FIVE - YEAR ACADEMIC PLAN

2009-2014

March 31, 2009

When people think of health they tend to think of health care. Then most think of hospitals.

York University Faculty of Health wants to change that, moving from a medical model of disease towards solutions such as health promotion. At the same time, we want to ensure that our hospitals can deliver the finest care in the world, when care is required.

In our image, a human-scale lowercase "h" (representative of "personal" health) meshes with the traditional, "institutional" model of care reflected in the capital "H" (the universal symbol for Hospital). Our "Hh" letters reside on York University's school colour, inviting the viewer to re-define the message. The Faculty of Health is redefining health, emphasizing health promotion and disease prevention first, then care - keeping more people healthier longer.

Our "Hh" symbolizes the way York is bringing innovative minds together to create and teach solutions across the complete health and human science spectrum.

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TABLE OF CONTENTS

I. OVERVIEW ................................................................................................................................................................................................................................................. 3 Integrative Model ............................................................................................................................................................................................................ 4

II. CREATING AND IMPLEMENTING OUR INITIAL ACADEMIC PLAN ............................................................................................................................................ 6

Five Year 2007-2012 Academic Plan Summary .................................................................................................................................................................... 7 Annual Planning Cycle in Health ............................................................................................................................................................................................... 8

III. ADDRESSING THE IMPACT OF LOCAL-GLOBAL CHALLENGES ............................................................................................................................................ 9

a) Our Approach ............................................................................................................................................................................................................................ 9 b) The Financial Challenge ......................................................................................................................................................................................................... 9 c) Strategic Opportunities for Health from the Recent Ontario Budget ........................................................................................................................ 10 d) Faculty Complement.............................................................................................................................................................................................................. 10 e) Strategic Initiative Fund Positions ..................................................................................................................................................................................... 11

Impact of freeze on three approved strategic hires ............................................................................................................................................. 12 f) Space .......................................................................................................................................................................................................................................... 14 g) Health Leadership and Learning ........................................................................................................................................................................................ 16

IV. KEY ISSUES IDENTIFIED BY APPC ................................................................................................................................................................................................ 19

a)Dealing with the Changing Environment including Aftermath of the Strike ............................................................................................................ 19 b)Demographic Trends and How York Should Respond .................................................................................................................................................. 19 c)Strategic Priorities in Health and other Critical Areas ................................................................................................................................................... 21 d)Undergraduate Enrolment Growth and Enhancing the Student Experience: winning the ‘tug of war’ ............................................................ 22 e)Delivery of Curriculum in Multiple Modes ......................................................................................................................................................................... 25 f)Expansion in the Sciences and Plans for Medical School ............................................................................................................................................ 25 g)Graduate Education and Student Experience .................................................................................................................................................................. 26 h)Research Goals ........................................................................................................................................................................................................................ 27 i)Contributing to York’s Distinctiveness ............................................................................................................................................................................... 31 j)Academic Governance ............................................................................................................................................................................................................ 31 k)Implications of the new Faculty of Liberal Arts and Professional Studies............................................................................................................... 31 l)Internationalization ................................................................................................................................................................................................................... 32

V. ACTION PLANS FOR THE 2009-2010 ACADEMIC YEAR ............................................................................................................................................................ 33

Priority 1: Enhancing the Student Experience ................................................................................................................................................................... 33 Priority 2: Generating Innovative Research ........................................................................................................................................................................ 37 Priority 3: Connecting with Communities ............................................................................................................................................................................ 40 Priority 4: Developing Faculty and Staff .............................................................................................................................................................................. 41 Priority 5: Building Key Support Resources ....................................................................................................................................................................... 44 Priority 6: Ensuring the vision and mandate of the Faculty remains relevant ........................................................................................................... 46

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I. OVERVIEW

York University’s new Faculty of Health has an ambitious mission to be an integrative force for promoting health and improving healthcare – locally and globally. Our vision is to educate future global leaders who will redefine and advance health and human science. We believe the solution to the crisis in health care is keeping more people healthier, longer. Towards this goal, our emphasis is on prevention first then care when needed, to make health and health care sustainable. This is reflected in our course and program offering, our research and our commitment to the local and global community.

The Faculty consists of four integrated units encompassing Health Policy & Management, Kinesiology & Health Science, Nursing and Psychology. We have almost 9,000 students and approximately 400 faculty members. Though a new Faculty, we are proud to have over 30,000 alumni inherited from our previous host faculties. An exciting new development is our Health Leadership and Learning initiative for continuing education and professional development. With the support of partners such as the Schulich Executive Education Centre, we are moving ahead on several exciting projects.

Our ‘classrooms’ encompass laboratories, sport fields, clinics and community settings. And our faculty members include world-renowned educators and policy makers who are dedicated to inspiring our students about the difference they can make in health promotion and health care. To support this group of future leaders, we provide a sophisticated system of academic advising, enhanced classroom technology, experiential learning opportunities and information about health related careers.

With over $ 7.6 million annually of externally-funded research grants, our integrative research spans the continuum from the laboratory to the bedside to the community. We are especially proud of our strong complement of researchers including: Tier One Canada Research Chairs, Distinguished Research Professors, and Premier’s Research Excellence Awards recipients. Our Faculty supports numerous York research centres such as the Centre for Vision Research, the York Institute for Health Research, the Psychology Research and Training Clinic, the Muscle Health Research Centre, and the LaMarsh Centre for Research on Violence and Conflict Resolution, among others. Also, we are building significant off-campus partnerships locally including the York-UHN (University Health Network) Nursing Academy and, in York Region, the Central LHIN (Local Health Integration Network). Internationally, we are collaborating with major institutions such as the Rajasthan University of Health Sciences in India and the Health Professions Governance initiative with Griffith University in Australia.

Our new Faculty has been created at an opportune time. Issues such as threats to public safety, chronic diseases and injuries, and access to health care are compelling Canadians to seek answers to complex challenges. Also, concerns about the social and environmental determinants of health (especially poverty) are challenges on a national and international basis. We are well-positioned as researchers and educators to address these issues - advancing health for all.

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Integrative Model The Faculty of Health houses five academic units that offer a range undergraduate, graduate and certificate education programs, as well as engage in integrative basic science and applied research. Also affiliated with Health are Stong and Calumet Colleges.

a) Department of Psychology: offers an extensive and diverse selection of courses, taught both in classroom settings and on the Internet by faculty comprised largely of internationally recognized scholars. There are also evening and summer programs designed for working students who wish to pursue their studies on a part-time basis, and a special program in rehabilitation administered jointly with Seneca. The undergraduate program offers BA and BSc degrees and the graduate program offers MA and PhD degrees.

b) School of Kinesiology and Health Science: offers an undergraduate program (BA and BSc) with 3 certificate programs in Athletic Therapy, Fitness Assessment and Exercise Counseling, and Sport Administration. A unique aspect of the undergraduate program is its Physical Activity Practica (PKINs). The MSc/PhD Graduate Program includes 3 specialization areas: Integrative Physiology; Neuroscience and Biomechanics; and Health and Fitness Behaviours. In addition, the School runs service programs including Sport York and Recreation York and co-curricular and service programming in sport and recreation for all students of the University.

c) School of Nursing: prepares nurses for practice (both entry to practice and advanced practice); and integrates knowledge into practice. The teaching approach goes beyond the purely medical model to focus on the development of the theoretical, scientific and philosophical knowledge of human caring. The School offers 3 undergraduate degree programs: Collaborative Bachelor of Science in Nursing (BScN), 2nd Entry Bachelor of Science in Nursing (BScN) and the Bachelor of Science in Nursing (BScN) for Internationally Educated Nurses. Also, the School offers an online and blended learning versions of the Master of Science in Nursing (MScN).

d) School of Health Policy & Management: offers a Bachelor of Health Studies program with 3 honours majors: Health Policy, Health Management and Health Informatics with 90 credit programs in same; a Certificate in Health Informatics. At the graduate level, the school houses a unique MA/’PhD in Critical Disability Studies. An interdisciplinary MA/PhD program will begin implementation in September 2009 with two initial fields: Health Policy and Equity; and Health Informatics and Decision Support. e) Health Leadership and Learning: is our new unit for continuing education and professional development, offering customized and open learning opportunities, convening, networking programs and consulting activities. The scope is local, national and global. HLL responds to a number of important needs and opportunities: the need for health professionals to have access to continuing learning opportunities to support certification; and the need to provide opportunities for our alumni to engage in lifelong learning and stay connected to our Faculty. HLL addresses a critical need for leadership development in addressing complex adaptive systems and change management in the health sector and beyond.

The four Schools/Department and Health Leadership and Learning form the core of the Faculty of Health’s integrated model for linking undergraduate, graduate and continuing education programs. HLL provides a place to incubate and test novel education programs and

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formats (e.g. technology supported local - global program delivery), that can be incorporated in our undergraduate and graduate degree programs. The integrated model supports knowledge translation and mobilization that engages communities in health promotion and improving health systems. This integrative approach will enable the Faculty of Health to build and sustain local, national and international programs, to diversify our research and education activities, and to generate new resources and infrastructure through partnerships.

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II. CREATING AND IMPLEMENTING OUR INITIAL ACADEMIC PLAN

Early beginnings are very important in laying the foundation for the future – to set the stage for an innovative and dynamic Faculty that can achieve great results. Our initial strategic planning process was led by a Guiding Coalition of 14 individuals including representatives of each unit within the new Faculty. The Guiding Coalition sought the input of students, faculty members and key stakeholders. Their collective voices are represented in this plan. This inaugural strategic planning process involved consultation with a variety of groups and culminated in a Faculty Retreat held on April 5, 2007 which involved approximately 120 individuals. Prior to the Retreat the following approaches were employed to glean input and build ownership: 12 key informant interviews, 6 focus groups involving a total of 36 individuals, a web survey of all members of the Faculty (students, faculty and staff), and a scan of the external environment. The process began with a strategic assessment of the Faculty and its units. This involved the identification of strengths and challenges, as well as a review of the changing environment within which the Faculty is working. This overall strategic plan provides a framework for the Faculty’s evolution over its first 5 years. Our 5-Year Academic plan for 2007-2012 was formally adopted at the May 4, 2007 Faculty Council meeting. A summary is given on the next page and an in-depth Action Plan is appended for the upcoming 2009-2010 academic year.

