university of alberta - school of public health self-study document

Self-study document February 2012

SCHOOL OF

PUBLIC HEALTHpublichealth.ualberta.ca

Office of the DeanSchool of Public Health, University of AlbertaEdmonton Clinic Health Academy11405 - 87 Ave., Edmonton, Alberta T6G 1C9

Phone: 780.248.1864Fax: 780.492.0364www.publichealth.ualberta.ca

This document was prepared in response to the accreditation criteria (2005) provided by the Council on Education for Public Health, the independant accrediting agency recognized by the US Department of Education to accredit schools of public health.

Council on Education for Public Health800 Eye Street, NW, Suite 202Washington, DC 20001-3710

Phone: 202.789.1050Fax: 202.789.1895

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Table of Contents Acknowledgements iii Executive Summary v Acronyms ix 1.0 The School of Public Health

1.1 Mission 1 1.2 Evaluation and Planning 7 1.3 Institutional Environment 20 1.4 Organization and Administration 27 1.5 Governance 37 1.6 Resources 52

2.0 Instructional Programs 2.1 Master of Public Health Degree 67 2.2 Program Length 70 2.3 Public Health Core Knowledge 72 2.4 Practical Skills 75 2.5 Culminating Experience 86 2.6 Required Competencies 89 2.7 Assessment Procedures 97 2.8 Other Professional Degrees 105 2.9 Academic Degrees 106 2.10 Doctoral Degrees 111 2.11 Joint Degrees 114 2.12 Distance Education or Executive Degree Programs 115

3.0 Creation, Application and Advancement of Knowledge 3.1 Research 119 3.2 Service and Community Engagement 137 3.3 Workforce Development 143

4.0 Faculty, Staff and Students 4.1 Faculty Qualifications 149 4.2 Faculty Policies and Procedures 155 4.3 Faculty and Staff Diversity 161 4.4 Student Recruitment and Admissions 167 4.5 Student Diversity 175 4.6 Advising and Career Counseling 181

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Acknowledgements The work represented by this report has involved countless hours of discussion, reflection, review and

writing. The result is a collective sense of the School’s strengths and the areas where there is a desire

and a plan for improvement.

The report represents a crucial step on the path forward as Canada’s first accredited School of Public Health. There are numerous individuals and groups who have contributed to the self-study process and the production of this report:

The faculty, staff, students and key external partners of the School of Public Health engaged deeply in the entire accreditation self-study process.

The Accreditation Self-Study Working Group, including Colin Soskolne, Amanda Schwalbe, Bob Sadler, Doug Wilson and Felicity Hey. This group was most diligent in ensuring the assignment and completion of tasks for the preparation of the self-study document.

The Accreditation Advisory Committee, including Felicity Hey, Lory Laing, Cam Wild, Bob Sadler, Duncan Saunders, Amanda Schwalbe, Colin Soskolne, Jane Springett, and Doug Wilson. This group provided sage advice throughout the process.

The Accreditation Steering Committee, including Glenn Griener (Chair), Amanda Schwalbe, Sarah Bowen, Felicity Hey, Kim Raine, Don Voaklander, Jacqueline Torti, and Kent Rondeau. For their work in preparing the final document and ensuring that the queries made based on the preliminary self study were addressed. This group has also coordinated preparations for the site visit.

In addition, there are individuals who are most deserving of acknowledgement for their contributions:

Amanda Schwalbe, the accreditation administrator, demonstrated outstanding organizational skills and commitment, and was most diligent in ensuring that the process and contributors were on task and on time. She wrote many drafts of the report and organized a mountain of information.

Felicity Hey, student services coordinator, compiled and organized a significant proportion of the data herein. In addition, she made a significant contribution to the writing of the report.

Doug Wilson, senior advisor to the dean, brought to the process the essential ingredients of experience, wisdom and determination. His vision of a successful and accredited University of Alberta School of Public Health endured throughout the process.

Bob Sadler, assistant dean (administration), contributed the rare and invaluable ability to attend to both the finer details as well as the big picture throughout the process.

Donna Richardson, manager of faculty communications, provided editorial support, as well as a critical review of the entire report.

Don Voaklander, director of the Alberta Centre for Injury Control & Research, ensured that, in the final stages, all loose ends were tied and that the report provides an accurate and comprehensive picture of the School and its graduate programs.

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Executive Summary The School of Public Health is the newest faculty at the University of Alberta. Formed in March 2006, it is Canada’s first stand-alone faculty dedicated solely to public health. The School has embraced the challenges associated with seeking accreditation while at the same time formulating from scratch operational structures and processes as a brand new faculty. The graduate programs, interdisciplinary research and community engagement activities all support the mission, which is to promote health and wellness, protect health, prevent disease and reduce health disparities across Alberta, Canada and around the world. As such, the School embodies the academic plan (Dare to Deliver 2011-2015) of the University of Alberta and its four cornerstones: talented people; learning discovery and citizenship; connecting communities; and transformational organization. Although a new faculty, the School‘s units are proud of its long academic history and contributions of its constituent parts to the University of Alberta. The School was formed from the amalgamation of two outstanding academic units: the Department of Public Health Sciences, which has offered training programs since the early 1960s in the Faculty of Medicine and Dentistry, and the Centre for Health Promotion Studies, which since it was formed in 1996, has been at the forefront of health promotion scholarship in Canada. In addition, the School is home to an outstanding centre devoted to injury prevention in the province, the Alberta Centre for Injury Control and Research. The School has made remarkable achievements since its inception in 2006:

Discovery Learning

A 50% increase in total graduate student enrollment to 250.

77 scholarships and awards totaling $767,000 received by School students.

Increased access for our students across North America to core MPH courses through innovations in online delivery. The School has students enrolled in the distance MPH program from Nova Scotia to British Columbia, and the U.S.

Incubating Scholarship

Increased funding awarded by peer-reviewed competitions from Canadian Tri-Council agencies to the School from $930,000 in 2007 to $1,956,000 in 2010.

Provided practicum experience in 108 partner agencies.

Partnered with two other Alberta post-secondary institutions, as well as Alberta Health Services, in a province-wide tripartite initiative: a collaborative network for health outcomes and population health.

Appointed a world-class leader in participatory research and engagement in the field of health promotion as director of the Centre for Health Promotion Studies.

Appointed a world-class leader in epidemiology, and immediate past- president of the American College of Epidemiology as the chair of the Department of Public Health Sciences.

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Community Engagement Near and Far

A $15 million investment from a private benefactor for the Alberta Project Promoting active Living and healthy Eating in Schools project (APPLE Schools), which promotes healthy eating and physical activity in schools, allowing this School-based service and research platform to expand across Alberta.

Memoranda of understanding with Kaunas Medical School in Lithuania, University of West Indies, the Public Health Foundation of India and the University of Zambia.

Developed array of continuing education courses for public health professionals in the field.

Established an External Advisory Council of local, national and international advisors to provide high-level strategic advice related to ensuring the long-term goals and success of the School. The External Advisory Council draws upon the talents and experience of senior level representatives from a diversity of public and private sectors, foundations and non-governmental organizations to create new levels of innovation and partnership in public health.

Building the Transformative Organization

Developed a diversity initiative involving students, staff and faculty to promote and value diversity in the School.

Developed and implemented a set of values, principles and guidelines to a) codify current practices and decision-making priorities, and b) guide future academic planning activities for the main functions of the School. These principles and guidelines assist the School in advancing its mission, goals and objectives; articulating strategic planning priorities over the short and longer terms; and formulating specific operational plans and guide decision making in key functional areas.

Developed and implemented a plan to use and integrate social media into our strategic communications, allowing us to have a voice in the global online community, expand our reach and increase access to target audiences.

Key principles that guide the learning, discovery and citizenship activities of the School are collaboration and engagement. Collaboration begins across the many scientific disciplines within the School, among the various programs and units within the School and faculties within the University of Alberta, and includes participation with communities within Edmonton, Alberta, Canada and internationally. In public health research, engaged scholarship refers to research conducted in response to societal issues and in partnership with stakeholders. It is issue driven, and solution oriented. Knowledge translation research also indicates that research is more likely to be used if knowledge users are engaged in meaningful ways in selecting research priorities and questions and participating in interpretation. Engaged scholarship includes partnership research not only with communities, but with the health (and related) systems and at the policy level. Partners, depending on the research question, may be community members, public health professionals, health system decision makers or policy makers from various sectors. The School has made concrete commitments to engaged scholarship. For example, the School is the first faculty at the University of Alberta to explicitly endorse principles of faculty evaluation that incorporate evaluation of faculty members’ effectiveness in engaging with non-academic public health stakeholders. The School’s Faculty Evaluation Committee guidelines put into everyday practice its vision of engaged

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scholarship, and faculty evaluation processes have been revised to ensure that recognition is given to research conducted in response to community needs and in engagement with knowledge users; and well as to knowledge translation activities. This commitment to engagement is echoed in our training programs. As of 2009, all PhD students are required to take three integrative core courses that are intended to better prepare them to engage with the practice community, whether at a community, system, or policy level: a) Engaged Scholarship for Health, b) Advanced Methods, which highlights interdisciplinary and collaborative approaches to knowledge generation, and c) Scientific Communication, which prepares students to communicate with a range of audiences. The School at the University of Alberta is poised to become the academic lead for public health in Canada. The Council on Education for Public Health self-study process has brought us closer to that goal. The School has embraced the accreditation process in its aim to drive the national dialogue in Canada regarding standards for public health programs.

