean Academic; Mechanical and Aerospace Engineering, Faculty

of Engineering and Design), Allan Maslove (School of Public Policy and Administration, Faculty of Public Affairs), Wallace Clement (Associate Dean Programs and Awards, Faculty of Graduate and


Naomi Cappuccino (Associate Dean Academic; Biology, Faculty of Science). This committee identified and consulted with 50 faculty, who expressed interest in participating in this new health program, and developed the 3 volumes of the program brief from the basis outlined in the APPIC document. External stakeholders, including Health Canada, the Public Health Agency of Canada, the Canadian Institute for Health Information and the Canadian Medical Association were also consulted to ensure that the programs would have their strong support and would provide training appropriate to the requirements of the workplace.

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Additional information on the consultation and program development process, as well as the formation of the Institute of Health: Science, Technology and Policy, is provided in section E1. The HSTP programs were approved by the Programs and Planning Committee of the Faculty of Graduate and Postdoctoral Affairs and by Graduate Faculty Board in October, 2011. The developed program was also approved by APPIC in December, 2011. The program development committee was modified and expanded in November, 2011, to represent a broader range of experience in academic programs and disciplinary expertise: Sue Aitken (Program Development Committee Chair; Biology/Biochemistry, Faculty of

Science) Karen Schwartz (School of Social Work, Faculty of Public Affairs) Lorraine Dyke (Director of the Centre for Research and Education on Women and Work,

Faculty of Business) Shirley Mills (School of Mathematics and Statistics, Faculty of Science) Hymie Anisman (Department of Neuroscience, Faculty of Science) Allan Maslove (School of Public Policy and Administration, Faculty of Public Affairs), Donald Russell (Associate Dean Academic; Mechanical and Aerospace Engineering, Faculty

of Engineering and Design), Wallace Clement (Associate Dean Programs and Awards, Faculty of Graduate and


The Academic Program Planning and Initiatives Committee (APPIC) is willing to entertain an application for a Carleton Innovation Forum (CIF) proposal in support of the HSTP program. The final selection will occur on March 21st. If successful, CIF funding would provide up to $25,000, over up to 3 years.

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Appendix 1 - Program Calendar Copy Program Requirements The master’s program

The master’s program comprises 6.0 credits of which 4.0 credits are devoted to course work, and 2.0 credits to a collaborative group research project, equivalent to a thesis.

Required courses (3.5 credits) for the M.Sc. Program:

• 0.5 credit in HLTH 5100 Fundamentals of Research Methods • 0.5 credit in HLTH 5200 Fundamentals of Policy: the Health Sector • 0.5 credit in HLTH 5300 Knowledge Translation • 1.0 credit in HLTH 5400 Interdisciplinary Problems in Health • 2.0 credits in HLTH 5500 M.Sc. Collaborative Group Research Project

Students in the M.Sc. program must also complete 1.5 credits from among the following:

• 0.25 credit courses focusing on areas of specific relevance to the health sector: • Biostatistics and Epidemiology • Health Policy and Administration • Social and Behavioural • Environmental Health • Science of Disease • Engineering, Design and Computer Science in Health

• 0.5 credit courses from the following list of available elective courses (>50 health related courses identified in the graduate calendar and only the 29 that have been offered at least once in the last 2 years are listed here), selected with the guidance and permission of the supervisor of graduate studies and with the permission of the specific program: • PSYC 5209 Psychology of Health and Illness • PHIL 5000 Special Topic (Bioethics) • SOCI 5209 Science and Technology Studies • BIOM 5002 Ethics, Research Methods and Standards • BIOM 5100 Biomedical Instrumentation • COMM 5206 Communication, Culture, and Regulation • INAF 5705 International Social Policy • INAF 5706/IDMB 5607 Global Health Policy • PADM 5221 Health Policy in Canada • PADM 5222 Economics and Health Policy • PADM 5229 The Health of Populations • PADM 5817/IDMG 5617 Health Policy in Developing Countries • SOWK 5102 Political Economy of Health

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• SOWK 5302 Mental Health Policy and Practice • STAT 5600 Mathematical Statistics I • STAT 5501 Mathematical Statistics II • STAT 5602 Analysis of Categorical Data • COMP 5308 Topics in Medical Computing • PHYS 5204 Physics of Medical Imaging • CHEM 5708 Principles of Toxicology • CHEM 5704 Ecotoxicology • CHEM 5709 Chemical Toxicology • CHEM 5103 Functional Food and Nutriceuticals • BIOL 5407 Biostatistics I • BIOL 5515 Bioinformatics • BIOL 5516 Applied Bioinformatics • BIOL 6406 Genetic Toxicology • NEUR 5201 Statistics for Neuroscience I • NEUR 5202 Statistics for Neuroscience II

The Type 2 and Type 3 Graduate Diplomas

Each of the Diplomas comprises 2.0 credits. The composition of the required and elective courses varies by specialization, as outlined below. The Diplomas are designed to be completed in one years while working full-time, although students may take the program on either a part-time or full-time basis.