Steps taken for plan implementation and monitoring are summarized on page 8 below. Each spring the Dean, Associate Deans, unit Chairs, college Masters and function Directors prepare their specific goals, actions and outcomes for the next academic year under each of the five Strategic Directions outlined on the next page and detailed in the Appendix. Then, these plans are integrated and “cascade” from the Dean’s Faculty level goals down to particular units and administrative functions.

• A longer term picture of the future we are trying tocreate

Vision

Mission

Values

Approach to Monitoring and Implementation

Strategic Directions

• Purpose or raison d’être

• Core beliefs and principles

• Focus areas over next 5 years

• Ongoing approach to monitoring,renewal

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Five Year 2007-2012 Academic Plan Summary

Vision Global leaders in redefining and advancing health and human science

Mission

Our mission is to provide an innovative and supportive environment for learning, teaching and discovery • Our Research addresses health and human science at all levels – from molecular to global. It encompasses basic to applied and theory to practice. Our research

builds on both disciplinary depth and inter-disciplinary breadth. • Our Education includes a full spectrum of lifelong learning opportunities from undergraduate and graduate through to continuing professional development and

community-based education. • Our Service activities engage and support the broader University, local, regional and national communities, and global partners.

Values Excellence & Integrity Respect & Diversity Innovation & Creativity Collaboration & Responsive Partnership

Leadership & Action

Strategic Directions

A. Enhancing the Student Experience

B. Generating Innovative Research that Makes a Difference

C. Connecting with Communities – Local to Global D. Developing our Faculty & Staff E. Building Key Support

Resources

A1. Develop new experiential education opportunities, including ways for students to work in communities and to experience future professions

A2. Improve educational quality and delivery of teaching

A3. Provide enhanced support for students, including career and graduate school counselling and financial support

A4. Explore new modes of program and course delivery

A5. Create defining experiences for all Faculty of Health students

A6. Enable more formal and informal student-faculty interaction

A7. Enhance the student voice in the Faculty

B1. Enhance research infrastructure and support within the Faculty – in cooperation with the University’s Office of Research Services

B2. Build specialized research partnerships with local and provincial organizations

B3. Enhance innovative inter-disciplinary and discipline-specific research that addresses priority local and global needs

B4. Explore new approaches to knowledge exchange, transfer, dissemination and mobilization

B5. Identify emerging trends and research opportunities, and support responses to them

B6. Expand the range of research funders and partnerships

C1. Develop new and innovative partnerships with a diverse array of communities and special populations

C2. Build on linkages within the Faculty, with York’s existing Centres, and with research partners in other Faculties

C3. Enhance external communications and marketing efforts

C4. Develop international partnerships in strategic locations for enhancing our research and education

C5. Sustain and extend existing community partnerships

C6. Develop and maintain connections with our alumni

D1. Support ongoing professional development and growth for full and part-time faculty and staff

D2. Create new means of enabling intellectual exchange among faculty members

D3. Address concerns related to equitable workload within and across Units

D4. Enhance internal communications and cooperation

D5. Develop a mentorship program for new faculty members and staff

E1. Develop expanded and improved space for research and teaching

E2. Lay the groundwork for the development of a new building

E3. Expand our alternate revenue streams

E4. Access appropriate equipment and technology

E5. Review and enhance our organizational structures and processes to support strategic directions

E6. Develop a comprehensive advancement strategy

E7. Develop a communications strategy for broad-based understanding of the Faculty’s vision, mission, values and strategic directions

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Annual Planning Cycle in Health Aim: to integrate our academic and resource Planning with effective Execution Our Philosophy: strategic foresight planning linked with adaptive execution, since ‘no plan survives contact with a changing reality’. Team Involved: Dean, Associate Deans, unit Chairs, college Masters, function Directors Step 1: Setting the Scene meeting: (March/April)

Celebrate key accomplishments of current academic year Consult with the dean about strategic issues and priorities Review financial situation, budget, space and infrastructure parameters for the next academic year Discuss key challenges, opportunities, and priorities for the next academic year

Step 2: Goals, Activities and Outcomes prepared (April/May)

Five-Year Plan is used as the guiding framework Each team member prepares specific goals, actions and outcomes for their mandate under the five Strategic Directions Draft plans are circulated for feedback

Step 3: Presentation of Draft Plans meeting (late May)

Each unit and function provides a synopsis of their plan Strengths and concerns are discussed and resolved Plans are reviewed for completeness, priority and integration

Step 4: Final Version of Plan (June)

Updated Plans are circulated for final review Sign-off by the Dean

Step 5: Midterm Review and Adjustments (December)

Meeting to review progress in specific actions for achieving desired outcomes Problem areas are flagged, discussed and adjustments made Changes to the context are reviewed and Plans are adjusted accordingly

Monitoring Progress and Problem Solving (ongoing)

Weekly meetings of Dean’s Executive committee: Dean, Associate Deans and Executive Officer Weekly meetings: Executive Officer with function Directors and Managers Bi-monthly meetings: Dean’s Exec and unit Chairs Monthly meetings: Dean’s Exec, unit Chairs and college Masters

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III. ADDRESSING THE IMPACT OF LOCAL-GLOBAL CHALLENGES “A crisis is a terrible thing to waste” (Paul Romer, economist)

a) Our Approach We entered the 2008-2009 academic year with a sound plan of action. However, this was subsequently rocked by ‘contact with the enemy’ including the global financial recession and the labor disruption at York due to the CUPE3903 strike. Our approach is to view these challenges as opportunities, indeed a catalyst, for making transformative change in our Faculty regarding our pedagogy, research focus and global reach. We are all struggling to make sense of the financial crisis that has spread around the world - to learn some lessons that will guide us as we go forward. One caution is that we avoid being too conservative and risk-averse, instead of embracing creativity. The key elements of our approach include:

a) Reorient our academic programs and delivery models to integrate local (GTA) and global target populations and partners b) Develop new Education programs (e.g. professional Masters; BHSc pre-health professions) to capture expected new funding

targeted for undergraduate enrolment growth in GTA c) Diversify and increase our resource base:

Contract research and evaluation services that generate overhead Continuing education & professional development

b) Intensify Financial Development (fundraising, Alumni): for Health and the proposed York Medical School d) Continue to build a network of Academic Partners in York region (e.g. Central LHUN, hospitals), with downtown institutions (e.g.

UHN -Nursing) and globally (e.g. India) e) Grow our Research funding, especially contracts and contribution agreements f) Fully implement Health Leadership and Learning programs: local, national, global reach Emphasize Teamwork: ‘we win together, we lose together’

b) The Financial Challenge 1. Base Budget Cut Required: 2%/ for 2008/9, and then 3.5% for 2009/10, 2010/11 and 2011/2012 Ahead by $87,458 on 2008/09 cut of 2% Currently planning the 3.5% cut for each of next three years (totals almost 3 million)

2. Addressing the 1.1 Million Structural Deficit by 2013/2014 Four key approaches are being implemented to address the structural deficit over the next five years:

o Administrative support recovery from the Nursing budget o Health Leadership & Learning program net revenue o Self-funded professional Masters program net revenue o Fundraising for three endowed Chairs

This is estimated to eliminate the $1.1million structural deficit and achieve a positive balance of $294,657 by 2013/14.

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c) Strategic Opportunities for Health from the Recent Ontario Budget The following announcements are of particularly relevance to the Faculty of Health and proposed Medical School: for example as we build the York Academic Health System:

$35m in capital for 100 medical school expansion, including a commitment to operating. o This expansion of the 6 current Medical Schools (announced in last year’s budget) will clear the way for a major

announcement in the 2010 provincial budget for funding the new Medical School at York University $300m over six years for research infrastructure that will leverage Ontario’s portion of the new federal funds from CFI.

o This will help support our goal of research growth $40m for hospitals in Ontario’s fastest growing communities

o York region is the fastest growing in Ontario so these funds will help support the building of our academic partnerships (e.g. Markham, Barrie)

Increase in the base operating for hospitals. o These funds will help the 6 major Hospitals in the Central LHIN and support the building of our academic partnerships in

building the York Academic Health System 50 more Family Health Teams over the next two years

o Will help support our academic partnerships in building the York Academic Health System Increase in long term care beds by 1,750 by 2012.

o Will help support our academic partnerships in building the York Academic Health System $2 billion to implement health initiatives including electronic medical records

o Our eHealth – Health Informatics Alliance is poised to play a major role in the expansion of electronic medical/health records, especially in York region hospitals, long-term and community care, and family practices

$35m over two years to create 22 NP led clinics in addition to the three already announced. o Our School of Nursing has masters level Nurse Practitioner training in place and can expand to capture this opportunity.

Also, NP clinics will be an innovative component of the York Academic Health System 1m for Contact North, a network of distance education and training access centres across northern Ontario

o Our new Health Leadership and Learning unit can design and deliver continuing education and professional development programs in a range of health professions including management

d) Faculty Complement The following tables summarize our current faculty base. In order to accomplished the base budget cuts we will have to reduce our part time teaching (CUPE Unit 2). This will put pressure on our full time faculty to shift the teaching workload and also to transform our approach to pedagogy in how and when we teach. Psychology, in particular, has a substantial portion of current teaching done by part time instructors. A related challenge is to preserve and in many cases free up workload for research as we strive to increase our research intensivity and graduate programs. This challenge is especially acute in our schools of Health Policy & Management and Nursing which have a full 2.5FCE teaching workload. Both Psychology and Kinesiology and Health Science have a 1.5FCE workload for faculty with major

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research involvement (grants, supervision). Finally, although each year we will have faculty members entering their normal retirement date, many are staying on in part due to the current financial recession. Summary of Faculty by School/Department Full Time Part time Psychology 72 96 Kinesiology & H Sc 44 47 Nursing 44 15 Health Policy & Mgt. 13 3 TOTAL 173 161 - Part Time Faculty Teaching Resource FTEs in 2008/08; Full-time faculty FTEs at October 2008 - Type 1 & Type 2 positions Undergraduate Classes taught by Full-time and Part-time faculty in 2008-09 Full-time Part-time Psychology 45% 55% Kinesiology & H Sc 65% 35% Nursing 76% 24% Health Policy & Mgt. 75% 25%