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ACRONYMS

AEGS Academic Employment of Graduate Studies

APHA Alberta Public Health Association

ASPH Association of Schools of Public Health

CEPH Council on Education for Public Health

CHE Certified Health Executives

CMC Computer Mediated Conferencing

CV Curriculum Vitae

DFID Department of International Development

DrPH Doctor of Public Health

FCE Full Course Equivalent

FTE Full-Time Equivalent

GIS Geographic Information System

GPA Grade Point Average

HEALD Healthy Eating and Active Living for Diabetes

HPS Health Promotion Studies

IT Information Technology

LHMP Leadership, Health Management and Policy

LMS Learning Management System

MOU Memorandum of Understanding

MPH Master of Public Health

MSc Master of Sciences

NGO Non-Governmental Organization

OPHPP Office of Public Health Policy and Practice

PHARE Public Health and the Agricultural Rural Ecosystem

PhD Doctor of Philosophy

PI Principal Investigator

SPA Supplemental Professional Activities

http://www.achord.ca/index.php?option=com_content&view=article&id=49:heald&catid=5&Itemid=77

Criterion 1.0 School of Public Health

CRITERION 1.0 - THE SCHOOL OF PUBLIC HEALTH

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1.0 The School of Public Health

1.1 Mission. The School shall have a clearly formulated and publicly stated mission with

supporting goals and objectives. The School shall foster the development of professional public health values, concepts and ethical practice.

a. A clear and concise mission statement for the School as a whole. The School of Public Health (the School) is committed to promoting health and wellness, protecting health, preventing disease and injury, and reducing health disparities across Alberta, Canada and around the world. We undertake this mission by:

pursuing research, promoting learning, and providing community and professional service with the highest ethical and scientific standards,

educating future public health leaders,

translating research into effective practices and sound policies,

discovering, evaluating and disseminating solutions to health problems and public health threats, and

engaging communities near and far.

b. One or more goal statements for each major function by which the School intends to attain its mission, including instruction, research and service.

Education Goal E1.0 – Prepare the next generation of public health professionals and academic leaders

Goal E2.0 – Enhance the quality and access of education programs

Research and Engaged Scholarship Goal R1.0 – Advance public health research and its application in programs, practice and

policy at provincial, national and global levels

Goal R2.0 – Increase contributions to research training

Goal R3.0 – Increase student participation in research

Service and Community Engagement Goal S1.0 – Advance public health by engaging with communities locally, nationally and

internationally

Goal S2.0 – Establish and maintain relationships / partnerships with key faculties at the University of Alberta and other universities, and with external organizations contributing to public health


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Organization Goal O1.0 – Recruit, retain and reward outstanding faculty

Goal O2.0 – Recruit, retain and reward outstanding administrative staff and provide excellent support through quality infrastructure and resources

Goal O3.0 – Build a transformative organization

c. A set of measurable objectives relating to each major function through which the School intends to achieve its goals of instruction, research and service.


Objective E1.1 – Attract highly qualified students Goal E2.0 – Enhance the quality and access of education programs

Objective E2.1 – Provide an outstanding learning experience for students through continual program and curriculum improvement

Objective E2.2 – Develop strategies to increase the enrolment of qualified Aboriginal, visible minority and international applicants

Objective E2.3 – Provide high quality, lifelong learning experiences to the public health community

Research and Engaged Scholarship Goal R1.0 – Advance public health research and its application in programs, practice and

policy at provincial, national and global levels

Objective R1.1 – Increase the amount of external research funding to support innovative public health research

Objective R1.2 – Increase research outputs to the scholarly community

Objective R1.3 – Strengthen engaged scholarship to advance the application of public health research in programs, practice and policy


Objective R2.1 – Increase number of graduates with research degrees and post-doctoral fellows

Objective R2.2 – Provide exceptional opportunities for research students to engage in issue-driven collaborative research with communities or the health-care system

Goal R3.0 – Increase student participation in research

Objective R3.1 – Provide increased opportunities for students to engage in research activities



Service and Community Engagement Goal S1.0 – Advance public health by engaging with communities locally, nationally and

internationally

Objective S1.1 – Develop strategies to support and enhance collaboration between the School and local, national and international communities

Goal S2.0 – Establish and maintain relationships / partnerships with key faculties at The University of Alberta and other universities and with external organizations contributing to public health

Objective S2.1 – Increase meaningful engagement with other faculties and universities in various capacities (e.g. as teachers, collaborators, co-investigators)

Objective S2.2 – Increase engagement with external organizations contributing to population and public health

Objective S2.3 – Leverage networks through social media


Objective O1.1 – Develop strategies to ensure the recruitment of adequate faculty with public health practice / health system / policy experience

Objective O1.2 – Develop effective mentorship program for new faculty

Objective O1.3 – Facilitate academic advancement based on contributions to the academy and society

Objective O1.4 – Improve recognition of faculty contribution to public health

Goal O2.0 – Recruit, retain and reward outstanding staff and provide excellent support through quality infrastructure and resources

Objective O2.1 – Ensure appropriately skilled administrative staff to support the School’s mission

Objective O2.2 – Assure that appropriate resources are available to the School

GoalO3.0 – Build a transformative organization

Objective O3.1 – Create an organizational culture that promotes and values diversity

Objective O3.2- Create a collaborative, participatory culture among staff, faculty and students

Objective O3.3- Ensure a process for regular strategic planning and quality improvement

Objective O3.4 – Increase donations and endowed funds to support the School’s mission, goals and objectives



d. A description of the manner in which mission, goals and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public. Following the establishment of the School in 2006, two retreats, which included all stakeholders, were held. As a result, the mission statement and values were agreed upon in the context of the University of Alberta mission and values, Dare to Discover and Dare to Deliver 2005-2010. The School mission statement and values were approved by Faculty Council in June 2007. In order to reassess and monitor the mission statement and values as the School has continued to develop, a web-based survey of current faculty (core and adjunct), staff, students, alumni and external partners was designed and implemented in early 2011. In response to the question, Does the current mission statement capture your sense of our School of Public Health?, 89% of 149 respondents supported the mission statement and a similar question on the values received 90% support. Additional comments and suggested improvements were received from about 1/3 of respondents; these will form the basis for discussion and potential revisions of the mission and values statements within the next year. Goals and objectives for the School in the areas of education, research, service and engagement, and organization were presented as an initial draft to Town Hall / Faculty Council in early 2009. Subsequent repeated assessment and refinement by strategic planning task groups, the Accreditation Self-Study Working Group (ASSWG), the Accreditation Advisory Committee (AAC), various sectors within the School and external stakeholders (employers, alumni) led to the goals, objectives and measures used in the self study. The mission, goals and objectives are made available to the public through the School website, brochures and publications. The School plans to include periodic reviews of its mission, values, goals and objectives coincident with the accreditation review process.

e. A statement of values that guide the School, with a description of how the values are determined and operationalized.

Values The work of the School is based on strong values which are aligned with and complementary to those of the University of Alberta.

Excellence. We strive for excellence in teaching that promotes learning, outstanding research that fuels discovery and advances knowledge, and enlightened service that enhances public health programs, practice and policy.

Integrity. We believe that excellence requires personal and organizational integrity and a collective commitment to ethical behaviour in all endeavours.

Respect. Our relationships are based on mutual respect and personal trustworthiness and are strengthened by open communication. We value diversity and inclusiveness and the opportunity to promote the health of students, faculty and staff in a supportive working environment.



Teamwork and Partnerships. We value teamwork and collaboration, which contribute to our efforts to achieve personal and shared goals. We are committed to broad partnerships and interdisciplinary inquiry as essential to address public health issues.

Responsibility and Public Engagement. We value opportunities to engage with the public, with communities and with decision makers to advance public health practice and policy, and we willingly accept our public accountability.

Sustainability. We value our responsibility to contribute to environmental, social and economic sustainability for the welfare of future generations locally and globally.

Social Justice and Equity. We endorse the need for compassion and social justice in addressing public health issues in the populations we serve.

At its core, public health is about what is best for all of us, including the most vulnerable. The School is dedicated to promoting health and wellness, protecting health, preventing disease and reducing health disparities across Alberta, Canada and around the world. The School’s values were determined at the initial large retreats following the establishment of the School (2006-07) and, like the mission statement, were discussed and approved by Faculty Council in June 2007. Revisiting the values in early 2011 through presentation at Faculty Council and a subsequent survey provided a positive response rate of 90% as indicated in Criterion 1.1d. Additional comments and suggested improvements will form the basis for discussion and potential revisions of the values within the next year. Both the mission statement and values of the School are operationalized through inclusion in written public communications and in presentations by faculty leaders, through our actively used website and through social media, as well as through our planning and organizational development activities. Excellence is operationalized through regular review of curriculum and course offerings, through feedback from our External Advisory Council (EAC), and by our faculty evaluation process. Integrity is ensured by encouraging normative practices as both required and supported by The University of Alberta, and through ethical standards and behaviours demonstrated by School leadership. The School endeavours to promote a workplace based on respect of others. Monthly Town Hall meetings provide a forum for open discussion, and the various committees that manage School functions draw their members from across all stakeholder groups / constituencies. Teamwork and partnerships are valued and encouraged through the use of committees and working groups for investigating issues and making recommendations. For research in particular, participation in teams and partnerships is highlighted in faculty members’ annual reports. Responsibility and public engagement are applied by the expectation that the School will be called to account not only by entities within the academy, but also by members of the public through its access to our mission statement and values. More specifically, the School values



and encourages public engagement in the annual faculty evaluation process, which awards merit based on the public engagement of faculty members. Sustainability is operationalized at two levels. At the societal level, it is operationalized through support for courses such as PHS 515 - Values, Ethics and Sustainability and PHS 416 / 516, AFNS 416 / 516 - One Health, as well as participation of the School in the ongoing work of the Office of Sustainability, Office of the Provost. Participation in projects, such as Paper Cuts, provides an example of how the academic and operational arms can be bridged to further learning. Sustainability of the School as an organization is also demonstrated by our commitment to innovative and responsible planning. Social justice and equity are operationalized through public health foundations, health promotion, development of additional courses in health equity and global health courses where social justice and equity are critical elements of the curriculum. Many courses also include an ethics component. In practice, PHS 505 - Fundamentals of Public Health and HPS 506 - Special Seminars, bring to light real-life examples of disparities and the widening gulf between rich and poor globally and locally. The global health program provides practical experience for students and faculty working in low income countries.

f. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) The School has a well-supported mission statement and values. Goals and measurable

objectives were developed through a democratic, participatory and collaborative process involving internal and external stakeholders. The goals and objectives reflect the mission and are intended to guide the future direction of the School. The mission, goals and objectives are widely disseminated.