Type 2 Diploma (for graduate students currently enrolled in other graduate programs)

Students must complete 2.0 credits in:

1. 1.5 credit in the following required courses: HLTH 5100 Fundamentals of Research Methods HLTH 5200 Fundamentals of Policy: the Health Sector HLTH 5300 Knowledge Translation

2. 0.5 credits of electives from among the following: 0.25 credit courses focusing on areas of specific relevance to the health sector:

• Biostatistics and Epidemiology • Health Policy and Administration • Social and Behavioural • Environmental Health • Science of Disease • Engineering, Design and Computer Science in Health

0.5 credit courses from the following list of available elective courses (>50 health related courses identified in the graduate calendar and only the 29 that have been offered at least once in the last 2 years are listed here), selected with the guidance and permission of the supervisor of graduate studies and with the permission of the specific program:

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Type 3 Diploma (individuals employed in the health sector or public service, respectively)


1. 0.5 credit in the following required course: HLTH 5300 Knowledge translation

2. 1.5 credits of electives from the list of 0.25 credit selected topics elective courses under the following headings: Biostatistics and Epidemiology Health Policy and Administration Social and Behavioural Environmental Health Science of Disease Engineering, Design and Computer Science in Health

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Appendix 2 - Course Descriptions Course Descriptions

HLTH 5100 [0.5 credit] Fundamentals of Research Methods Experimental design, statistical analysis and interpretation of results in health science research, principles and methods of epidemiology, fundamentals of research ethics. Prerequisites: University-level statistics Rationale: This new course is designed to provide background in research methods for students from diverse academic backgrounds. Topics to include: 10. The goals of research and the foundation for modern research methods 11. Qualitative versus quantitative research methods and the diversity of data collection

methods: interview, observation, case study, modeling, simulation, survey 12. Experimental design and underlying assumptions 13. Principles of epidemiology study design, sampling, and random and systematic error 14. Selection of an experimental design and method of data collection appropriate to a given

research question 15. Statistical analysis and testing the validity of research results, including the preparation of

data for statistical analysis and the selection of the appropriate statistics tests/methods. 16. Interdisciplinary research and the advantages of combining methods, research, disciplines to

achieve a more complete understanding of complex issues in the area of health. 17. Principles of developing a research proposal. 18. Research ethics HLTH 5200 [0.5 credit] Fundamentals of Policy: the Health Sector The policy process in the context of the Canadian healthcare sector with emphasis on the economics of health policy and the politics and public administration in the health sector. Rationale: This new course is designed to provide background in policy for students from diverse academic backgrounds. It is intended to be cross-listed to allow graduate students in programs offered by the School of Policy and Public Administration (SPPA) to enroll in this course under either the HLTH or PADM designations. It is designed to provide the foundation required to enable students access to selected graduate level PADM courses offered in the area of health, as discussed in the letter of support provided by SPPA for the HSPT program. This course will provide the economic and political background for policy in the health sector, and will frame questions in an ethical context. The economics of health policy component will include discussion of the: d. nature of the insurance market e. nature of demand for healthcare f. industrial organization of the health sector

The politics and public administration component will focus on the: f. government framework, at the provincial and federal levels,

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g. role of the federal government in the healthcare system, including regulatory roles, as exemplified by pharmaceuticals and medical devices