Faculty in Normal Retirement Zone (excludes CLAs, includes SRC) 2009-10 2010-11 2011-12 2012-13 2013-14 Psychology 2 (1) 1 3 1 2 Kinesiology & H Sc 2 (1) 2 1 0 2 Nursing 2 (1) 0 1 1 0 Health Policy & Mgt. 0 0 0 1 1 TOTAL 6 (3) 3 5 3 5 – Numbers in (brackets) indicate those who have provided notice of retirement – In addition: 3 FT faculty members (2 Psychology; 1 Nursing) have past the NRD but have not provided notice of retirement e) Strategic Initiative Fund Positions With the creation of the Faculty of Health and prospects for a new Medical School, we are in the midst of creating a network of teaching institutions in the Greater Toronto Area and York Region – termed the “York Academic Health System”. The system will range from major hospitals that are transforming into teaching hospitals (e.g. SouthLake, York Central, Markham-Stouffville), primary care (family practice), long-term care, community care, and the Central LHIN where the Faculty of Health has formed a primary partnership in the on-going

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evaluation of health systems in York Region (i.e. teaching LHIN). Indeed, York Region represents a “mini-world” given its diversity. This provides a unique opportunity for York to conduct ground breaking integrative, multi-systems research and education. Moreover, the Faculty of Health is building a strategic network of international partners to support our Global Health agenda. Recent visits to India and the Middle East underscore the incredible opportunities for our leadership in addressing global health concerns including the environment. However, to seize these opportunities including announcements in the recent provincial budget, we need to grow our tenure faculty base in strategic areas. Our planning last year for the Strategic Initiative Fund (SIF) new positions was undertaken to address this goal of faculty growth. Three SIF positions were approved (see below) but later the searches were frozen. The impact of this hiring freeze is described below. Also, other proposals were made in significant areas for Health such as: healthy aging, critical disability, neuroscience, quantitative methods, muscle physiology, environment and health, population health & health promotion, immigrant & refugee health, global health. Here are but four examples. Health has a pressing need for additional faculty to bolster our unique Critical Disability Studies graduate program - one (largest) of two masters programs in Canada, and the only doctoral program in Canada and one of two in North America. The 2001 Statistics Canada report Profile of Disability in Canada indicates that there are more than 3 million adults aged 15 and over in Canada who suffer from a disability with almost half of these people being 65 or older. Additional faculty hires would also enable a strategic link between Critical Disabilities and the York-Seneca Joint Program in Rehabilitation Services for undergraduates that is offered by Psychology. Another example is how new faculty positions could further accelerate our international profile in significant areas such as children’s environmental health. This is a critical issue at the international level and the Faculty of Health/Faculty of Environmental Studies could become the internationally recognized Canadian leader here. Unfreezing the SIF position in quantitative health systems research methods, along with other proposed hires in the quantitative methods cluster, would significantly enhance research by having advanced statistical expertise available to each of our units. Finally, our Aging Research Alliance is leading a positive reframing of aging, termed ‘Graceful Aging’, to address the health promotion and health care needs of our rapidly aging population. According to the Canadian Institute for Health Information, about 12% of Canadians were seniors (age 65 plus) in 1998, 13% in 2005 and estimated to reach 25% by 2036. Their analysis found that aging is adding 1% a year to health care spending. Strategic hires in aging are needed in all four units in Health to address healthy aging and the prevention and management of chronic disease. We will undertake a review and update our priority areas in the upcoming 2009-2010 academic year. Meanwhile, we are looking at options to move on key SIF positions – especially the Quantitative Health Systems Research Methods and eHealth & Health Informatics positions. Impact of freeze on three approved strategic hires 1. Quantitative Health Systems Research Methods (School of Health Policy & Management)

Delay has significant implications for three programs: Bachelor of Health Studies (BHS) Honours, and Specialized Honours MA and PhD in Critical Disability Studies Proposed MA and direct-entry PhD in Health

SHPM currently has no faculty member whose specialization is in quantitative research methods, which is core to all programs

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This appointment has implications for Faculty of Health’s research-based partnership with the Central LHIN and aim to establish a joint Health Systems Research and Evaluation Unit. Faculty of Health has committed to support the LHIN through an ongoing research and evaluation framework, to which this appointment would fundamentally contribute

Because research methods are essential to all of the above academic programs and our work with the Central LHIN, delaying this recruitment is a major set-back with the huge risk of delaying or losing the opportunity to partner with York Region in an integrated network – building the York Academic Health System.

Delay will curtain launch by September 2009 of the new interdisciplinary MA/PhD in Health, that is at an advanced stage of approved by OCGS. This would mean that Health could not meet graduate enrollment targets (10 MA for 2009 and growing) and also in the Critical Disability Studies MA/PhD program

The new interdisciplinary MA and direct-entry PhD would be: York’s first direct-entry PhD program: reflecting innovative graduate program A natural progression for the SHPM Unique: was developed through a pan-university initiative with collaboration from all Faculties at York University Solidifies a base in health systems research at York University creating a natural environment for a new Medical School.

2. eHealth & Health Informatics (School of Health Policy & Management) Delay has significant implications for three programs:

Bachelor of Health Studies (BHS) Honours, and Specialized Honours MA and PhD in Critical Disability Studies Proposed MA and direct-entry PhD in Health

The health informatics majors and students in the certificate program continue to grow. SHPM currently has only one full-time faculty member in health informatics (Serban Dinca). This member will be going on

sabbatical next year (and is currently on sabbatical) The current term for the CLA in Health Informatics comes to an end on June 30, 2009. With no full-time faculty member in Health Informatics for the coming year, we will not be able to offer courses in Health

Informatics. This would affect those students pursuing the BHS major in Health Informatics as well as those pursuing the Health Informatics Certificate. Students would not be able to complete their degrees.

This would also critical impact on the MA/PhD Health program. This program with the Health Informatics and Decision Making stream is a unique program that will put York on the map in graduate studies. The person in this position will be expected to teach key courses and supervise students

Delay would mean that Health could not meet graduate enrollment targets (10 MA for 2009 and growing) The new appointment will advance the eHealth Alliance among Faculties of Health, Science and Engineering, and Liberal Arts

and Professional Studies at York

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3. Cognitive Neuroscience, Visual Perception (Department of Psychology) Research: this position is a central part of Psychology’s support for the leading Center for Vision Research. A delay would have

serious impact on the ability of York to sustain excellence in the Center and take it to a higher international leadership level Undergraduate Education: the candidate is urgently needed to teach perception courses. This year Psychology has a problem

offering enough sections of 2220 (sensation and perception I) in a timely fashion. This will impact 3270 (sensation and perception II) for which this is a prerequisite. There are currently no 4th year seminar classes in perceptual topics - this hire would rectify this

Graduate Seminars: Psychology needs to improve the range of graduate teaching in perception and cognitive neuroscience. Although Psychology has a number of people researching in perceptual topics, the important area of clinical vision is not well represented and there are not enough faculty to ensure an even distribution of courses

Graduate Supervision: with the opening of the Sherman Research Centre, Psychology needs an appropriate person who will bring expertise in clinical vision. This will maximize the use of the facility which is designed to support complementary research directions (testing in aging, fMRI, testing in children, testing in clinical populations). The new hire will be a key lynchpin in this enterprise.

f) Space Life Science Building: in partnership with the Faculty of Science and Engineering

New state-of-the-art wet labs, flexible teaching space and faculty offices in the Life Science Building will enable the Faculty of Health and its on-campus and community partners to make a substantial contribution to: Increasing the number of basic science undergraduate and graduate students, including a new Bachelor of Health Science (BHSc)

honours degree program, Growing capacity of key health professions, especially medicine and nursing, through York’s innovative professional degree

programs, Generating new knowledge of basic mechanisms and translating this into health care interventions and policies for the dual goals of

keeping people healthy and improving health care.

Kinesiology and Health Sciences (KAHS) is an immensely popular program at both the graduate and undergraduate levels. We have an unprecedented level of interest for enrollment in the KAHS graduate program both from outside applications and from within our own large undergraduate program. Faculty members who are active biomedical researchers are usually restricted from taking on new students either because of funding constraints or space limitations. For example, Dr. David Hood’s laboratory could stand to expand by at least 30% to accommodate additional new graduate students, equipment and resources that continually acquire through research funding support. Other labs within Farquharson and Lumbers are in the same situation, and many if expanded could accommodate a 25% increase in the number of graduate students and selected undergraduate students. Many KAHS faculty members within the Muscle Health Research Centre (MHRC) are constricted within the small confines of their space with no visible outlet for expansion. Wet lab research space is also needed by the Faculty of Science and Engineering - faculty members (in Lumbers and Farquharson) are in a similar position as those in the Faculty of Health. The addition of a Life Science Building will permit adequate room for increasing graduate student enrollment, undergraduate participation in basic science laboratories, physical growth and enhance research productivity. Importantly, it would also

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add critical new space for future new faculty hires. Finally, the incorporation of a teaching lab into this science wing would also address the developing need to teach our undergraduate and graduate students the molecular biology skills they need to be successful in biomedical sciences and health professions. We have recently had to give up a small teaching laboratory devoted to this purpose for the benefit of research space for a newly hired faculty member. This teaching space must be replaced. An important consideration in the expansion of wet lab space is the possibility of enlarging the animal care facility in basement of Farquharson, which is currently very crowded. With the increasing use of transgenic, knockout and disease animal models at York University, consideration should be given to expanding this facility to accommodate our current, as well as future needs in this area. This need will only increase with the development of a Medical School. In order to avoid having to develop another animal care facility in the “science wing”, faculty members who do not use animals could be relocated to this site.