2) The School has a plan for periodically monitoring and revising its mission, values, goals and objectives. The School leadership is responsible and accountable for achieving the objectives.

Weaknesses 1) The School has not yet been through the process of revising its mission, values, goals

and objectives, or responding to issues identified in this process.

Opportunities for Improvement 1) The mission, values, goals and objectives will be reviewed annually.

2) The School website will be updated to reflect annual performance data and any revisions to the mission, values, goals and objectives.

3) Continued and enhanced efforts will be undertaken to include key stakeholders in continuous improvement, issue analysis and decision making.



1.2 Evaluation and Planning. The School shall have an explicit process for evaluating and

monitoring its overall efforts against its mission, goals and objectives; for assessing the School’s effectiveness in serving its various constituencies; and for planning to achieve its mission in the future.

a. Description of the evaluation procedures and planning processes used by the School, including an explanation of how constituent groups are involved in these processes. Planning for development of the School as a new faculty at the University of Alberta began in 2006-07 and included the intent to prepare for Council on Education for Public Health (CEPH) accreditation. The CEPH director of Accreditation Services conducted a preliminary consultation in August 2007, provided helpful advice and indicated by letter that the School was welcome to initiate the accreditation process. Academic planning for the School proceeded in alignment with the university president’s Dare to Discover and Dare to Deliver 2007-2011 academic plans that included the four cornerstones of Discovery Learning, Incubating Scholarship, Community Engagement Near and Far, and Building the Transformative Organization. In addition to an initial comprehensive academic plan of the School reviewed at Faculty Council, concise annual progress reports have been provided to the provost including alignment with Dare to Deliver 2011-2015. The School’s formal planning processes accelerated in 2009 after appointment of its first dean and in preparation for an initial application to CEPH requesting approval to begin the accreditation process. Approval to proceed was received from CEPH on October 29, 2009, with the requirements to submit a preliminary self study by October 24, 2011 and undergo a site visit in the spring of 2012. In preparation for these activities, the School arranged for a site visit in April 2010 by the accreditation coordinator from Simon Fraser University in Vancouver which had recently undergone CEPH review of its public health graduate programs. An informative on-site consultation by the executive director of CEPH was conducted on November 15, 2010. In early 2009, a strategic planning task group was formed with School-wide representation and consultants (Sierra Systems Group Inc.) were contracted to facilitate focus groups and interviews with faculty, staff, students and external stakeholders. The feedback from this process was presented to faculty and select external stakeholders during a retreat in August of 2009. At that retreat, the School decided to strike four working groups tasked with enhancing plans for the School’s organizational structure, and its education, research and community engagement activities. These four working groups presented proposals to faculty, staff and students in the fall of 2009. This process concluded with general agreement on a) plans for improving the organizational structure, and b) terms of reference for the new positions of associate dean (research) and associate dean (education). In early 2010, these two positions were implemented, along with the creation of the Professional Degrees Committee (PDC) and Research Degrees Committee (RDC) reporting to the associate dean (education).



In the fall of 2010, further planning for program development within the School was undertaken, lead by the associate dean (research) and associate dean (education). A retreat and three faculty forums were held on a) integrative graduate education, b) engaged scholarship, and c) research. Discussion notes were circulated, along with ‘straw dogs’ of priority issues for action prior to these meetings. At the beginning of 2012, the recently appointed interim dean launched a strategic planning process to develop a three-year plan for the School that will build on previous activity and be completed by mid-year. A full set of goals, objectives, outcome measures and targets were developed during 2010-11. The Executive Management Committee (EMC) is committed to implementing an annual evaluation and planning process that will occur before the end of each academic year and will include review of progress toward targets. Plans will be revised as required. The Executive Management Committee has prepared (in February 2012) a framework and process for strategic planning that includes a process for establishing priorities and measureable outcomes that will be reviewed at the end of each academic year. This strategic planning outline is being taken to Faculty Council for discussion. In addition to measuring progress on the objectives and targets, the School also performs the following evaluations activities:

Course evaluations – all courses and instructors are evaluated using the University of Alberta’s Instructor Designed Questionnaire (IDQ). https://www.aict.ualberta.ca/units/client-services/tsqs/idq

Graduating students – all graduates are surveyed regarding their opinions of the quality and value of their program.

Applicant survey – all applicants are surveyed regarding their experiences with the entire application process from initial awareness of the School to completion of the application process. The Education Office reviews this survey annually and necessary changes are made to the process.

Orientation survey – all new students are surveyed to improve the transition period from application to end of orientation. This is reviewed and acted upon by the Orientation Planning Committee.

Alumni survey – alumni are surveyed regarding their experiences with the School.

Stakeholder consultations – The Education Office conducted an initial consultation with external stakeholders (alumni, community partners and employers) in April – May 2010 to gather feedback on how to improve graduate degree offerings for the future. Subsequently, a consultant was contracted to survey external stakeholders.

b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. Weekly dean’s Executive Management Committee (EMC) meetings and reports by the dean to Town Hall / Faculty Council, together with reports to the provost, have been used as the forums to design and implement programs and activities for the School. CEPH accreditation requirements have been an important impetus for comprehensive review of our programs, processes and activities.

https://www.aict.ualberta.ca/units/client-services/tsqs/idq



The outcomes of the retreat and three faculty forums organized in fall 2010 by the associate dean (education) and associate dean (research) have been used, with Executive Management Committee (EMC) review, to implement several time-limited working groups (for example on core competencies) and to develop the document entitled SPH Academic Planning: Values, Principles, and Guidelines which has been made available to faculty, staff and students (refer to Appendix 1.2b). The academic planning document is intended as a core document that will guide planning. It will be regularly reviewed and revised in consultation with faculty to ensure a process for regular organizational and operational planning and quality improvement. The Executive Management Committee (EMC) is responsible for ensuring the School’s research and education activities are regularly evaluated and for acting on the results of those evaluations. Some of these evaluations and responses occur on an annual basis including revisions to student orientation and the admissions process. Some are of a more immediate nature such as changes to procedures that may come about in response to student concerns raised in a monthly “brown bag” session with the associate dean (education). Course evaluations by students are used by the academic unit leaders and Faculty Evaluation Committee (FEC) in the annual evaluation of faculty members and instructors. They are also used to select future instructors, improve course delivery and modify the competencies covered in the courses. The Executive Management Committee (EMC) is currently outlining a strategic planning process that will identify a process for annual review of key strategic goals. Much of the framework for the strategic planning proposal is based on the values and goals of the CEPH self study. Therefore, this strategic planning process will more fully address the annual review of performance on both operational as well as strategic goals.

c. Identification of outcome measures that the School uses to monitor its effectiveness in meeting its mission, goals and objectives. Target levels should be defined and data regarding the School’s performance must be provided for each of the last three years. Throughout the five years of the School’s development, a series of goals and objectives have been strategically and successfully met (e.g. faculty and staff hiring, enrollment targets, CEPH accreditation progress). Organizational processes, leadership capacity and engaged scholarship continue to be strengthened. The comprehensive set of goals (10) and objectives (24) indicated in Criterion 1.1b and 1.1c has allowed the School to initiate the collection of information on 54 outcome measures. Please refer to pages 10 to 17 for the outcome measures that the School uses to monitor its effectiveness in meeting its mission, goals and objectives. In some instances, only baseline data are available and as outcome reporting proceeds the performance targets will need to be refined. In general the Education Office and education committees will review education goals. The Research Office and research committee will review the research goals. The Executive Management Committee (EMC) will review the organizational goals.