h. role of the provincial governments i. regional authorities j. budget allocation process and federal/provincial fiscal arrangements HLTH 5300 [0.5 credit] Knowledge Translation The application of knowledge translation in the formulation of policy and the development of skills required to maximize the impact of scientific findings through real world programs and policies and communication skills for diverse audiences. Prerequisites: HLTH 5100 and HLTH 5200 Rationale: This course emphasizes the role of knowledge translation in maximizing the impact of scientific findings through real world programs and policies. Communication skills for diverse audiences (media, public, industry, government) and skills associated with influence, including leadership, negotiation, understanding of partnerships, governance of receptor organizations will be developed. Regulatory issues pertaining to health programs and technologies as well as intellectual property will also be considered. This new course is designed to provide the skills required for development and communication of evidence-based policy. Students in this program will be trained to work at the interface between science, technology and policy. Knowledge translation, as defined by the Canadian Institutes of Health Research in 2000, links the knowledge generated by health researchers to address practical issues facing society. It also provides researchers with direction by defining pertinent research questions. Although the importance of evidence-based policy is understood, the integration of research-based knowledge with policy and practical applications requires training in knowledge translation. The questions of what knowledge is and what is required to bring it to an appropriate stage for use in the formation of evidence-based policies and programs will be considered in the context of the variation in research methods between disciplines. Models of science or technology driven versus government or society driven research and knowledge translation will be contrasted. Students completing this course will understand the application of knowledge translation in management and the formulation of policy, the need to assess knowledge quality and the role of knowledge translation and application in guiding research directions. HLTH 5400 [1.0 credit] Interdisciplinary problems in health Development of an understanding of the scope and interdisciplinary nature of issues that impact the health of Canadians is the focus of this course. Prerequisites: To be taken concurrently with HLTH 5100, HLTH 5200 and HLTH 5300. Rationale: This new course is designed to demonstrate the scope and range of questions and challenges facing those working in the health sector and to provide the opportunity for student to apply the knowledge acquired in HLTH 5100, HLTH 5200 and HLTH 5300 and to develop the skills required for the collaborative group project. This is a team taught course that will be restricted to all incoming students of the program. Students will acquire the skills to tackle real-world issues by asking the appropriate questions and targeting the necessary evidentiary bases, consolidate and critically appraise empirical data, synthesize and communicate information for

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the purposes of regulatory, legislative and, policy development, and understand and identify, risk levels, cost-benefit ratios, and uncertainties associated with existing knowledge bases. The multi-disciplinary nature of questions and problems of the day in the field of health will be a focus on this course and the role and contribution of non-medical fields, including Engineering, Industrial Design, Sociology, Law and Social Work will be emphasized. Training in basic leadership and project management skills will also be provided. HLTH 5500 [2.0 credits] Collaborative Group Research Project Student teams, supervised by a cross-disciplinary team of faculty, will collaborate on a project that addresses a real-world health concern. Prerequisites: HLTH 5400. Rationale: This course will be taken following completion of the required course component of the master’s program. The project will be determined in advance by the course director, and will evolve from a partnership with an external stakeholder, a public or private partner, to address a pressing health concern of the day. This collaborative group project provides the capstone experience of the program and is designed to exemplify the interdisciplinary, team-format of research, representative of the public health sector. Students will be responsible for key components of the project that reflect their varying disciplinary strengths. The final product will be a report presented and evaluated by a committee that includes both faculty and external partners. Upon completion of this course, the student will: Understand the importance of research-based data for the development or evaluation

of evidence-based policy Have a basic understanding of quantitative and qualitative methods and the

contributions of different research paradigms and disciplines Be aware of ethical issues in research Be able to understand and execute the development and flow of a research project. Become familiar with the interpretation of quantitative and/or qualitative, in order to

assess the quality of research data and its readiness for application in policy development

A series of 0.25 credit courses focusing on areas of specific relevance to the health sector will be designed as elective courses. These will be administered under the selected topics model, thereby requiring that the specific topic(s) taught under each of the 6 headings be sent to the Graduate Programs and Planning committee for approval each year. This will allow students to take multiple courses in a single stream, but it will require tracking, by the Graduate Program Supervisor of the program, to ensure that students do not register more than once for a given 0.25 credit course, for those offered over multiple years. These courses may subsequently be cross-listed to allow graduate students in programs offered by the School of Policy and Public Administration (SPPA) to register under either the HLTH or PADM designations. The headings for these 0.25 credit elective courses are as follows:

• Biostatistics and Epidemiology: This module stream includes courses involving advanced statistical approaches (e.g., biostatistics, multivariate statistics, nonparametric statistics, multilevel modeling), health research techniques (e.g., genetic analysis, simulations) and

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epidemiological methods (e.g. field methods, simulations), along with more specialized epidemiological topics (e.g., clinical epidemiology, environmental epidemiology, epidemiology of infectious diseases).

• Health Policy and Administration: This stream includes courses involving Health Policy Development, Health Program Evaluation, Health Care Economics and Finances, Management and Design of Health Care Systems, Risk Assessment, Management, and Mitigation, Health Leadership.