New Building Rationale

Health is a strategic priority for York University, especially for the achieving University Academic Plan goals for increasing research intensivity, expanding graduate student enrollment, and building international partnerships

Developing expanded and improved space for research and teaching was identified as a key priority in the five-year (2007-2012) strategic plan for the new Faculty of Health

Faculty of Health members are currently scattered across campus in 11 buildings – some space is of very poor quality Single building would have a catalytic effect on innovation, interdisciplinary collaboration and efficiencies among faculty, staff and

students new Health building (Phase I) would provide an important signal to the external community about York University’s commitment and

help build the case for a Medical School (Phase II) Size (initial estimate)

250,000 to 350,000 square feet (gross) – similar in footprint to TEL building Health promoting design (e.g. ample stairs to walking), vertical presence (tower) and ambiance (light, green space)

Functionality Large multifunction ‘convention’ style center for special events (e.g. research conferences), teaching in large group and smaller

breakout rooms - could potentially serve as a venue for York Convocations Research expansion capacity - dry and some wet lab space Graduate Student expansion capacity and interdisciplinary learning centre Health Continuing Education Centre for continuing professional development and executive-type degree programs – similar to

Schulich Executive Education Centre eLearning technology (local and global), smart classrooms, computer labs Health and Fitness Center for teaching, as well as staff and faculty use

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Campus Location (preferred choice is 70 York Boulevard, currently a Reserved Parking lot)

Easy access for community (e.g. teaching network in York region) and international partners Space for Phase II expansion to house a Medical School – facilitate inter-professional teaching and collaborative health

sciences & medical research Proximal to the main subway station (when completed) Close to Schulich (partnership with SEEC) and new Archives building (location of Research Centres)

Timeline (if given approval)

2009-2010: concept development, building design and cost estimate, fundraising campaign launched 2010-2011: detailed design, financial development plan including partners 2011-2013: construction 2014: move in

g) Health Leadership and Learning What is Health Leadership & Learning*? Health Leadership and Learning (HLL) is an innovative new unit in the Faculty of Health. This division is typically called Continuing

Education and/or Professional Development in other universities with health science faculties. Although our HLL will serve similar functions to Continuing Education divisions (e.g. seminars/course for CE credits for professional upgrading and maintenance of certification), we envisage both a broader and distinctive focus. Several other Faculties at York University have highly successful CE divisions, in particular, Schulich Executive Education Centre, Osgoode Law School and Faculty of Education, that we can both learn from and partner with in developing Health Leadership and Learning. Initial thinking on this concept is that Health Leadership and Learning will form an integrative unit for continuing education, professional development, self-funded professional degree programs and consulting activities. The scope will be local, national and global. It will be a central part of the Faculty of Health’s integrated education model for linking undergraduate, graduate and continuing education programs.

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Why is the Faculty developing Health Leadership and Learning?

HLL responds to a number of important needs and opportunities: the need for health professionals to have access to continuing learning opportunities to support certification; and the need to provide opportunities for our alumni to engage in lifelong learning and stay connected to our Faculty. We believe that there is a critical need for leadership development in addressing complex adaptive systems and change management (in the health sector and beyond). Health Leadership and Learning will provide a place to incubate and test novel education programs and formats (e.g. technology supported local - global program delivery). It will support knowledge translation and mobilization that engages communities in health promotion and improving health systems. HLL will enable the Faculty to build and sustain local, national and international partnerships in global health, and to diversify our revenue streams and generate revenue and infrastructure through partnerships.

What roles will Health Leadership & Learning Play?

HLL will perform a range of important roles which will complement and support our other work in research, education and service.

Customized Learning Contracts

HLL will develop customized learning programs for specific clients

Convening HLL will convene Conferences and Forums. HLL will seek partners and manage events as part of this role.

Consulting HLL will perform consulting services which build on the Faculty’s expertise in evaluation, applied research and organizational development (e.g. healthy workplace, wellness)

Open Learning HLL will develop, market and deliver professional development and continuing education programs to the general public, alumni and professionals

Network Development

HLL will develop networks of institutions and researchers globally and locally who are committed to the “Big Idea” of keeping more people healthier, longer. May be connected to other roles (e.g. Convening)

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4. How will Health Leadership & Learning work?

We are beginning with a number of “start-up” initiatives to respond to immediate needs and leverage our current partnerships (particularly with Schulich Executive Education Centre). Examples of start-up initiatives that are being explored include: leadership programs targeted to the needs of hospitals, primary care and public health, and leadership programs targeted to specific professions (e.g. Nursing, Kinesiology, Medicine). The defining features of our initial initiatives will include: they demonstrate the “Big Idea” – keeping more people healthier longer; they will build the Faculty’s profile and reach; they will enable incubation of new programs and innovative concepts; and they will generate revenue to support emerging needs and issues. The individual currently responsible for coordinating our initial plans and initiatives is Sue Vail, Associate Dean. A search is currently underway for the Director’s position (CPM). Faculty involvement in HLL will be on a voluntary basis in discretionary time. As needs and opportunities arise we will engage a range of outstanding faculty locally, nationally and globally.

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IV. KEY ISSUES IDENTIFIED BY APPC a) Dealing with the Changing Environment including Aftermath of the Strike York University is at a Crossroad. All universities in Canada and indeed internationally are challenged by a rapidly changing global environment that has been exacerbated by a global economic recession. The recent CUPE3903 strike has had a huge impact of York’s reputation, projected student enrollment, financial status and stress on students, faculty and staff alike. How York University responds over the next five years will be critical for achieving our academic priorities and sustainability. York has a distinctive 50 year history with a culture based on collegiality and the key principle of social justice. This raises a dilemma:

‘how do we hold on to what is important while we change?’ Fresh thinking and action are needed. One suggested way is to engage diverse stakeholders in a collaborative venture to transform York University by:

Creating a shared vision for a Global University with local - global reach and impact, Re-balancing York to be a comprehensive university with increased emphasis on research and graduate education, Transforming our approach to undergraduate education, Aligning programs with resources to serve academic priorities. Need a strategic plan (process) to reaffirm and implement the

University Academic Plan – too often the UAP sits ‘up there’ and is not being driven on the ground, Diversifying our activities: with the decline in public funding for higher education universities can either become more efficient, do

less and/or raise funds elsewhere, Devising a new approach for labour relations and negotiations.

This dialogue will require the passionate involvement of a broad range of ‘experts’ both on-campus and in the community. b) Demographic Trends and How York Should Respond

Double Threat: a growing and aging population o Population growth: the population of Ontario is expected to grow by 30% over the next 25 years. York Region, in particular, will

experience an increase of almost 75% from 947,000 to 1.6 million in 2031. As a result, the GTA is expected to see an increase in demand for post-secondary enrolments of approximately 40-60,000 students over the coming decade. The Province has indicated that approximately 10-15,000 of those new students will/ be accommodated in 'science' disciplines.

o Aging population: the working age population is shrinking. Ontario currently has a dependency ratio of 0.6 but as the baby boomers retire the dependency ratio is predicted to rise to 0.74. As people live longer they make increased demands on the healthcare system largely due to chronic diseases. One third of youth and adults in Canada have chronic health conditions such as diabetes, heart disease, cancer, arthritis that result in: 67% of all visits to community nurses; 51% of all visits to family doctors; 55% of all visits to specialists; and, 72% of nights spent in hospitals.

Escalating Cost: the health sector in Ontario accounts for 46% of all government expenditures and is projected to increase to 55% over the next 5-10 years. The key drivers are: the growing and aging population, increased health service utilization largely due to chronic disease management, expensive new drugs and technology, and inflation.

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Shortage of Health Practitioners: The demand for health human resources in Ontario healthcare is expected to increase substantially over the next decade. Indeed there is an impending acute shortage of:

Physicians: the OMA estimates that there is currently a shortage of 2,000 physicians in Ontario Nurses 12,000/year extra new graduates are needed in Canada to keep up with retirements, attrition and population growth

The Faculty of Health at York University is uniquely and well positioned to address the health human resource shortage by increasing enrolment in key undergraduate and graduate health science and professional programs. Further, our positioning within the York Region has afforded unique opportunities to develop partnerships (e.g. with industry, healthcare organizations and the Central LHIN) and access to a diverse pool of students. Finally, our robust research culture generates new knowledge that has been – and will continue to be - translated into interventions and policies for improving healthcare in Ontario.

We are located at the doorstep of one of the fastest growing regions in the Province and the country. This area is undergoing a significant demographic transformation – fuelled by growth, increasing diversity and the aging of the population. Ontario continues to experience a number of demographic-related labour force changes including the influx of internationally educated professionals on the one hand, and shortages in some health professions due to aging and retirements. Growing trans-national migration and increasing disparities internationally will continue to drive change in the populations of the Greater Toronto Area and beyond. We have the opportunity to support this transformation locally and globally through our research, education and community partnerships. A snapshot of the population served by the Central Local Health Integration Network (LHIN) - largely York Region - gives us a sense of the demographics locally:

Indicator Central LHIN Province

Visible Minorities 36% 19%

Immigrant Population 46% 27%

Francophone Population 2% 5%

Either English or French Mother Tongue 56% and 1% 72% and 5%

Aboriginal Identity Population 1% 2%

Population Age 65 and over 11% 13%

Female Lone Parent 17% 19%

Low Income Economic Families 15% 12%

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c) Strategic Priorities in Health and other Critical Areas The Faculty is planning for the future within a changing and complex environment. A scan of the broader environment reveals the following trends that have significant implications:

Major demographic changes underway locally, nationally and globally Changing health and physical activity levels of the population Technology explosion: in healthcare (e.g. medical imaging) and health systems (e.g. health informatics) Health system access, funding and sustainability concerns.

We are working to ensure that our activities contribute to strategic directions of provincial government stakeholders. Of particular note is the formal partnership that was created in November 2007 between the Faculty of Health and the Central LHIN (York region and GTA). We are conducting the a large scale, ongoing longitudinal evaluation of their Integrated Health Services Plan in order to help them meet their goals of caring community, healthier people and a sustainable health system. This partnership with the Central LHIN and evolving partnerships with major York region hospitals is building a unique system which supports innovative research and education programs. Some critical areas in health that we are addressing include: Changing health and physical activity levels of the population: While major improvements in health have been made in some

areas, there continue to be significant health concerns which have long-term implications for our overall health locally and globally. There is a concern that current health and physical activity behaviours are creating the conditions for growing long-term health issues. For example, according to the 2004 Chief Medical Officer of Health Report: Healthy Weights, Healthy Lives: In 2003, almost half of Ontario adults (18 years and older) were overweight or obese. According to data collected in 2000, about 25% of boys and 15% of girls (ages 12 to 18) in Ontario were above a healthy weight. Over half of Ontarians do so little that they are classified as “inactive”. According to the 2000 Canadian Community Health Survey (CFLRI, 2002), 56% of youth ages 12 to 19 were not active enough for optimal growth and development. In another national survey of children ages 5 to 17 (CFLRI, 2000), over half were not active enough to support optimal growth and development and, once again girls were less active than boys.