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Education

Goal E1.0 – Prepare the next generation of public health professionals and academic leaders

Objectives and

Outcome Measures Five-Year Target

Monitoring and Feedback

Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11 2011-12

E1.1 – Attract highly qualified students

Number of completed

applications 600 FGSR

1 data system

Associate Dean

(Education) Annual 375 369 419 409

Number of accepted

applications 150 FGSR data system

Associate Dean


Average admission GPA 3.5 FGSR data system Associate Dean

(Education) Annual 3.51 3.52 3.41 3.56

Total enrollment 300 FGSR data system Associate Dean


Ratio of students to continuing

faculty 6:1

Strategic Analysis

Office

Associate Dean

(Education) Annual Not available 5.5:1 5.4:1 6.1:1

Aggregate GPA of degree

recipients 3.7 FGSR data system

Associate Dean

(Education) Annual 3.8 3.6 3.8

Not

available

Award and scholarship funding

per student $7500/ per student FGSR data system

Associate Dean

(Education) Annual $2,861 $4,003 $4,167

Not

available

Time to completion

(MPH, MSc, PhD)

Min/Max (yrs)

MPH = 1.5/6.0

MSc = 3.0/4.0

PhD = 5.0/6.0

Education Office Associate Dean

(Education) Annual

Average (yrs)

MPH =2.6;

MSc = 3.4;

PhD =4.6

Average (yrs)

MPH =2.1;

MSc = 3.6;

PhD = 4.8

Average (yrs)

MPH =2.3;

MSc = 3.3;

PhD = 6.5

Not

available

Job placement rates within 12 months of graduation (sectors, full-time, part-time)

97% Education Office Associate Dean

(Education) Annual 9/11 = 82% 16/17 = 94%

Not available

Not available

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Education


Objectives and

Outcome Measures

Five-Year Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe

2008-09 2009-10 2010-11 2011-12

E2.1 – Provide an outstanding learning experience for students through continual program and curriculum improvement

Median IDQ2 scores for course

excellence and instructor

excellence

Courses 4.0

Instructors 4.0

Strategic Analysis

Office

Associate Dean

(Education) Term

4.18

4.57

4.13

4.30

Not

available

Not

available

Graduating students satisfaction

index 4.0 Education Office

Associate Dean

(Education) Annual

Not

available

Not

available 4.2

Not

available

E2.2 – Develop strategies to increase the enrolment of qualified Aboriginal, visible minority and international students

Number of applications from

international students 150 FGSR data system

Associate Dean


Visa students as percent of total

enrolment 15% FGSR data system

Associate Dean

(Education) Annual 11% 9.9% 10.8%

Not

available

Number of aboriginal students 15 FGSR data system Associate Dean


E2.3 – Provide high quality, lifelong learning experiences to the public health community

Number of professional

development courses 8 courses Education Office

Associate Dean

(Education) Annual

Not

applicable 1 5

Not

available

Total enrolment in professional

development courses 100 Education Office

Associate Dean

(Education) Annual

Not

applicable 27 43

Not

available

2 Instructor Designed Questionnaire

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3 Research Services Office

4 Electronic Tracking of Research Awards and Contracts

Research and Engaged Scholarship

Goal R1.0 – Advance public health research and its application in programs, practice and policy at provincial, national and global levels

Objectives and

Outcome Measures

Five-Year

Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11

R1.1 – Increase the amount of external research funding

Total research funding $15,000,000 RSO3/ eTRAC

4

Associate Dean

(Research) Annual $11,775,846 $7,973,087 $13,831,314

Research expenditures per continuing

faculty $350,000

Strategic Analysis

Office

Associate Dean

(Research) Annual $314,798 $339,469 $327,254

Amount of tri-council grant funding $2,750,000 RSO / eTRAC Associate Dean

(Research) Annual $2,295,901 $1,956,042 $2,072,440

Percentage of continuing faculty funded

by tri-council as a principal investigator 60% RSO / eTRAC

Associate Dean

(Research) Annual 41.4% 41.2% 50.0%

R1.2 – Increase research outputs to the scholarly community

Number of peer-reviewed journal articles

published per continuing faculty 7.0

Faculty Annual

Report

Associate Dean

(Research) Annual 5.24 4.68 5.88

Number of peer-reviewed journal articles

published as first, sole or corresponding

author per continuing faculty

4.0 Faculty Annual

Report

Associate Dean


Number of other scholarly publications

(monographs, books, reports, abstracts) 3.0

Faculty Annual

Report

Associate Dean


Number of oral presentations delivered

as primary presenter 5.0

Faculty Annual

Report

Associate Dean


Percentage of faculty making invited

presentations at conferences (local,

national, international)

90% Faculty Annual

Report

Chair, Public Health

Sciences & Director,

Centre for Health

Promotion Studies

Annual 87.1% 73.3% 81.3%

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Goal R1.0 – Advance public health research and its application in programs, practice and policy at provincial, national and global levels

Objectives and

Outcome Measures

Five-Year

Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11

R1.3 – Strengthen engaged scholarship to advance the application of public health research in programs, practice and policy

Number of written knowledge exchange

contributions to non-academic

audiences per continuing faculty, such

as:

Number of reports, concept papers, etc.,

developed by faculty members in

response to community / system

4.0 Faculty Annual

Report


Sciences & Director

Centre for Health

Promotion Studies

Annual Not

available 1.82 2.19

Number of workshops, briefings, media

presentations, other presentations

designed to link knowledge creators and

non-academic users’ knowledge per

continuing faculty

6.0 Faculty Annual

Report



Centre for Health

Promotion Studies

Annual Not

available 4.41 4.88

Number of networks, groups, initiatives

participated in to create or maintain

research linkages with non-academic

stakeholders per continuing faculty

4.0 Faculty Annual

Report



Centre for Health

Promotion Studies

Annual Not

available 2.85 2.66

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Objectives and

Outcome Measures

Five-Year

Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11

R2.1 – Increase graduates with research degrees and post-doctoral fellows

Percentage of continuing faculty

supervising research-intensive

students

90% Faculty Annual

Report

Chair, Public Health Sciences

& Director, Centre for

Health Promotion Studies

Annual 77.4% 76.5% 84.4%

Number of MSc students per

continuing faculty 3.0

Faculty Annual

Report




Annual 2.10 1.85 2.16

Number of PhD students per


Faculty Annual

Report




Annual 1.03 1.41 1.13

Number of postdoctoral fellows per


Faculty Annual

Report




Annual 0.17 0.21 0.39

R2.2 – Provide exceptional opportunities for research students to engage in issue-driven collaborative research with communities or the health-care

system

Number of students engaged in

research in collaboration with

community / system partners

30% Education

Office

Associate Dean

(Education) Annual

Not

available

Not

available

Not

available

Number of publication where student

collaborates with external partners

To be

determined

Research

Office

Associate Dean

(Research) Annual

Not

available

Not

available

Not

available

Goal R3.0 - Increase student participation in research

R3.1 – Provide increased opportunities for students to engage in research activities

Number of peer-reviewed journal

articles published with graduate

student as co-authors

3.0 Faculty Annual

Report




Annual 1.31 1.68 2.22

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Service and Community Engagement

Goal S1.0– Advance public health by engaging with communities locally, nationally and internationally

Objectives and

Outcome Measures Five-Year Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11 2011-12

S1.1 – Develop strategies to support and enhance collaboration between the School and local, national and international communities

Number of external organizations

providing practicums to the School 150 Education Office

Practicum

Coordinator Annual 92 102 108

Not

available

Goal S2.0 – Establish and maintain relationships / partnerships with key faculties at the University of Alberta and other universities and

with external organizations contributing to public health

S2.1 – Increase engagement with other faculties and universities in various capacities (e.g. as teachers, collaborators, co-investigators)

Number of outside faculty teaching

within the School 20 Education Office



Centre for Health

Promotion Studies

Annual 25 22 20 Not

available

S2.2 – Increase engagement with external organizations contributing to population and public health

Number of continuing faculty serving

on provincial, national committees 30

Faculty Annual

Report



Centre for Health

Promotion Studies

Annual 18 21 19 23

S2.3 – Leverage networks through social media

(retweets + mentions) ÷ total tweets

(Messages forwarded + number of

times the School is mentioned) ÷ total

number of tweets

≥ .35 e-analytics Director, Marketing

and Alumni Relations Annual

Not

applicable

Not

applicable .44

Not

available

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Organization

Goal O1.0 – Recruit, retain and reward outstanding faculty

Objectives and

Outcome Measures

Five-Year

Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11

O1.1 – Develop strategies to ensure the recruitment of adequate faculty with public health practice / health system / policy experience

Number of full-time equivalent faculty 45

Strategic Analysis

Office Dean Annual 31.6 36.7 39.35

O1.2 – Develop effective mentorship program for new faculty

Percentage of faculty achieving tenure

and/or promotion with their initial

application 100% Dean’s Office



Centre for Health

Promotion Studies

Annual 100% 100% 100%

O1.3 – Facilitate academic advancement based on contributions to the academy and society

Percentage of full-time equivalent

faculty with practice experience 35% Dean’s Office



Centre for Health

Promotion Studies

Annual 26% 27% 28%

O1.4 – Improve recognition of faculty contributions to public health

Number of external salary awards 5 Dean’s Office



Centre for Health

Promotion Studies

Annual 11 12 12

Increase the number of research grants

received with community partners as

co-investigators

To be

determined

Faculty Annual

Report

Associate Dean

(Research) Annual

Not

available

Not

available

Not

available


O2.1 – Ensure appropriately skilled administrative staff to support the School’s mission

Staff to continuing faculty ratio 0.50 Strategic Analysis

Office

Assistant Dean

(Administration) Annual 0.52 0.44

Not

available

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Organization


Objectives and

Outcome Measures

Five-Year

Target


Where?

Data Source

Who?

Responsibility

When?