• Social and Behavioural: This stream covers courses that represent psychosocial factors associated with health including Global Health, Stress and Illness, Aging and health, Health ethics, law, and policy, Aboriginal health issues, Health of Refugees and Immigrants, Child Health and Development.

• Environmental Health. This stream of courses ranges from issues of Toxicology, Water and Infectious Diseases, Genetics and the Environment, Biological Markers of Chemical Exposure, Occupational and Workplace Health.

• Science of Disease: This stream of courses is intended to provide understanding of a variety of disease models, including genetic and infectious, at the molecular, cellular and physiological levels.

• Engineering, Design and Computer Science: This stream includes courses ranging from bioinformatics to the state of the art and challenges of medical imaging, the development of artificial prostheses and the design of infrastructure for the healthcare system and assistive devices.

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Appendix 3 – Admissions Requirements Admission Requirements Applicants for the master’s program will normally hold an Honours degree or equivalent professional degree in Social Sciences, Science, Engineering or Design, Public Affairs, or Business. Normally, an average of B+ or higher is required for admission. At least one course in statistics is also required or admission. Applicants judged to be generally acceptable but deficient in some aspect of preparation may be asked to complete course-work in addition to the program requirements. In addition to transcripts and letters of reference, application packages will include a statement of interest outlining the applicant's area of research interest. The admissions committee will also consider the requirement for an appropriate balance of academic backgrounds to provide the disciplinary expertise required for the group projects, which are designed to represent a mixed-discipline workplace in the health sector. Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English. Please refer to section 3.6 of the general regulations in the Graduate Calendar.

Academic Regulations

See the General Regulations section of this Calendar.

All candidates are required to obtain a grade of B- or higher in each course in the program.

Program requirements All students will be required to complete 6.0 credits to qualify for the degree: 2.5 credits of required courses, 1.5 credits of electives and the 2-credit collaborative group research project. Full-time candidates in the master’s program are expected to complete their degree requirements within 5 terms (20 months) of first registration for full-time study. Required courses (4.5 credits) for the M.Sc. Program: Students must complete 6.0 credits in: 1. 4.5 credits from the following list:

HLTH 5100 Fundamentals of Research Methods HLTH 5200 Fundamentals of Policy: the Health Sector HLTH 5300 Knowledge Translation HLTH 5400 Interdisciplinary Problems in Health HLTH 5500 M.Sc. Collaborative Group Research Project

2. 1.5 credits of electives from

I. the list of 0.25 credit selected topics elective courses under the following headings:

Biostatistics and Epidemiology

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Health Policy and Administration Social and Behavioural Environmental Health Science of Disease Engineering, Design and Computer Science in Health

II. graduate level courses in health offered by other academic units, as approved by the Graduate Program Supervisor.

Graduate Diplomas in Health: Science, Technology and Policy

About the Program

The Type 2 and 3 Graduate Diplomas serve the professional development needs of graduate students in other programs who seek to strengthen or broaden their conceptual and technical skills in particular areas of the broadly interdisciplinary field of health and of individuals employed in the health sector or public service, respectively.

Academic Regulations See the General Regulations section of this Calendar.

All candidates are required to obtain a grade of B- or higher in each course in the program.

Admission Requirements Applicants must have a bachelor's degree (or equivalent). Normally, an average of B+ or higher is required for admission. A university level course in statistics is also required for admission.

Students whose first language is not English, or who have not completed a previous degree at an English speaking university, must demonstrate an adequate command of English. Please refer to section 3.6 of the general regulations in the Graduate Calendar.

Note: students in the Diploma programs are not eligible to receive university funding.

Program Requirements

Each of the Diplomas comprises 2.0 credits. The composition of the required and elective courses varies by specialization, as outlined below. The Diplomas are designed to be completed in one years while working full-time, although students may take the program on either a part-time or full-time basis.

Type 2 Diploma (for graduate students currently enrolled in other graduate programs) Students must complete 2.0 credits in:

3. 1.5 credit in the following required courses: HLTH 5100 Fundamentals of Research Methods HLTH 5200 Fundamentals of Policy: the Health Sector HLTH 5300 Knowledge Translation

4. 0.5 credits of electives from among the following:

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0.25 credit courses focusing on areas of specific relevance to the health sector: • Biostatistics and Epidemiology • Health Policy and Administration • Social and Behavioural • Environmental Health • Science of Disease • Engineering, Design and Computer Science in Health

0.5 credit courses from the following list of available elective courses (>50 health related courses identified in the graduate calendar and only the 29 that have been offered at least once in the last 2 years are listed here), selected with the guidance and permission of the supervisor of graduate studies and with the permission of the specific program:

Type 3 Diploma (individuals employed in the health sector or public service, respectively)


1. 0.5 credit in the following required course: HLTH 5300 Knowledge translation

2. 1.5 credits of electives from the list of 0.25 credit selected topics elective courses under the following headings: Biostatistics and Epidemiology Health Policy and Administration Social and Behavioural Environmental Health Science of Disease Engineering, Design and Computer Science in Health

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Appendix 4 – Report from Library Carleton Library Support Statement for Proposed New Interdisciplinary Master’s and Diploma

Program in Health: Science, Technology and Policy Laura Newton Miller, Science & Engineering Librarian (Subject Specialist for Health)

Library Resources

Collection Support

Carleton University Library’s electronic and print resources, augmented by interlibrary loan services to faculty and students, strongly support the proposed graduate program in Health: Science, Technology and Policy. The Library has comprehensive collections in Biology, Psychology, Neuroscience, Biochemistry, Biomedical Engineering, Medical Physics, Industrial Design, Sociology & Anthropology, Law, Public Policy & Administration, Economics, Business, and Social Work.

Scholarly materials are selected by the Subject Specialist for Health, taking into consideration guidelines outlined in collection and subject profiles for the above subjects, as well as selection tools including core academic lists, book reviews from reputable sources, citation lists and citation analysis tools.

Materials are also received through the approval plan program, individual orders, serial subscriptions, standing orders, memberships, and consortia purchases. Titles collected are published in the United States, Canada, and Great Britain, and from commercial publishers and university presses from around the world.

In addition to monographs, the Library collects journals, research reports, bulletins, special papers, lecture notes, conference proceedings, videos and films, government publications, maps and images, and numeric and geospatial data.

Journals

The Library has developed a strong electronic journal collection, with access to over 41,000 full-text journals, through individual subscriptions and participation in several consortia: Canadian Research Knowledge Network (CRKN), Consortia Canada, and the Ontario Council of University Libraries (OCUL). Products acquired by Carleton University Library that relate to Health Studies include:

Cambridge Journals Online Nature.com Publishing Group (Nature Research Journals & Nature Reviews) Oxford Journals Online PsycARTICLES (APA Educational Publishing Foundation, Canadian Psychological Association & Hogrefe & Huber) SAGE Journals Online ScienceDirect Journals (Elsevier publishers)

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SpringerLink Journals (Springer & Kluwer publishers) Taylor & Francis Journals Online University of Chicago Press Journals Wiley Online Library (Wiley-Blackwell publishers) Monographs

Although the majority of titles collected are in print format, the Library’s growing e-book collection includes the following related to Health Studies:

Cambridge University Press Canadian Public Policy Collection Colloquium Series Conference Board of Canada’s e-Library Knovel Library MIT Cognet Oxford Reference Online Premium Oxford University Press PsycBOOKS Springer Taylor & Francis Reference Collection The Library maintains a reference collection of indexes and abstracts, encyclopedias, bibliographies and literature guides in electronic and print formats. They include the following relevant to Health Studies: Science/Engineering & Medicine/Health • Cognet • Embase/Embase Classic • Pubmed/Medline • SCOPUS • Web of Science • PsycINFO • IEEE Xplore • Illustrata: Natural Sciences • EI Compendex

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Social Science • CBCA (Canadian Business & Current Affairs) • CPI.Q (Canadian Periodicals Index Quarterly) • Canadian Research Index • PAIS International • Social Sciences Full Text • Virtual Reference Library

Government Information/Statistics • CANSIM, E-STAT & Census Analyser (Statistics Canada) • CISILO (Canadian Centre for Occupational Health & Safety) • Federal & Ontario government publications- depository collection • Intergovernmental/international organization publications • Health Surveys (numeric & public opinion data through the Library Data Centre) • OECD i-Library • United Nations full text collection (includes UN Data & UNAIDS) • World Bank e-Library (includes World Development Indicators) • World Health Organization (includes Global Health Observatory)

Theses • Dissertations & Theses: Full Text (North American) • Dissertations & Theses @ Carleton (subset of above) • Index to Theses (Great Britain & Ireland)

Film & Videos

• Films on Demand (access to educational documentaries from Films Media Group, including over 1000 titles in Health & Medicine)

• Health videos- part of broader Library video collection (booked through Library Catalogue).