Emerging health system trends and priorities: There are growing concerns about the costs of our current health care system – and

a recognition that a disease focus is not sustainable. We are well-positioned as a Faculty to address emerging local and provincial health system priorities – particularly in terms of health promotion and prevention and a focus on wellness vs. illness. Local planning priorities for the Central Local Health Integration Network include: Seniors and specialized geriatric services; mental health and addictions; neurological health services; chronic disease prevention and management; emergency services; wait lists and cancer care (Central LHIN Integrated Health Service Plan).

o The Provincial Ministry of Health and Long Term Care Health Transformation Strategy includes four key initiatives: Local Health

Integration Networks (LHINs) to better plan, coordinate, integrate and fund the delivery of health services at the local level; Primary Care Reform to improve access to doctors and nurses in communities across Ontario; Information Management to support

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planning, performance measurement and evidence-based decision making; and Reduction of Wait Times to improve access to hip and knee joint replacements, diagnostic imaging, and cataract, cancer and cardiac surgical procedures.

o The Provincial Ministry of Health Promotion is focused on 5 key priority areas: Smoke-Free Ontario includes prevention programs

designed to help youth remain smoke free, cessation programs to help people who smoke quit and protection initiatives designed to help Ontarians avoid second-hand smoke; Healthy and Active Living will include comprehensive initiatives that target two of the primary risk factors for chronic disease – physical inactivity and unhealthy eating. Our goals include working collaboratively with our partners to make healthy eating choices easier and increasing physical activity participation to 55% by 2010; Injury Prevention will include programs to prevent and reduce injuries and to enable Ontarians to safely enjoy healthy and active lives where they live, work, learn and play; Mental Health and Addictions initiatives will focus on mental wellness, including the prevention of addictions and problem gambling, in an overall approach to wellbeing; Our first priority will be our children and youth. Behaviours and attitudes -developed in childhood last the rest of our lives. Healthy, active children become healthy, active adults.

o Other broad shifts occurring in health systems include: a growing focus on community capacity-building (population health,

determinants of health); growing focus on privatization; Increasing recognition of alternative health approaches; changing regulations affecting health professions e.g. proposed provincial legislation regulating four more professions – naturopathy, homeopathy, kinesiology and psychotherapy; growing emphasis on evidence-based approaches; growing emphasis on health informatics; and growing emphasis on “knowledge mobilization” – “from the bench to the hospital/community”.

Human resource issues in the health sector: We are well-positioned to make a contribution to the development of health

professionals in the future. Growing domestic and global shortages of health professionals are a crucial threat to the health care system. The Registered Nurses Association of Ontario estimates the need for between 59,100 and 92,800 nurses in Ontario by 2011 as a result of population growth, the aging population, retirements and erosion to the baseline in the late 1990s. There is also growing awareness of the need for inter-professional education (to support more multidisciplinary teamwork) and continuing professional education.

d) Undergraduate Enrolment Growth and Enhancing the Student Experience: winning the ‘tug of war’

Our new Faculty must be responsive to a number of broader trends affecting higher education in general including: the focus on growing our graduate enrolment; increased emphasis on accountability (e.g. student access guarantees, multi-year agreements, student satisfaction, parent interaction); growing emphasis on partnerships – inter-university collaboration and private sector collaboration; the role of professional accrediting bodies in influencing curriculum; competition in specific programs (e.g. in public health, health informatics); competition for new professors; competition in fundraising; and the changing policies of major research funding groups. Trends in higher education funding pose a significant threat to our future if we are unable to find new alternate sources of funding.

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Ideally, we would like to spend the remainder of this planning period focusing on the quality of our undergraduate offerings rather than the quantity. We are very concerned that budget cuts will take a large toll on our undergraduate program and negatively impact student recruitment and retention, if we are not able to ‘rethink’ how we do business in this regard.

A key theme in our planning needs to be the transformation and sustainability of the undergraduate program

Enrolment planning for Health Policy & Management: we have the will to grow in this program area and to facilitate that we will be

offering as of 2009-10 (and ensuing years) a 90 credit option in each of the three majors that we hope will prove popular with students. Enrolments have increased significantly over the past year in the BHS program due to special promotional efforts – see Table below. Our target over the next 5 years is to double the total enrollment to 600 students.

Enrolment planning for Nursing: in 2010 we will be offering all 4 years of our Collaborative program on the York campus site (as

well as at our partners Seneca and Georgian Colleges), which will increase the quality and opportunity to link nursing and medical students when the proposed York Medical School begins. Also, we are looking at expanding our Second Entry enrollments given the high number of qualified applicants (over 800 applicants for 150 positions). The IEN (Internationally Educated Nurses) program will not expand significantly given limited resources

Enrolment Planning for Kinesiology & Health Science: limited growth; if we want to grow the BSc degree, need to ensure that

facility access (lab) issues are resolved

Enrolment Planning for Psychology: limited growth in the BA; need to address how to best build the BSc program given that it is currently serves approx 17% of PSYC undergraduate students.

Our new Associate Dean - Professional and International Programs (Lesley Beagrie) will work in conjunction with our Associate Dean – Student & Curricular Affairs (Sue Vail) on major initiatives to improve the quality and range of our professional programs (Nursing; Clinical Psychology; Kinesiology, Management, Health Informatics) including enhanced clinical/practicum sites, accreditation, ongoing quality improvement, and development of interprofessional training models.

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Health Undergraduate Majors at November 1, 2008 Psychology BA 3,594 BSc 723 Subtotal 4,317 Kinesiology & Health Science BA 1,438 BSc 1,229 Subtotal 2,667 Nursing – BSc-Nursing Collaborative Program 654 Second Entry 262 International Ed Nurses 39 Post RN 54 Other 8 Subtotal 1,017 Health Policy & Management - BHS Health Management 188 Health Informatics 65 Health Policy 40 Subtotal 293 Bachelor of Health Science – pre health professions

New: contingent on new wet lab space and faculty (e.g. Medical School)

Total

8,294

Growth in BHS Health Studies Majors over last three years 2006-2007 2007-2008 2008-2009 Health Management 157 146 188 Health informatics 30 37 65 Health Policy 12 26 40 Total 199 209 293

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e) Delivery of Curriculum in Multiple Modes 1. Technology in the Classroom

We have done significant work with respect to educating, assisting and encouraging our course directors to more effectively use WebCT or Moodle to facilitate student learning. This work will continue over the coming 3 years, in partnership with CNS and the Centre for the Support of Teaching.

We established a Working Group to investigate the feasibility of increasing opportunities for elearning in our undergraduate curriculum. This year the Group will produce a discussion paper with recommendations for moving ahead matching appropriate modes of elearning with differing pedagogical needs. The Working Group consists of representatives from each unit in the Faculty, student representatives and has been established in partnership with CNS. The recommendations from this report will guide activities over the coming 3 years. It is anticipated that selected elearning approaches will be pilot tested over the next two years, while course directors are educated about the value and benefits of same….then a larger roll-out…

Our challenge will be to secure the human and financial resources to mount elearning initiatives. 2. Experiential Learning

This is an area in which we would very much like to expand, given that our students have indicated to us that they would like many more opportunities to link theory with practice in the community.

In 2009-10 a working group will be established to assess what we are currently doing in the faculty in this regard and to develop recommendations for more integration of experiential learning opportunities

Progress in this area will be limited by the availability of resources 3. Access and Degree Offerings

Discussions with Chairs and Undergraduate Program Directors were undertaken this year to begin to address the need to provide greater access to both courses and degrees for our students. Currently PSYC is the only unit in Health through which students can obtain an undergraduate degree by attending evening course offerings.

We are encouraging our Unit leadership to address access related issues as they undertake their planning activities. As a Faculty, we will continue to educate ourselves and investigate what is most appropriate for our students with respect to access to degree offerings over the remainder of this planning cycle.

f) Expansion in the Sciences and Plans for Medical School Basic Science: Building on Health’s strengths, increased enrolment in science will be accomplished through three initiatives:

1. A new Bachelor of Health Science honours degree will be developed to accommodate up to 700 students total (200 year one intake) and address i) York's interest in becoming more comprehensive; ii) preparation for health professional degree programs, especially medicine and nursing; and, iii) the government's priorities around enrolment growth in the sciences. The Bachelor of Health Sciences (Honours) Program (B.H.Sc.) will be based on York’s distinctive interdisciplinary approach to the study of health and illness. Through the integration of basic and social sciences, students gain a broad understanding of health from biological, behavioural and population-based perspectives.

2. Enrolment in our Bachelor of Science programs in Kinesiology and Psychology is necessarily limited because of the need for fully-serviced teaching laboratories. Assuming access to new infrastructure, both of these programs will be positioned to accommodate

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a 20% increase in annual admissions. This translates to an admit target of 134 (up from 112 in 2009-10) for the BSc program in Psychology and 413 (up from 345 in 2009-10) for the B.Sc. program in Kinesiology.

3. Assuming access to new infrastructure, our graduate programs in Kinesiology and Psychology will be expanded such that we can accept an additional ten students in Psychology and 15 in Kinesiology.