Timeframe 2008-09 2009-10 2010-11

O2.2 – Assure that appropriate resources are available to the School

Expenditures per full-time equivalent

student $100,000

Strategic Analysis

Office

Assistant Dean

(Administration) Annual $91,703 $112,122 $110,036


O3.1 – Create an organizational culture that promotes and values diversity

Annual survey of students regarding

diversity issues

To be

determined

Student diversity

survey

Education Office /

Diversity Advisor Annual

Not

available Not available Not available

O3.2 – Create a collaborative, participatory culture among staff, faculty and students

Electronic newsletter click-through rate ≥ 20% e-analytics Director, Marketing and

Alumni Relations Annual 57.5 52.2 45.4

Total website visits per year ≥ 100,000 e-analytics Communications

Manager Annual 54,257 100,276 146,152

Average page views (website) per visit ≥ 5 e-analytics Director, Marketing and


Average time on website per visit ≥ 3.35 min e-analytics Director, Marketing and


O3.3 – Ensure a process for regular strategic planning and quality development

Average percent of faculty in attendance

at Faculty Council and faculty forums

To be

determined

Faculty Council

minutes Dean’s Office Annual Not available Not available Not available

O3.4 – Increase donations and endowed funds to support the School’s mission, goals and objectives

Amount of fundraising achievement

(gifts, pledges) $500,000

Office of

Advancement Dean Annual $384,366 $190,127 $15,400,557

Cash gifts, pledge payments per years $1,500,000 Office of

Advancement Dean Annual $1,994,413 $1,301,405 $1,349,031

Total endowed funds $3,000,000 Office of

Advancement Dean Annual $8,617 $101,506 $107,352

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CRITERION 1.0 – SCHOOL OF PUBLIC HEALTH


d. An analytical self-study document that provides a qualitative and quantitative assessment of how the School achieves its mission, goals and objectives and meets all accreditation criteria, including a candid assessment of strengths and weaknesses in terms of the School’s performance against the accreditation criteria.

The CEPH accreditation process has been a top priority of the School since it launched in 2006. At the same time, however, considerable related capacity building and organizational development has been required. The present document is the School’s self study which has received critical input from faculty, staff, students and external stakeholders and is based on the analysis of both qualitative and quantitative data. This is the first self study the School has undertaken and it has used the opportunity to establish targets for its objectives that will require real commitments from faculty and staff to achieve.

e. An analysis of the School’s responses to recommendations in the last accreditation report (if any).

Not applicable.

f. A description of the manner in which the self-study document was developed, including effective opportunities for input by important School constituents, including institutional offices, administrative staff, teaching faculty, students, alumni and representatives of the public health community. The Accreditation Self Study Working Group (ASSWG), chaired by the accreditation

coordinator, met every one to two weeks beginning in September 2009. In fall 2011 a new

Accreditation Steering Committee (ASC), reporting directly to the Executive Management

Committee (EMC), took over this role. The academic accreditation coordinator is supported

by a full-time senior administrative staff member, the accreditation administrator.

Regular updates are provided to participants of the School’s Town Hall / Faculty Council meetings. Faculty Council includes all tenure-track faculty, three graduate students and five external representatives as voting members. An accreditation section is available on the School’s website for the general public. Accreditation documents and committee terms of reference are also available to faculty on the School’s Google intranet site. Progress reports of the School with respect to the University of Alberta’s academic plan Dare to Discover have been made on an annual basis to the provost and vice-president (academic) to ensure alignment of the School’s planning with the new University of Alberta academic plan Dare to Deliver 2011-2015 (http://www.president.ualberta.ca/DaretoDiscover.aspx).

http://www.president.ualberta.ca/DaretoDiscover.aspx

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Alumni, employers, community representatives and other external stakeholders have provided important advice that is guiding the development of core competencies and are involved in key School committees.

g. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) The School had a highly participatory, faculty-led process of developing the strategic and

operational plans for its programs of graduate education, research, service and engaged scholarship which have contributed to the self study. Faculty and staff have been deeply involved in all aspects. Students, alumni, community leaders and university leaders have also participated, both through the advisory committee process and through actively solicited comments on the self study.

Weaknesses 1) As a new School, the School has had a number of developmental challenges. Addressing

these challenges has been hampered by delays in establishing the leadership structure, and addressing leadership issues.

Opportunities for Improvement 1) Annual planning to monitor progress towards the strategic targets and determine any

needed adjustments is required. There will likely be a need for additional structural and process changes identified through this monitoring process.

2) Continued efforts to engage faculty, staff, students and external stakeholders are

required. Continued attention is required to ensure that confidence continues to build

around new processes and structures.

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1.3 Institutional Environment. The School shall be an integral part of an accredited

institution of higher education and shall have the same level of independence and status

accorded to professional schools in that institution.

a. A brief description of the institution in which the School is located, along with the

names of accrediting bodies (other than CEPH) to which the institution responds.

The University of Alberta is a publicly funded university which celebrated its 100th year in 2008. Based on the most recent 2009-2010 academic year statistics, the University of Alberta has an enrolment of 28,491 undergraduate and 5,745 graduate students, and 3,628 academic staff (i.e., faculty) with a full-time equivalent (FTE) of 3,108 spread over five campuses in the Edmonton region. One campus, Campus Saint-Jean, offers many degree programs in French. With an overall operating budget of C$819,492,000 and a consolidated budget of C$1,640,000,000 (2010-11 budget), and external research funding of C$536,200, 000 (2010-11), the University of Alberta is one of Canada’s three largest English language universities. The University of Alberta has 18 individual faculties (“faculties” are comparable to U.S. schools or colleges), including the health science faculties of Medicine and Dentistry (FoMD); Nursing; Pharmacy and Pharmaceutical Sciences; Physical Education and Recreation; Rehabilitation Medicine; and Agricultural, Life and Environmental Sciences, in addition to its newest faculty, the School of Public Health. Faculties with professional degree programs at the University of Alberta that are currently accredited by Canadian, U.S. or International bodies include:

the Faculty of Medicine and Dentistry (medical program accredited by the Liaison Committee on Medical Education [U.S.] and the Committee on Accreditation of Canadian Medical Schools [Canada]; the dental program accredited by the Commission on Dental Accreditation of Canada [Canada] which has a memorandum of understanding (MOU) with the Commission on Dental Accreditation of the American Dental Association [U.S.]);

the Faculty of Pharmacy and Pharmaceutical Sciences (pharmacy program accredited by the Canadian Council for Accreditation of Pharmacy Programs [Canada]) which has an MOU with the American Council on Pharmaceutical Education [U.S.]); and

the Faculty of Engineering (accredited by the Canadian Engineering Accreditation Board [Canada] which has a MOU with the Accreditation Board for Engineering and Technology [U.S.]);

the School of Business (accredited by The Association to Advance Collegiate Schools of Business [international]).

The University of Alberta governs itself with a bicameral governance structure, as set out in the Alberta Post-Secondary Learning Act (http://www.advancededucation.gov.ab.ca/ministry/legislation.aspx). The Board of Governors has authority for business governance and the General Faculties Council (GFC) has authority for academic governance. While senior authority rests with the

http://www.advancededucation.gov.ab.ca/ministry/legislation.aspx

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Board of Governors, the Board and General Faculty Council (GFC) rely on effective structures, powerful instruments, and time-honoured techniques to ensure that the University honours its mission, mandate, values and vision while complying with legislative requirements. http://www.governance.ualberta.ca/en/LearnAboutGovernance.aspx General Faculty Council (GFC), subject to the authority of the Board, is responsible for the academic and student affairs of the University of Alberta. Specific powers of General Faculty Council (GFC) include granting of degrees, approval of the University of Alberta’s academic plan, academic programs, academic policies, academic awards and the University Calendar. General Faculty Council (GFC) is chaired by the president and is composed of 158 members including all university vice-presidents, all faculty deans and representatives of the academic staff and non-academic staff, students, and librarians.

b. One or more organizational charts of the University indicated the School’s relationship to the other components of the institution, including reporting lines.

http://www.governance.ualberta.ca/en/LearnAboutGovernance.aspx

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Faculty (School) Reporting Structure within the University of Alberta

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As indicated in the organizational charts, the deans of faculties report directly to the provost and vice-president (academic), Dr. Carl Amrhein. The provost and his colleagues in the provost’s office are readily available for consultation with the dean. The dean may also consult with other vice-presidents, for example the vice-president (research). The Dean’s Council meets at least monthly and provides a forum for regular communication of the deans with senior university administration including discussion of university policy, and procedures and budget issues. The Health Sciences Council, consisting of the six health science deans, also meets regularly for the purpose of addressing common issues of inter-professional health education and research (e.g. academic planning for the new Edmonton Clinic Health Academy). It is co-chaired by one of the deans and the vice-provost Health Sciences Council.

c. A brief description of the university practices regarding: - lines of accountability, including access to higher-level university officials - prerogatives extended to academic units regarding names, titles and internal

organization - budgeting and resource allocation, including budget negotiations, indirect cost

recoveries, distribution of tuition and fees, and support for fund-raising - personnel recruitment, selection and advancement, including faculty and staff - academic standards and policies, including establishment and oversight of

curricula

Lines of accountability The School is one of 18 faculties at the University of Alberta. All deans report directly and are accountable to the provost and vice-president (academic) of the University of Alberta. The faculty dean has broad responsibility for active leadership of education and research programs, for maintenance of a high level of morale among the faculty and staff and encouragement of a spirit of learning among the students. The dean also has administrative responsibility for the programs and resources of the School.

Prerogatives extended to academic units The School has independence in considering unit names and internal organization. Changes must be approved by the School Faculty Council and also require approval by General Faculty Council (GFC) of the university.

Budgeting and resource allocation The provost and vice-president (academic) has responsibility for budgeting and resource allocation for academic programs in the University. The dean of the School is responsible for the allocation of this budget within and across the School. Indirect cost recoveries are allocated using a university-wide policy overseen by the provost and the vice-president (research) and are shared as indicated in Criterion 1.6b. Tuition and fees are retained by central administration with several exceptions; the School receives the

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administration fee for processing admission applications, additional fees for online course delivery and fees for continuing education programs. Support for advancement and fund development is a major function of central administration through the chief advancement officer. The School is committed to shared support with the chief advancement officer for the School’s advancement officer and has discretion to provide additional resources.