Funding

In 2010/2011 the material budget was $5,514,197.00. In 2011/2012 the budget is $5,268,127.00. Statistics on the Library’s spending by subject for the last seven years are not available. Spending on multidisciplinary reference resources, online journals and e-book collections is not tracked by specific subject budgets.

Library Services

Major Service Points: Circulation; Research Help Desk; IT Help Desk; Learning Support Services (academic development skills, including time management, note taking and essay writing); Maps, Data,

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and Government Information Centre; Archives & Research Collections; Interlibrary Loans; Library Copy Centre; and the Joy Maclaren Adaptive Technology Centre. Hours of service vary and are posted for patrons.

Self-help Guides & Services:

• Library website links to subject guides & course guides; citation management guides, and other instructional aids (service guides & finding tools)

• Printers provided on each floor • Self-checkout machines

Instruction and Assistance

The Subject Specialist for Health maintains liaison between the Library and faculty to ensure that the Library collection reflects changes in research interests and teaching programs. Research assistance is available in the form of specialized workshops, print and online subject guides, and one-on-one instruction. Faculty, undergraduate, and graduate students can request assistance in person, by phone, email or live chat. Students may also receive instruction and consultative assistance from the Maps, Data and Government Information Centre.

Graduate Student Satisfaction with Library Services

Graduate students are very satisfied with services provided by the Library. In 2010, Carleton participated in the Canadian Graduate and Professional Student Survey (CGPSS), conducted by the Massachusetts Institute of Technology (MIT). Satisfaction with Library resources received the highest ranking. Other resources surveyed included student counseling, information technology services and the University Bookstore.

Library Access

The majority of Carleton University Library’s online products are available from more than 190 workstations within the Library, through the Carleton network accessible in computer labs and offices across campus, and from off-campus via the proxy server. These research databases are accessible free of charge to Carleton users. Wireless access in the Library and selected locations on campus provides students and faculty with greater access to the Library’s electronic resources. The Library has over 100 laptops available for loan to students.

The Library’s online system (Millennium from Innovative Interfaces, Inc.) provides a user-friendly web-based online public access catalogue, which allows for focused, sophisticated search techniques. The Library website provides links to journal indexes, articles, and full-text electronic resources.

The Joy Maclaren Adaptive Technology Centre located on the main floor of the Library is equipped with adaptive equipment for use by students with disabilities who are registered with the Paul Menton

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Centre. Wheelchair accessible library catalogue terminals, equipped with large monitors, are available throughout the Library.

Library Hours

During the school year, the Library is open seven days a week, except for statutory holidays. The building is open 8am-12am Monday to Friday, 10am-8pm on Saturday and 10am-12am on Sunday. During exams the Library remains open 24 hours.

Resource Sharing

Located in the National Capital Region, Carleton has easy access to many valuable research collections in the area. Faculty and students have full access to the holdings of the University of Ottawa, either through interlibrary loans or onsite borrowing.

Other resources available for Carleton students include the following:

- Sm@rtLibrary- Allows users to search several local library catalogues at one time with free borrowing privileges.

- Interlibrary Loan service (ILL)- The ILL system (RACER) allows students and faculty to obtain material not held in the library in a very short turn-around time. Most material is free to the user, with the Library absorbing the cost of most articles. ILL uses Relais Express to facilitate electronic delivery to patrons’ desktops, and has a rush purchasing program for resources not in the Library’s collection.

- OCUL Direct Borrowing Program- Allows Carleton students and faculty to borrow materials in person from other libraries across North America

- IUBP (Inter-University Borrowing Program)- The Library issues cards to students to borrow from Quebec universities

The Library is committed to collection development and management, as well as to resource sharing. Staff will pursue every means possible to strongly support the proposed graduate programs in Health: Science, Technology and Policy.

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Appendix 5 – Letters of Support Letters of support have been provided by the following external stakeholders: Health Canada The Public Health Agency of Canada The Canadian Institute for Health Informatics The Canadian Medical Association

A letters of support has been provided by the Dean of the Faculty of Science. Letters of support have been provided by Chairs or Directors of departments, institutes and schools across the 5 line Faculties, including: Shawn Hayley – Chair of the Department of Neuroscience Patrick Farrell – Director of the School of Mathematics and Statistics Ian Lambert – Chair of the Department of Biology Thomas Garvey – Director of the School of Industrial Design Hugh Shewell – Director of the School of Social Work Susan Phillips – Director of the School of Public Policy and Administration Anne Bowker – Chair of the Department of Psychology Mike Hine – Associate Dean (Academic) of the Faculty of Business

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