Consistent with the mandate of HealthForceOntario and their strategy to recruit and retain health workers (with an emphasis on physicians and nurses), these increases in enrolment will translate to increasing the Province’s capacity. More specifically, the undergraduate and graduate programs cited above will facilitate the growing of enrolment in our various nursing programs (e.g. ‘Second Entry’ program; Nurse Practitioner program), and the proposed School of Medicine at York. Medical School: The Dean, Harvey Skinner, is playing a key role with the President and special advisor Dr. Peter Walker in completing a detailed plan and business case for a Medical School at York University. Consultations and planning within the Faculty of Health are underway about integration with the new medical school. Also, the Dean is helping to build a network of Teaching Hospitals and related health organizations in York Region – termed the “York Academic Health System”. Our new Associate Dean - Professional and International Programs will take a major leadership role in the planning and implementation of the new Medical School. Interprofessional education and practice is a distinctive feature of the proposed York Medical School. Thus, the new Associate Dean will lead the development of interprofessional training and models of care in the Faculty, which will bring together students from nursing, psychology, kinesiology, health policy and management and medicine. g) Graduate Education and Student Experience

Projected increases to graduate student complement will come primarily from new programs being implemented. Existing programs will strive to maintain current levels of enrollment with an increased focus on enhancing the graduate student experience in terms of learning experiences, including opportunities for research development. Our plans for expansion include:

MA/PhD in Health – starting September 2009 New self-funded Professional MHSc program Doctoral program in Nursing in planning stage with three year cycle for implementation Neuroscience certificate evolving into full graduate MSc/PhD program

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Health Graduate Student Enrollment at November 1, 2008 Psychology MA 90 PhD 166 Subtotal 256 Kinesiology & Health Science MA 116 PhD 41 Subtotal 157 Critical Disability Studies MA 67 PhD 11 Subtotal 78 Nursing MScN 91 Subtotal 91 PhD: development phase target 2012/13 Health Interdisciplinary MA/PhD – new starting September 2009 target 10 for Sept 09 Professional Masters MHSc self-funded: development phase target 2010/11 Total

582

h) Research Goals

Our overarching research goal is to continue to increase the quantity and quality of research conducted in the Faculty of Health. The results of this high impact research are then communicated to the academic community and the general public so that this knowledge can be put to use. We are making significant progress in our research performance measures:

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Faculty of Health Research Performance Measures 2006-2007 2007-2008

Total Annual External Funding

$6,862,132 $7,633,142

Proportion of Faculty holding grant/contract

43% (32 %)* 44% (33% )*

Proportion holding Tri-Council grants

38% (27%)* 34% (27%)*

Proposals submitted Funded Success rate

129 54 41%

* York University average

The Faculty of Health has been very successful in our faculty members holding prestigious research chairs or awards for new investigators. Tier One Canada Research Chairs

Doug Crawford David Hood Joel Katz Gordon Flett

Distinguished Research Professors Ellen Bialystok Debra Pepler Stuart Shanker Martin Steinbach

Ontario Women's Health Council Chair in Women's Mental Health Research Nazilla Khanlou

Early Researcher Award recipients Rolando Ceddia John Eastwood Sherry Grace Denise Henriques Kerry Kawakami Rebecca Pillai Riddell Shayna Rosenbaum

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CIHR New Investigators Rebecca Pillai Riddell Lucia Gagliese Henny Westra Sherry Grace Shayna Rosenbaum Tara Haas Rolando Ceddia

Ontario Ministry of Health and Long Term Care Career Scientists Mary Fox Liane Ginsburg Specific Goals for 2009-2011 a) Complete the planning and implementation of 6 Centers:

PSYCH: Psychology Research and Training Clinic - 2009 NURSING: York-UHN Nursing Academy for Research and Professional Development - 2009 KINE: Muscle Health Research Centre (MHRC): David Hood – 2009 KINE: Physical Activity and Diabetes (PAD): Mike Riddell - 2010 HPM: Canadian Network for Research on the Governance of the Health Workforce (CNR-GHW): Howard Adelman - 2011 HPM: Health System Research and Evaluation Unit: with Central LHIN - 2011

b) Initiation and growth of major research Alliances eHealth-Health Informatics - 2008 Graceful Aging -2008 Chronic Disease Prevention – Diabetes - 2009 Autism - 2009

c) Support strategic growth with the Center for Vision Research (CVR), the York Institute for Health Research (YIHR), and the Faculty of Health’s LaMarsh Centre for Research on Violence and Conflict Resolution. Investigate partnerships with other units: e.g. Institute for Research on Learning Technologies

d) Increase the proportion of faculty members with research grants, and continue to increase proportion of faculty members applying for research grants

e) Identify ways to assess and monitor research impact f) Increase the amount of collaborative research with partners outside the Faculty of Health, including internal partners (e.g., Faculty

of Science & Engineering, Faculty of Education, Faculty of Environmental Studies) and external partners (e.g., hospitals, school boards)

g) Expand and improve the research infrastructure (e.g., staff resources, space resources)

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h) Enhance visibility of faculty research accomplishments (e.g., updates to research area of Faculty of Health website, enhanced WebPages for researchers, explore annual research reports for Departments/Schools, Research Alliances)

i) Greater recognition and celebration of researcher accomplishments/increase public awareness of researcher accomplishments

The Faculty of Health is committed to improving the healthcare system in Ontario through basic science and translational research: Basic Science: our existing footprint in biomedical research could be expanded if we had access to more wet lab space: e.g.

Muscle Health Research Center, Physical Activity and Diabetes Unit, and the Neuroscience Graduate Certificate program. Knowledge Translation and Mobilization: An academic partnership between the Faculty of Health and the Central LHIN is

focused on longitudinal evaluation research for improving health service integration and performance. One of the Faculty’s strengths is research and education on children and youth. Healthy, active children become healthy, active adults. Initiatives underway with community partners (e.g., York Region District School Board, York Central Hospital) will provide research and training opportunities, as well as opportunities for knowledge exchange. However, in addition to this focus on children and youth, we are also developing a major new initiative focusing on Graceful Aging. Other broad shifts occurring in health include a growing focus on: community capacity-building (population health, determinants of health); privatization of health services; recognition of alternative health approaches; changing regulations affecting health professions; emphasis on evidence-based approaches; health informatics; and growing focus on “knowledge mobilization” – “from the lab to the clinic to the community”. Of particular note is the strong interest locally in research, development and linkages (e.g. partnerships among regional hospitals, health organizations and schools). The Faculty has a number of cross-cutting strengths: i.e. areas where there is critical mass and more than one unit is involved:

Vision research and cognitive science Community based participatory research Neuropsychology and trauma Mental health: across the lifespan; Diversity issues; Policy and advocacy Health promotion: individual, community, policy, global Health psychology: related to Pain; Cardiovascular (experience with health and illness); and Chronic disease management Epidemiology Disease and Injury prevention and management research Determinants of health; factors affecting/impacting health (e.g. poverty) Health services and health system improvement Rights, justice, violence and conflict resolution, interpersonal processes, bullying Evidence-based practice and evaluation Innovative educational strategies Partnerships with communities: local and global Inter-disciplinary approaches

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i) Contributing to York’s Distinctiveness Health UAP Priority: ‘first Health, then Medicine’ – we are well underway in establishing York University as an internationally

recognized leader in health science and `medical education, and research on the determinants of population health and integrated health services

Internationalization UAP Priority: we are building major partnerships and alliances with York’s community: o Locally: e,g,

partnership with the Central LHIN in conducting a longitudinal evaluation of the Integrated Health Services Plan for York region

academic partnerships are being created with the major hospitals in the Central LHIN including :York Central, Markham-Stouffeville, Southlake, North York General, Humber River

York-UHN (University Health Network) Academy for Nursing research and Professional development provides a key ‘footprint’ in downtown Toronto Health and York University

o Internationally: e.g. A Collaborative Memorandum of Understanding signed with the Rajasthan University of Health Sciences, India Working in the Middle East with Israeli, Palestinian and Jordanian universities and health centers, in conjunction with

the Canada International Scientific exchange Program (CISEPO)

j) Academic Governance The Faculty of Health serves as a model for other Faculties on new and innovative governance and management structures. Examples include:

Our integrative approach to strategic planning Engaging in collaborative planning with such key central services as CNS and the Career Centre Innovations in student advising including technology-enhanced advising initiatives (such as the development of online modules) and

peer mentoring to complement traditional advising services; initiating and growing student centred collaborations with our academic units and Colleges, our service partners and with other Faculties to enhance the student advising experience.

‘Lean’ Faculty Council: minimum number of standing committees with representative membership to promote efficiency and effectiveness

k) Implications of the new Faculty of Liberal Arts and Professional Studies

We have already begun to establish a collaborative relationship with the newest faculty. Earlier this year, Health participated on the working group that was establishing general education requirements for the new faculty, which served to strengthen both of our curricular proposals in this regard. We are currently collaborating on the development of student enrolment and academic advising systems that will serve both faculties well

There is potential for future collaboration in such areas as experiential learning and elearning initiatives

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We have some concerns that, due to its size and complexity, LA&PS may pre-occupy senior administration attention, planning and resources – with consequences for other sectors of the University.

l) Internationalization As we look ahead we are aware that we are operating in a global environment. Global concerns that may affect health increasingly in the future include political volatility, the shift in power towards the East, the threats of terrorism, pandemics, global warming and climate change. As we develop our strategic directions for the future we need to consider our role in addressing these issues globally and locally. Health has created a new decanal position Associate Dean – International and Professional Programs and recruited Prof. Lesley

Beagrie, to provide leadership in developing our global reach. Key functions include: International Partnership Planning, Development and Liaison Develop and Oversee International Education Programs and Students

International Undergraduate Education International Graduate and Post-Doctoral Education International Continuing Education & Professional Development.

Alliances are being built with strategic international locations and partners: e.g. A Collaborative Memorandum of Understanding signed with the Rajasthan University of Health Sciences, India Working in the Middle East with Israeli, Palestinian and Jordanian universities and health centers, in conjunction with the

Canada International Scientific exchange Program (CISEPO) Plan in 2009-2010 to visit and build partnerships with academic institutions in Brazil.

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V. ACTION PLANS FOR THE 2009-2010 ACADEMIC YEAR

DRAFT: will be completed by June 2009 under the planning cycle described on page 8

Priority 1: Enhancing the Student Experience To ensure that the conceptual framework for an Integrated Lifelong Education model is incorporated into program strategies and plans.

Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

A. Support student success and retention A. Support student success and

A.1. Develop new experiential education opportunities, including ways for students to work in communities and to experience future professions

A.1.1. Development of an experiential education strategy for the Faculty addressing both credit and non credit opportunities for undergraduate students

Spring 2010

Office of the Assoc. Dean Students & 4 Units

A.2. Improve educational quality and delivery of teaching

A.2.1. Each unit has completed an assessment of teaching support needs of part- and full-time Course Directors and developed recommendations to address these needs.

Fall 2009

Assoc Dean Students

A.2.2. Development of an undergraduate teaching support strategy for all full-time and contract faculty members

Fall 2009

Office of the Assoc. Dean Students & 4 Units

Strategy will be implemented over the 2008 – 2012 strategic planning period

A.3. Provide enhanced support for students, including career and graduate school counseling and financial support

A.3.1. The development of a shared-service delivery plan that combines Faculty and College resources to deliver undergraduate student services in the following areas: faculty-student interaction, career counseling, experiential education and advising.