Personnel recruitment, selection and advancement Recruitment, selection and academic advancement of faculty and staff are delegated to the School through the dean, provided that University of Alberta policy and academic or non-academic staff agreements are honored. The School is the tenure and promotion granting unit. The School has developed Faculty Evaluation Committee (FEC) guidelines, approved by the provost, that are used for annual review of individual faculty academic contributions and for promotion and tenure [refer to Appendix 1.5a (iii)].

Academic standards and policies The School, as an academic unit, has independence with respect to educational programs and curriculum planning. Graduate programs must follow the policies and procedures of the Faculty of Graduate Studies and Research (FGSR) and the School is represented on its Faculty Council. The School provides operating policies and procedures for all student-related issues subject to University policy.

d. Identification of any of the above processes that are different for the School of Public Health than for other professional schools, with an explanation. The School has an independent structure and reporting mechanism that is identical to other professional schools or faculties within the University of Alberta.

e. If a collaborative School, descriptions of all participating institutions and delineation of their relationship to the School. Not applicable.

f. If a collaborative School, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the School’s operation. Not applicable.

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Strengths 1) The University of Alberta senior administration has demonstrated its commitment to

the development of the School as a new faculty by providing leadership in establishing the School, additional critical resources of funding and space, and immediate recognition equivalent to other well-established faculties.

2) The School has the same level of independence as all other faculties in the University of Alberta. The School has responsibility for development, oversight and review of academic activities.

Weaknesses None noted.

Opportunities for Improvement 1) As the first new faculty at the University of Alberta in many years, the School needs to

continue to raise its profile and demonstrate its added value to the University of Alberta and its community partners.

2) In Canada, schools of public health do not currently exist as independent faculties in other universities and, thus, the University of Alberta School has an opportunity to make leadership contributions to public health knowledge, practice and policy and to public health human resources in the Canadian context.

3) The School will continue to learn from the quality improvement process represented by accreditation and to document the School’s contributions.

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1.4 Organization and Administration. The School shall provide an organizational setting

conducive to teaching and learning, research and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration. The organizational structure shall efficiently support the work of the School’s constituents. a. One or more organizational charts showing the administrative organization of the

School, indication relationships among its component offices, departments, divisions, or other administrative units.

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b. Description of the roles and responsibilities of major units in the organizational chart. The School is composed of two academic units: the Department of Public Health Sciences (PHS) and the Centre for Health Promotion Studies (CHPS). The Department comprises faculty in the disciplines of biostatistics, epidemiology, environmental health sciences, and health policy and management. The Centre’s faculty are primarily socio-behavioural researchers focused on aspects of health promotion. Each academic unit is headed by a chair / director (academic unit leader) who is responsible to the dean for the day-to-day management of the academic unit. Faculty within each academic unit are responsible for the teaching, research and service pertaining to their curricula and disciplines. The School also includes the Alberta Centre for Injury Control & Research (ACICR). ACICR is a major unit reporting to the dean and externally funded by the provincial department of health, Alberta Health and Wellness (AHW).

Dean The dean is the chief executive officer responsible for the accomplishment of educational, research and service objectives and the implementation of the policies / procedures of the School. The dean is a member of the University of Alberta senior leadership team and works collaboratively with the University of Alberta president, provost, vice presidents (academic and research) and other school deans to implement university policies and the University of Alberta strategic plan.

Assistant Dean (Administration) and Administration Office The assistant dean (administration) is responsible to the dean for oversight and management of all fiscal matters of the School and ensures compliance with University of Alberta and federal policies, including oversight of hiring practices. The Administration Office manages the financial, human resource, information technology and physical resource planning for the School.

Senior Advisor to the Dean The senior advisor to the dean has provided advice to the dean and Executive Management Committee (EMC). Particular areas of involvement have been preparation for accreditation and links with public health practitioners including through Faculty of Medicine and Dentistry (FoMD).

Associate Dean (Research) and the Research Office The associate dean (research) leads and manages key aspects of the School’s activities related to research, through delegated authority from the dean. The associate dean (research) represents the dean in a wide variety of matters relating to the research mission of the School, and works closely with the academic unit leads, the School’s research facilitator, and other research administrators, and with individual faculty members to enhance the capacity and quality of research in the School. The associate dean (research) holds an academic staff position in the School and contributes to the teaching mission of the School. The associate dean (research) also contributes to the School as a regular faculty member.

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Associate Dean (Education) and the Education Office The associate dean (education) leads and manages key aspects of the School’s activities related to education, through delegated authority from the dean. The associate dean (education) provides leadership and supervision to ensure that the education obligations are met in an effective manner. The associate dean (education) represents the dean in a wide variety of matters relating to the education mission of the School, and works closely with the academic unit heads, the School’s student services coordinator, education administrators and individual faculty members to enhance the capacity and quality of education in the School. The associate dean (education) ensures that process and policy are in place to handle student issues, disputes and appeals. The associate dean (education) holds an academic staff position in the School and contributes to the research and teaching mission of the School.

Student Services Coordinator

The student services coordinator is responsible for the management and administrative coordination of the Education Office and liaises with University of Alberta’s central administrative units. The incumbent manages the strategic planning related to information technology, space and budget forecasts for academic programs in the School and coordinates the development of administrative policy and procedures. The incumbent encourages an environment where School faculty and staff work together collaboratively to achieve the School’s goals in graduate education, research and community engagement.

Chair, Department of Public Health Sciences (PHS) The academic unit leader (Department of Public Health Sciences) leads and manages the academic unit. The incumbent serves as a regular member of the faculty and is responsible for administration and delivery of educational programs, oversight of research and service activities, and resource allocation in the department. The incumbent is responsible for the annual evaluation of faculty including recommendations for merit-based salary increments, tenure and promotion. The incumbent takes the lead in identifying issues of faculty retention and bringing forward faculty positions for recruitment to be considered by the Executive Management Committee (EMC). Within the Department of Public Health Sciences five faculty groups based on discipline (biostatistics, environmental sciences, epidemiology, health policy and management, and global health) have been formed (referred to as streams in this document) to advise the chair on proposed curriculum and policy for specialization degrees.

Director, Centre for Health Promotion Studies (CHPS) The academic unit leader (Centre for Health Promotion Studies) leads and manages the academic unit as equivalent to a University of Alberta department. The director serves as a regular member of the faculty and is responsible for administration and delivery of educational programs, oversight of research and service activities, and resource allocation in the Centre for Health Promotion Studies. The incumbent is responsible for the annual evaluation of faculty including recommendations for merit-based salary increments, tenure and promotion. The incumbent takes the lead in identifying issues of faculty retention and bringing forward faculty positions for recruitment to be considered by the Executive Management Committee (EMC). The Centre for Health Promotion Studies (CHPS) is an

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interdisciplinary unit of health social scientists who collectively advise the Director on proposed curriculum and policy for health promotion specialization degrees.

Director, Alberta Centre for Injury Control & Research (ACICR) The academic unit leader (Alberta Centre for Injury Control and Research) leads and manages the academic unit with accountability to the dean and supported by funding provided by the provincial department, Alberta Health and Wellness (AHW). The incumbent serves as a regular member of the faculty and is responsible for administration and delivery of the academic unit’s mission: to reduce the societal and economic burden of injuries in Alberta by building partnerships, promoting effective strategies and sharing knowledge. The academic unit has five main roles to play in injury prevention. These are: leadership, education, promotion of healthy public policy, initiative development and coordination, and knowledge translation.

Director, Marketing and Alumni Relations The director is responsible directing, managing and coordinating campaign planning, strategy development, materials development, image enhancement, market research, evaluation, etc., for the School’s comprehensive marketing and communications program. This includes directing the daily activities of the Office of Marketing and Alumni Relations, and creating an integrated marketing plan to achieve maximum impact with various constituencies.

The director uses innovative marketing strategies to contribute to the attainment of various School priorities, including, but not limited to, enrollment, relationship building and advancement. Major activities include: internal communication, alumni relations, student recruitment, fund development, events and seminars, print and online publications, and media and public relations.

As a member of the School’s senior management team, the incumbent provides leadership, analyses and solutions to support and advance the goals of the School. This includes providing management support and strategic advice; strategic planning and decision making; direction and leadership for marketing, communication and alumni relations; collaborating with the Advancement Officer to achieve fund development goals and objectives; and working with other partners in the School, the University and beyond towards common aims.

Director of Advancement (vacant) The director of advancement reports jointly to the dean and the University of Alberta’s chief advancement officer. The director of advancement is a senior academic administrative staff member. The director of advancement is responsible for planning, implementing and evaluating the fund development programs of the School in order to maximize non-governmental support. This includes implementing creative strategies to attract major gifts, based on careful planning and research. He / she works closely with the dean and other representatives of the School, the University of Alberta and members of the community to build relationships with potential donors.

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Accreditation Coordinator and Accreditation Administrator A senior academic (40%) oversees the processes related to the self study and serves as the liaison with CEPH. The accreditation coordinator chairs Accreditation Steering Committee (ASC) and regularly reports to Executive Management Committee (EMC), and to Faculty Council. The accreditation administrator reports to the accreditation coordinator on all matters pertaining to the self study and drives the process.