Spring 2009

Office of the Assoc. Dean Students & HH Advising Office College Masters

A.3.2. Development and implementation of a plan to evaluate and support the Health Careers Booklet series

2009-10

Associate Dean Students Career Centre 4 Units

Career brochures for each of our four units were printed in Mar 09 and are being distributed. Career

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

retention

information is shared via the HH web-site

A.3.3. Staging an annual Health Career Fair

Annual

Office of the Assoc. Dean Students & HH Student Associations

A.4. Explore new modes of program and course delivery

A.4.1. A strategy to develop and pilot non-traditional (e.g. on-line, distance, blended, etc.) course and program offerings has been developed.

Fall 2009 Office of the Assoc. Dean Students & 4 Units

Strategy will be implemented over the 2010 – 2012 strategic planning period

A.5. Create defining experiences for all Faculty of Health students

A.5.1. Faculty level representative working groups established, curriculum systems developed and approved:

Pan-university BSc degree model established

Pan-university BA degree model established

2010-11

Office of the Assoc. Dean Students , 4 Units, Director, OSAS

A.5.2. Consultation processes were undertaken with students, faculty and staff across the Faculty and outside of the Faculty (as appropriate) to ensure a level of support for all curricular recommendations

Ongoing

Office of the Assoc. Dean Students

A.6. Enable more formal and informal student-faculty interaction

A.6.1. Staging of the annual HH Student and Faculty Meet and Greet

Ongoing in the Fall

Office of the Assoc. Dean & HH Student Associations

A.6.2. Increased involvement by faculty advisors for all HH undergraduate student associations

Ongoing

Office of the Assoc. Dean & 4 Units

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

A. Support student success and retention

A.6.3. Monthly meetings with undergraduate student leaders (association, College & committee reps) have continued to occur.

Ongoing

Office of the Assoc. Dean & HH Advising Office College Masters

A.7. Enhance the student voice in the Faculty

A.7.1. Student Leaders continue to participate on Faculty Council, its Standing Committees; special project committees; an ad hoc student advisory group concerning student advising is established and continues to meet directly with HH Advising Office staff

Ongoing

Director, OSAS/Associate Dean, Students, HH Advising Office

A.7.2. A Faculty level student government (caucus) constitution is reviewed and Caucus elections are held

Ongoing in the Spring

HH Student Leaders, Director OSAS, HH Student Associations

A.7.3.Certificates of recognition are presented to all Health students who have shown outstanding leadership contributions

Ongoing in the Spring

Associate Dean, Students

A.8. Develop a strategy and implementation plan for undergraduate student academic advising services within the Faculty to enhance the learning experience

A.8.1 Alternative modes of program and service delivery as they pertain to enhancing continuing student academic advising have been explored and are being piloted (e.g. group sessions on how to calculate the GPA, how to read the grade report, how to petition, enrolment refresher) and are advertised electronically through HH Advising Office Newsletter)

Winter 2008 Ongoing

Director, OSAS/Associate Dean, Students, HH Advising Office

A.8.2 Technology enhanced academic advising has been explored and tested with campus partners (AK OSAS, , AK

Fall 2007-Spring 2008 Ongoing

Director, OSAS, HH Advising

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

A. Support student success and retention

OCTES, RO); online modules support distance advising, online modules (such as ‘How to Read My Grade Report’) are in use, and continue to be developed. (Note: Clicker technology has been piloted to enhance group advising appointments.)

Office, AK OSAS, AK OCTES RO

A.8.3 New and emerging technologies are in pilot phases with campus partners (such as the RO, CNS, SIS-Team): including the launch of the student view of the Degree Progress Report, Web-based ABS).

Ongoing

Director, OSAS, HH Advising Office, Registrars Office, CNS, SIS-Team

A.8.4 Following a consultation process, recommendations toward establishing clarity around a shared model of student advising services are reviewed by academic units and colleges; an implementation plan is developed

Winter 2008 - Fall 2009

Director, OSAS, HH Advising Office, 4 Units, Colleges

A.9. Identify factors that enhance versus detract from graduate student achievements

A.9.1. Conduct satisfaction and needs survey of graduate students

Winter 2010

Assoc. Dean of Research & Graduate Education/ Grad PDs

Committee Formed to Conduct Survey with student representatives playing central roles

A.10. Increase Opportunities for Interaction and Collaboration Among Graduate Students from Different Departments/Schools

A.10.1. Establish Faculty-wide seminar/brownbag series for students and faculty

2010

Assoc Dean Research and Graduate Education & 4 units

A.10.2. Explore creation of information websites for graduate students with interactive membership pages

2010

Office of the Assoc. Dean Research and Grad. Education

Strategy will be designed to facilitate interaction and connections among students

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

A.11. Enhance Mentoring of Graduate Students

A.11.1. Best practices workshops and mentoring information sessions for faculty members

Spring 2010 and ongoing

Assoc. Dean Research & Graduate Education

A.11.2. Best practices workshops for graduate students

Spring 2010 and ongoing

Assoc, Dean of Research and Grad. Education & 4 Units

Priority 2: Generating Innovative Research Research opportunities are explored and a research strategy is initiated for the Faculty which positions the University as a research leader in the health field and aligns with the broader University research strategy. Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

B. Enhance research infrastructure and support within the Faculty

B1. Build specialized research partnerships with local and provincial organizations

B.1.1 An agreement has been successfully negotiated to establish a joint York-UHN Academy for Nursing Research and Professional Development, and a business plan is in place to support it. B.1.2 Faculty members are serving as research associates at hospitals to facilitate further collaborations

2009

Director of School of Nursing

The MOU has been approved.

B2. Enhance innovative interdisciplinary and discipline specific research and training opportunities that address priority local and global needs

B.2.1 Initial staffing and infrastructure development are complete for the Psychology Research and Training Clinic and it is officially opened.

2008-2009

Psychology Dept./Clinical Director

Director was hired in 2008; other essential staffing and infrastructure will be facilitated by May 09.

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

B. Enhance research infrastructure and support within the Faculty

B3. Explore new approaches to knowledge exchange, transfer, dissemination and mobilization

B.3.1 Databases on existing research interests, activities, and partnerships to encourage active faculty participation in collaborative activities have been piloted (e.g., faculty profiles on Health website, York Central Hospital and York University Research Collaboration WebSite).

Ongoing

Research Office/Director of Comm

Completed.

B4. Identify emerging trends and innovative research opportunities, and facilitate their development

B.4.1 New initiatives and research alliances (e.g. eHealth – Health Informatics Alliance; Graceful Aging Alliance; Chronic Disease Prevention & Management; have been implemented. New Alliance on Autism created

New alliances established in February and March 2008 and will be developed further over next 2-3 years

Associate Dean of Research

Timelines will vary across initiatives based on availability of key resources. Our primary challenge is obtaining the required research space

B.4.2 Existing initiatives (e.g. LaMarsh, MEHRI—Milton and Ethel Harris Research Initiative) have engaged in strategic planning processes. B.4.3 Key University (VPRI) institutes/centers/initiatives are supported (e.g. CVR; YIHR; NCMDD Medical Devices), B4.4 Proposed and existing Faculty research centres are supported (e.g., Muscle Health Research Center, MEHRI, Physical Activity and Diabetes Research Center, LaMarsh). Begin planning for additional centres (e.g., Research Institute on Aging)

Ongoing Annual and ongoing Ongoing

Associate Dean of Research Associate Dean of Research and Research Office Associate Dean of Research and Research Office

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

B.4.5 Identify key areas for strategic appointments of new faculty members with overall goal of retaining and expanding faculty

Annual and ongoing

Dean & Associate Dean of Research

B5. Expand the range of funded research and support researchers’ efforts to compete successfully for funding and conduct high impact research

B.5.1 Ensure that resource capacity (people, money and space) has been assessed to meet research needs, and that appropriate policies/protocols are in place. B5.2 Identify priority areas for endowed research chairs and begin process designed to attract required funding from donors. B5.3 Facilitate mentoring of researchers at various career stages and seek to expand existing mentoring

Ongoing Ongoing

Associate Dean of Research Associate Dean of Research

Space – particularly wet lab space – is a critical area of concern for Faculty of Health faculty members and student researchers.

B. Enhance research infrastructure and support within the Faculty

B.5.4 Research-related workshops for faculty members have been developed and delivered (eg. funding opportunities outside tri-council agencies, building a budget, overview of available resources and services).

2009-2010

Research Office

B6. Promote research development of faculty members and put in place faculty-wide procedures to facilitate research.

B.6.1 Student research ethics review process and ethics forms have been harmonized across HH. Working with Research Accounting to identify possible improvements geared toward finding ways to facilitate researchers’ administration of their grants.

2009-2010

Associate Dean of Research/ Research Office

B.6.2 Templates and web tools (e.g., budget guidelines) to assist in the writing of research grant applications have been created and made available to faculty. B6.3 Financial conflict of interest guidelines established for Faculty researchers

2008 & ongoing 2009-2010

Research Office Associate Dean of Research

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Specific Objectives /Initiatives

Actions/Strategies Expected Results/ Measureables Results Timeline Responsible Division/ Body/ Position

Comments

B7. Enhance the research training opportunities for graduate students.

B.7.1 An assessment of student research needs is included as part of survey administered to graduate students as part of enhancing graduate student experience

2009

Associate Dean of Research

B.7.2 Scholarship funding and conference travel funding for students has expanded B7.3 Graduate students engaged as active participants in new Research Alliances and other research initiatives

2008 & ongoing

York Foundation Associate Dean Research

B8. Create research awards to recognize faculty achievements.

B.8.1 Awards have been established for faculty research, teaching, and service activities

2008 & ongoing Dean and Associate Deans

B.8.2. First annual ceremony has been held to acknowledge faculty achievements.

Annually Dean’s Office

Priority 3: Connecting with Communities Current partnerships are leveraged and expanded and new and innovative partnerships are explored and established both within the York community and externally at a regional, national and international level. Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measurable Results

Timeline Responsible Division/ Body/ Position

Comments

C. Develop new and innovative partnerships with a diverse array of organizations, communities and special populations

C1. Strengthen linkages with York’s research Centers, and education partnerships with other Faculties

C.1.1 Support strategic growth with the CVR and YIHR. Investigate partnership with other units: e.g. Institute for Research on Learning Technologies

2009-2010 Dean, Associate Deans, & Chairs

Link to strategic faculty appointments, research growth and innovative learning initiatives

C2. Enhance external partnerships

C.2.1 Specific collaborations and affiliation agreements with York Region

2009-2010 Dean, Associate

Excellent progress with the 3 large hospitals

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Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measurable Results Timeline

Responsible Division/ Body/ Position

Comments

Hospitals, Central LHIN and community have been codified.

Deans, & Chairs

(YCH, MSH & Southlake) & Central LHIN

C.2.2 Partnerships have developed with UHN (nursing), SMH (KT, urban health) and ICES (diabetes)

2009-2010 Dean, Associate Deans, & Chairs

Complete the proposal for the York-UHN Nursing Academy

C.2.3 Industry partnerships are developed i.e. IBM and Sanofi-Pasteur.

2009-2010 Dean & Chief Development Officer

C3. Develop international partnerships in strategic locations for enhancing our research and education

C.3.1 Opportunities to establish global partnerships with India, China and the Middle East are explored and a strategy with priorities is initiated.

2009-2010 Dean and new Associate Dean

Initial work well underway with India. Visit to Middle east in Spring 2008 and China in 2009

C4. Sustain and extend community partnerships

C.4.1 Enhanced linkages in the Jane-Finch community (e.g. TD Store Front, Black Creek Community Health Center) have been facilitated.

2009-2010 Dean, associate Deans and key faculty

Nursing initiative lead by Mina Singh and mentoring program by Paul Ritvo.

C5. Develop and maintain connections with our alumni

C.5.1 Special events and communication tools for engaging our Alumni have been planned and implemented.

2009-2010 Dean, Director Communication & CDO

This is a key area for emphasis in building our network of Friends

Priority 4: Developing Faculty and Staff HR plans for the Faculty are initiated and completed to align with the academic strategy and the integrated lifelong education model.

Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

D. Support ongoing professional development and growth for full and part-time faculty and staff

D1. Create new means of enabling intellectual exchange among faculty members

D.1.1 Technical options for enhancing information exchange have been explored with CNS and VPRI.

2009-2010 AD Research Research Support Office

Ongoing. The new HH web-site has capacity for same, but we continue to search for the most

42

Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

effective strategy for achieving our objectives.

D.1.2 Strategies for using the Faculty web-site as a means of facilitating intellectual exchange have been explored with CNS and Communications & Marketing.

2009-2010 Director of Comm & Ext Relations

Ongoing. The new HH web-site has capacity for same, but we continue to search for the most effective strategy for achieving our objectives.

D.1.3 Two events for faculty members to share their intellectual work have been created and supported, e.g., symposia, ‘brown-bag-lunches’, etc.

2009-2010 AD Research FEO

D2. Address concerns related to faculty and staff workload within and across HH Schools/Departments.

D.2.1 Each unit has completed a faculty workload analysis and developed a five-year complement plan to align with the Faculty’s strategy.

2009-2010

Chairs/ Directors

D.2.2 The implications of various academic plans, relative to staff, faculty and physical space availability, have been duly investigated via feasibility studies.

Ongoing

Chairs/ Directors FEO AO

D. Support ongoing professional development and growth for full and part-time faculty and staff

D.2.3 Workflow review processes have been facilitated in each of the Schools/Departments to identify potential strategies for creating efficiencies.

Nursing 2008 Psych 2008 KINE 2009 HPM Ongoing

FEO AO

D.2.4 Updated Job Summaries and Job-Evaluation exercises have been facilitated to provide clarity around staff roles, responsibilities, accountability, authority, and reporting relationships.

2009-2010 AO

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Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

D.2.5 Plans have considered the collective agreements and issues requiring negotiation and/or joint union/management resolution have been brought forward to appropriate officials.

Ongoing

AO FEO Dean Chairs/ Directors

D3. Enhance internal communications and cooperation

D.3.1 Various mediums for communicating with faculty and staff about Faculty priorities, current events, and successes have been developed.

Ongoing

Dean Director Ext Relations & Comm

D.3.2 Forums and/or opportunities for information sharing, including Faculty Council, School Councils, all-staff meetings, management meetings, etc. have been facilitated.

Ongoing

Dean Director OSAS

D.3.3 Academic Administrators and senior management team members have been consulted in relation to critical issues – e.g., research intensivity, planned budget cuts, curriculum changes, teaching support, etc.

Ongoing Dean AD Students AD Research FEO

D. Support ongoing professional development and growth for full and part-time faculty and staff

D4. Facilitate mentoring for new faculty members and management staff.

D.4.1 A mentorship program is in place for new faculty members.

Annual

Chairs/ Directors

D.4.2 A mentorship program is in place for management staff.

Annual FEO AO

D5. Develops a strategy to ensure that faculty and staff have the tools and support that they need to do their best work

D.5.1 A performance management process for CPM employees in Health is implemented with annual goals, measures and development plans articulated and shared.

Annual FEO

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Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

D.5.2 A review of guidelines, work practices and processes is completed in each of the four Schools/Departments.

Psych 2008 Nursing 2008 KINE 2009 HPM 2009

FEO AO

D.5.3 Each unit has completed a review of faculty and staff professional development needs and developed recommendations to address same.

2009-2010 Chairs/ Directors AD Research AD Students Dean FEO

D6. Create a healthy workplace (beginning with ourselves – be the change)

D.6.1 The Faculty has a plan developed and actions initiated to define, and support a healthy work place

2009-2010 Dean FEO AO Facilities Manager

Priority 5: Building Key Support Resources Ensure that the Faculty has plans in place to generate and diversify its revenue streams and to meet space requirements associated with the Faculty plans and strategy. Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results

Timeline Responsible Division/ Body/ Position

Comments

E. Plan for a new building

E1. Ensure all key University stakeholders, including the President, Board of Governors, senior leadership and Alumni are aware and support the Faculty vision and strategy.

E.1.1 A new Faculty of Health building remains the number one capital priority of York University.

Ongoing Dean

E2. Incorporate expanded and improved space for

E.2.1 An architectural model has been produced that incorporates a review of

2009-2010 Dean AD Research

45

Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

research and teaching in the planning process and architectural model.

current space utilization and reflects the Faculty’s short- and long- term space requirements.

AD Students Chairs/ Directors FEO

EE. Expand our alternate revenue streams

EE1. Envision and operationalize the Health Learning Institute.

EE.1.1 An operations plan is developed and initial components are piloted (e.g. Nursing).

2009-2010 Dean AD Students FEO

Revenue generation from this entity is critical to addressing ongoing concerns about the Faculty’s budget, particularly in light of announced 2% base cuts in each of the next three years.

EE.1.2 Collaboration with Schulich and other Faculties/external organizations is demonstrated

2009-2010 Dean FEO Dir Research & Partners

EE2. Partnerships are developed and leveraged to provide the Faculty with access to money, people, and/or space for teaching and research purposes.

EE.2.1 Five primary partnerships are established that increase the Faculty’s resource base (i.e., money, people, space).

2009-2010 Dean FEO Dir Research & Partners

Wet lab space remains a critical issue that demands immediate and creative resolution.

EE.2.2 A database on existing partnerships and research activities is developed that encourages active faculty participation in these collaborative activities.

Dir Research & Partners, Dir Communication

EEE. Develop a comprehensive advancement strategy

EEE1. Build relationships with potential donors

EEE.1.1 The number of donors to HH and the list of potential donors have increased steadily.

2009-2010 Dean CDO

EEE.1.2 Initial fund raising opportunities are identified and implemented, and a comprehensive fund raising plan is developed.

2009-2010 Dean CDO

EEE.1.3 Fundraising totals have increased steadily.

2009-2010 Dean CDO

EEE2. Develop a EEE.2.1 Donors and potential donors Ongoing Dean

46

Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measureables Results Timeline

Responsible Division/ Body/ Position

Comments

communications strategy for broad-based understanding of the Faculty’s vision, mission, values and strategic directions

demonstrate an understanding of the Faculty’s vision, mission, values and strategic direction.

CDO Dir External Relations

Priority 6: Ensuring the vision and mandate of the Faculty remains relevant Faculty reviews its strategy on an ongoing basis, and investigates opportunities for ensuring that the University is providing education, research and service that meet needs of key stakeholders. Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measurable Results

Timeline Responsible Division/ Body/ Position

Comments

F. Strategic Planning, Communications and Advocacy

F1. Develop a comprehensive communications strategy to engage major stakeholders of the Faculty

F.1.1 Specific process strategies are in place for multi-way communications with key sectors: alumni, health professionals & organizations, policy makers, communities, private sector, the public.

Fall 2008

Dean, Director of Communications & Chief Development officer

Multiple mechanisms: community consultations, keynote presentations, eNewsletter, think tank meetings, Wiki discussion groups

F2. Take a leadership role in addressing major health challenges: e.g. overweight and obese youth

F.2.1 Engage key stakeholders in a Challenge Dialogue regarding the BIG Idea: academics, policy makers, private sector, public sector and citizens

Fall 2009

Dean

The aim is fresh thinking and action for ‘keeping more people healthier longer’

F3. Work with the President on a plan for a Medical School at York University

F.3.1 Help the President and Special Advisor dr. Peter Walker further the planning for a Medical School

2009-2010 Dean

Emphasize the integration of Medicine with Health

F.3.2 Undertake a consultation and planning within the Faculty of Health about the new medical school

2009-2010

Dean, Associate Deans and Chairs

Capitalize on the opportunity for innovation: e.g. inter-professional education

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Specific Objectives/Initiatives Actions/Strategies Expected Results/ Measurable Results Timeline

Responsible Division/ Body/ Position

Comments

F.3.3 Help (with the President and VPRI) build a network of Teaching Hospitals and related health organizations in York Region, called the York Academic Health System

2009-2010 Dean

A critical step for Health as well as a new medical school

F. Strategic Planning, Communications and Advocacy

F4. Manage Enrolment Growth Challenge to effectively address our strategic priorities and needs

F.4.1 Continue to play a key role in the President’s Advisory Committee on University Planning and ensure adequate resources are available: complement, support staff, and space.

2009-2010 Dean This committee is leading the University’s planning regarding enrollment growth. We must continually strive to balance the sometimes competing priorities articulated in the UAP and Faculty’s Strategic Plan. Undergraduate and graduate expansion must be fully funded, affording ample complement, staff support and space (e.g., lab benching for KINE/M.Sc. students).