Diversity Coordinator / Advisor From the fall of 2009 to the summer of 2011, the School had a diversity coordinator, working, initially with a student group and later an Action Planning Group (consisting of students, staff and faculty), to determine a strategy for promoting a culture of diversity within the School. The position is now referred to as the diversity advisor (DA), who reports directly to the dean. The diversity advisor is expected to work with the student services function of the School to ensure that there is adequate integration of services for all students into the administrative structure of the School. The diversity advisor will be asked both to advise on specific issues identified by the Executive Management Committee (EMC) and to bring forward issues for further exploration and action.

c. Description of the manner in which interdisciplinary coordination, cooperation and collaboration are supported. The School’s mission supports the important role of interdisciplinary education, research and service in improving public health. Indeed, the School is in the advantageous position of being a combination of academic units with disciplines that represent traditional public health and the health professions. This combination naturally provides opportunities and support for interdisciplinary coordination and cooperation. In addition, the close proximity of the two academic units, as well as shared resources, create opportunities for informal contacts. Examples of the School’s involvement in coordination and collaboration in education, research and service serve to illustrate a commitment to enhancing interdisciplinary contributions.

Interdisciplinary Educational Activities The School actively encourages the development of programs and courses that include students from more than one program or discipline and is working to promote more effective use of faculty and other resources. Each entity offers students opportunities to engage in interdisciplinary education, including the opportunity to complete elective requirements by taking courses in departments within and outside the School. The Department of Public Health Sciences teaches a variety of biostatistics courses that are either required or offered as electives for all students within the School as well as in other departments / disciplines at the University of Alberta. Biostatistics faculty enhance the relevance of the material by using examples pertinent to target disciplines, and students interact with others from a variety of other faculties and programs. Department of Public Health Sciences has also developed strong partnerships with several departments at the University of Alberta and in the region which provide multidisciplinary and interdisciplinary opportunities for the teaching and training of graduate students.

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There also are several courses that include guest lectures by faculty from other departments such as PHS 505 - Fundamentals of Public Health (participation from Faculty of Medicine and Dentistry) and PHS 416 / 516, AFNS 416 / 516 - One Health (Faculty of Agricultural, Life and Environmental Sciences). At the doctoral level, students undertake three seminar courses and a journal club together. They have the opportunity to conduct research with faculty from areas such as Pediatrics, Faculty of Agricultural, Life and Environmental Sciences, Faculty of Nursing, and Faculty of Medicine and Dentistry. Another excellent example of cooperation and collaboration can be found in the combined ad-hoc degree programs (MD / PhD in epidemiology, offered through Faculty of Medicine and Dentistry). Within the School, some courses are listed across academic units to make them available to students from all academic units. All unit seminars are advertised across the School to draw audiences from the disciplines that exist in the School.

Interdisciplinary Research Research projects undertaken in the School regularly involve faculty from more than discipline and, frequently, external non-academic partners. Faculty evaluation guidelines place value on contributions of engaged scholarship in research, teaching and service. The School holds school-wide activities, such as the annual INSIGHTS research day, that features student and faculty research, oral presentations, a multidisciplinary poster session, and the awarding of prizes to students across all academic units. To foster interdisciplinary research at the university level, the associate dean (research) meets regularly with his counterparts from other faculties and, particularly, Faculty of Medicine and Dentistry. Substantial work has also occurred with the University of Calgary and the University of Lethbridge to develop shared projects in population and public health for national or provincial competitions.

Interdisciplinary Administrative Coordination, Cooperation and Collaboration Whenever possible or appropriate, academic units and other administrative components of the School are encouraged to work in coordinated, cooperative and collaborative ways. Examples include:

The Executive Management Committee (EMC) meets weekly, is chaired by the dean and the senior advisor to the dean, associate deans, the academic unit leaders and assistant dean (administration). The Executive Management Committee (EMC) provides a forum for discussion of needs and opportunities of common interest and for faculty and staff to bring forward their issues.

Various School-wide committees (e.g., Research Degrees Committee, Professional Degree Committee, Wellness Committee, Awards Committee and Computer Committee) draw members from all the entities within the School as well as external stakeholder representatives. Refer to Criterion 1.5c for details.

Specific initiatives such as faculty forums for strategic planning are structured to ensure inclusion of all entities.

There is involvement of all entities and disciplines in the planning and development of core competencies and curriculum for all students in the School.

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There is broad community representation on the External Advisory Council (EAC), which comprises community members who have professional interest and expertise in public health, including leaders of two government agencies in the region.

d. Identification of written policies that are illustrative of the School’s commitment to fair and ethical dealings. The U of A has a strong commitment to the fair and ethical treatment of its faculty, staff, students and community partners and as a result, the School has adopted the policies of the University in these areas including the FGSR Graduate Program Manual (http://www.gradstudies.ualberta.ca/gradmanual/index.htm). Relevant policies include the following:

Hiring of Employees University of Alberta is an equal opportunity employer and is bound by the Alberta Employment Standards Code in its hiring and employee management. Hiring policies are found in U of A Policies and Procedures Online (UAPPOL)

(http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/policy/pp_cmp_072410.hcsp) and are the guidelines under which the University operates when interviewing and hiring prospective employees.

Ethical Behavior of Employees To foster an environment of fair and equitable dealing, the University of Alberta has developed an ethical conduct and safe disclosure policy: (http://www.conman.ualberta.ca/stellent/groups/public/@humanresources/documents/policy/pp_cmp_062417.hcsp). Protecting the intellectual property rights of the University of Alberta, its employees and outside funding agencies is fundamental to educational creativity (http://www.gradstudies.ualberta.ca/gradmanual/10.html).

Ethical Behavior of Students Many of the same policies that guide the ethical behavior of university employees also apply to students. These include policies applying to racial and sexual harassment (http://www.gradstudies.ualberta.ca/gradmanual/9.html).

Code of Student Behavior It is the student’s responsibility to be familiar with, and adhere to, the terms of the University of Alberta’s Code of Student Behaviour. Included in this code are descriptions of unacceptable behaviour for students in the University of Alberta, the sanctions for commission of the offences and explanations of the complete discipline and appeal processes. The term “student” is defined in the Code of Student Behaviour. Students who have committed offence(s) as defined in the Code of Student Behaviour will be charged under this code. The Code of Student Behaviour is provided in its entirety in Appendix A of the print University of Alberta Academic Calendar. Amendments to the Code of Student Behaviour

http://www.gradstudies.ualberta.ca/gradmanual/index.htm

http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/policy/pp_cmp_072410.hcsp

http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/policy/pp_cmp_072410.hcsp

http://www.conman.ualberta.ca/stellent/groups/public/@humanresources/documents/policy/pp_cmp_062417.hcsp

http://www.conman.ualberta.ca/stellent/groups/public/@humanresources/documents/policy/pp_cmp_062417.hcsp

http://www.gradstudies.ualberta.ca/gradmanual/10.html

http://www.gradstudies.ualberta.ca/gradmanual/9.html

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occur throughout the year. For the most current version of this code, visit the University Governance website at http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx.

Academic Integrity Ethical practices in academic matters are governed by policies appearing in both the faculty and student handbooks and other University of Alberta resources. Specific policies deal with plagiarizing and falsification of research by faculty and students (http://guides.library.ualberta.ca/content.php?pid=62200&sid=460084).

e. Description of the manner in which student grievances and complaints are addressed, including the number of grievances and complaints filed for each of the last three years. There are both formal and informal mechanisms by which student grievances and complaints are raised, documented and addressed. University-wide, there is a formal system for grade appeals, appeals for absences and related appeals (http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/procedure/pp_cmp_059049.hcsp). The School has a Grade Appeal Policy, which can be found in Appendix 1.4e. Students can access this policy on the School’s website (www.publichealth.ualberta.ca ) under the Students Resources – Links for Students – Policy and Procedures “Grade Appeal Policy”. The following summarizes the policy:

School of Public Health Informal Appeals 1) A student is entitled to an informal appeal of the final grade; the following do not

constitute grounds for an informal appeal:

disliking the instructor’s marking scheme.

coming close to the instructor’s cut-off point for a higher grade.

disagreeing with the instructor’s judgment about the quality of submitted work.

The following may constitute grounds for an informal appeal:

errors in calculation.

procedural errors.

failure to consider relevant factors.

bias or discrimination. 2) The informal appeal route is as follows:

a) the instructor(s) of the course.

b) the academic unit leader.

http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx

http://www.governance.ualberta.ca/en/CodesofConductandResidenceCommunityStandards/CodeofStudentBehaviour.aspx

http://guides.library.ualberta.ca/content.php?pid=62200&sid=460084

http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/procedure/pp_cmp_059049.hcsp

http://www.conman.ualberta.ca/stellent/groups/public/@academic/documents/procedure/pp_cmp_059049.hcsp

http://www.publichealth.ualberta.ca/

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3) Students must initiate informal grade appeals with the instructor by the following deadlines: a) no later than February 1 for courses taught during fall.

b) no later than June 25 for other fall / winter courses taught during the preceding fall / winter term.

c) no later than thirty calendar days after the publication of results of final grades for courses taught in spring / summer.

4) Most problems are resolved in the academic unit where the course is taught. If, after

consulting the instructor(s) and academic unit leader, or designate, the problem has not been resolved, the student should petition in writing declaring intent to pursue a formal appeal to the associate dean (education).

School of Public Health Formal Grade Appeals 1) A formal appeal to the School Faculty Council shall be initiated by delivery of a written

petition signed by the appellant, to the associate dean (education) in the School by no later than March 1 for fall courses or July 25 for other fall / winter term courses taken during the immediate preceding winter session or 60 calendar days for courses taken during the immediate preceding (spring / summer session). An appellant who has delivered a written petition to the associate dean (education) by these dates will be considered to have met the deadline for initiating a formal appeal.

The written petition should provide a description of the nature of the formal appeal, including any available supporting documentation, the relief being sought and the steps the appellant has taken within the informal appeal route.

All grounds for the formal appeal must be listed and explained in the written statement.

2) A formal appeal involving a final grade will be heard if the informal appeal fails to resolve the problem and if the grounds for a formal appeal include one or more of the following: a) a procedural error.

b) failure to consider all factors relevant to the decision being appealed.

c) bias or discrimination.

3) An Ad Hoc Grade Appeal Committee, acted on delegated authority from the School Faculty Council, shall hear the appeal.

4) The Ad Hoc Committee shall be established by the associate dean (education) of the

School Faculty Council.

There has only been one formal complaint in the past three academic years (2008-09, 2009-10, and 2010-11).

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f. Assessment of the extent to which this criterion is met.

This criterion is met.

Strengths 1) As an active member of a well-established university with provincial and national

oversight and with robust internal controls, the School has strong processes of internal and external control.

2) The University of Alberta has usual and customary procedures that clearly articulate student rights and responsibilities related to filing complaints and grievances.

3) The Department of Public Health Sciences (formerly in Faculty of Medicine and Dentistry) and Centre for Health Promotion Studies (formerly under the Health Sciences Council) were pre-existing academic units when the School was launched and, as such, had strong existing traditions of faculty leadership and commitment to excellence. This has been enhanced and reinforced through the strategic planning and self-study processes of the School.

Weaknesses None noted.

Opportunities for Improvement 1) As the School has developed from separate academic units with well established

programs, there is a continuing need to develop a shared culture, processes and structures. New programs, policies and procedures, and new CEPH-required components need time to be fully incorporated into the culture and operations of the School and the University of Alberta.

2) At any time of change, even one of positive change, close attention must be paid to the importance of continued clarity, communication and transparency. Attention must be directed to proactive communication of policy, procedures, and strategic direction.

3) Greater attention is required to ensure not only that student input is incorporated into planning, but that there is greater clarity and transparency about how student concerns are addressed.

4) The Student Diversity Working Group has identified several areas for organizational improvement and enhancement of student services.

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1.5 Governance. The School administration and faculty shall have clearly defined rights and

responsibilities concerning School governance and academic policies. Students shall, where

appropriate, have participatory roles in conduct of School and program evaluation

procedures, policy-setting and decision-making.

a. Description of the School’s governance and committee structure and processes,

particularly as they affect:

- general School policy development

- planning

- budget and resource allocation

- student recruitment, admission and award of degrees

- faculty recruitment, retention, promotion and tenure

- academic standards and policies

- research and service expectations and policies

General School Policy Development The School has full autonomy within the University of Alberta governance framework, policies and procedures to set and enforce its own internal policies and procedures. Proposals for School-wide policies and procedures are initially considered by the Executive Management Committee (EMC). The Executive Management Committee (EMC) determines the appropriate School governance process for drafting and vetting policies and procedures. Depending on the issue, appropriate, inclusive and transparent paths are identified and applied. For example: 1) academic policies that affect students will be sent to Professional Degree Committee(PDC) or Research Degrees Committee (RDC) where there is appropriate student representation; 2) faculty appointment and retention policies may be developed by the School’s Executive Management Committee (EMC) and then discussed at Faculty Council; 3) issues of faculty governance normally are referred to Faculty Council or academic units; and, 4) planning issues that affect faculty and staff, such as the adoption of the School’s strategic plan, are normally presented at School-wide meetings. In some instances, ad hoc committees are organized to ensure qualified and focused attention to particular issues. School policies and procedures, once adopted, are made accessible to faculty and staff on the School’s intranet.

Faculty Council The dean convenes a Town Hall / Faculty Council meeting on designated dates eight to 10 times annually. The Town Hall meeting includes all faculty and staff, students and selected external representatives for presentation and discussion of current issues and plans. Faculty Council meets following the Town Hall meeting and includes continuing faculty, student, staff and designated external representatives as voting members. Faculty Council receives reports from standing committees, acts on motions, and provides advice to the dean and the Executive Management Committee (EMC).

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Under the terms of the Alberta Post-Secondary Learning Act, Powers of faculty councils 29 (1) A faculty council may

(a) determine the programs of study for which the faculty is established,

(b) appoint the examiners for examinations in the faculty, conduct the examinations and determine the results of them,

(c) provide for the admission of students to the faculty,

(d) determine the conditions under which a student must withdraw from or may continue the student’s program of studies in the faculty, and

(e) authorize the granting of degrees, subject to any conditions or restrictions that are imposed by the general faculties council.

(2) A meeting of a faculty council must be held at any time on the summons of the dean of the faculty.

(3) A faculty council may delegate any of its powers, duties and functions under this Act as it sees fit and may prescribe conditions governing the exercise or performance of any delegated power, duty or function, including the power of subdelegation.

2003 cP-19.5 s29;2009 c11 s3

Academic Unit Councils The academic unit leaders may convene academic unit council meetings at their discretion. Such meetings are generally held six to 10 times annually and include faculty and staff.

Planning The Executive Management Committee (EMC) plans and implements initiatives related to activities of the School. In the past year, a number of these planning initiatives have been presented and discussed at Town Hall / Faculty Council and are included in the document SPH Academic Planning: Values, Principles and Guidelines (refer to Appendix 1.2b)

Budget and Resource Allocation Within the University of Alberta, each faculty receives an annual allocation of funds based on an agreement between the dean and the provost and vice-president (academic) through the Office of Academic Planning and Budget. The dean is responsible for the overall fiscal management of these resources.

Student Recruitment, Admission and Award of Degrees Recruitment. The School participates in several recruitment events, and it has the autonomy to choose its recruitment agenda and activities. The School’s recruitment efforts are meant to bolster applicant pools. The student services coordinator is responsible for developing, implementing and monitoring a graduate student recruitment program, organizes the School’s participation in University of Alberta recruitment events and attends off-campus recruitment opportunities / drives. Recruitment of students involves multiple approaches including distributing brochures, maintaining online resources, providing on- and off-campus seminars to targeted student groups, participating in on-campus formal events, hosting

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booths at selected conferences, and interacting with prospective students via advisement-type activities. Refer to Criterion 4.4.a for more information on student recruitment. Admission. Professional Degree Committee (PDC) and Research Degrees Committee (RDC) allocate the review and selection of applications to the respective academic unit discipline streams (Department of Public Health Sciences and Centre for Health Promotion Studies), each having a rigorous review process for each applicant. Recommendations for admission are then forwarded to either Professional Degree Committee (PDC) or Research Degrees Committee (RDC) where recommendations for admission are considered. An admission procedures document [refer to Appendix 1.5a (i)] which outlines the timelines and procedures for handling applications has been adopted by both committees. The academic unit streams have the autonomy to set admissions criteria within the context of the University of Alberta guidelines. Within the Department of Public Health Sciences faculty groups based on discipline (referred to as streams in this document) conduct the admissions review process at the MPH and MS level. The School generally surpasses, minimum standards imposed by Faculty of Graduate Studies and Research (FGSR) for application materials, credentials and admission GPAs. Each stream within the academic units has an Admissions Committee that defines its standards and procedures. Certification for graduation. Once students have completed their degree requirements (including thesis submission for thesis students), the Education Office (graduate program administrators) is responsible for submitting the appropriate Program Completion form (http://www.gradstudies.ualberta.ca/forms/) to Faculty of Graduate Studies and Research (FGSR). Thesis-based Master's and Doctoral Programs. After final oral examination and verifying that all courses and ethics requirements have been met, the program completion section is completed on the Thesis Approval / Program Completion form (http://www.gradstudies.ualberta.ca/forms/). This form is signed by the Examining Committee and the graduate coordinator / academic unit leader. The student will be added the to the next convocation list once this form and the thesis are submitted to Faculty of Graduate Studies and Research (FGSR). Course-based Master's Programs. The Report of Completion (http://www.gradstudies.ualberta.ca/forms/). A course-based master's degree form is completed after verifying all courses, including the practicum, as well as ethics requirements and the capping exercise have been completed. This form is signed by the student’s academic advisor and the graduate coordinator / academic unit leader. The student will be added to the next convocation list once this form is submitted to Faculty of Graduate Studies and Research (FGSR).

Faculty Recruitment, Retention, Promotion and Tenure School faculty consists of regular (tenure track or tenured) and contingent (tenure track or tenured) faculty. Recruitment, retention and promotion are the same for both types of faculty. Faculty recruitment is planned at the School level by the dean with the advice of the academic unit leader and the Executive Management Committee (EMC) together with input from Faculty Council. Vacant faculty positions revert to the dean for recruitment planning

http://www.gradstudies.ualberta.ca/forms/



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purposes. Once a position is identified for recruitment, the academic unit leader prepares a nomination form indicating the expectations for the position which must be approved by the dean and the Executive Management Committee (EMC) prior to its advertisement. Subsequently, the academic lead is delegated to chair the ad hoc Advisory Selection Committee (ASC) to conduct the search and selection process and to recommend appointment of the individual selected to the dean. The dean may accept the recommendation or ask Advisory Selection Committee (ASC) to reconsider. The terms and offer of the position to the individual selected are managed by the academic lead with the dean’s approval. The search and selection process for academic unit leaders is managed by the dean according to University of Alberta guidelines. Faculty recruitment. The primary responsibility for recruiting new faculty resides with the academic unit leader. An Advisory Selection Committee (ASC) is formed by the academic unit leader and includes faculty from the academic unit, faculty outside of the academic unit, staff and student representation as appropriate. Typically, Advisory Selection Committee (ASC) conducts an international search. Faculty and students meet with candidates in individual meetings and in group interviews. Candidates are also required to do a public presentation of their research to the School. A candidate’s qualifications and fit with the academic unit are discussed with Advisory Selection Committee (ASC). School policies and procedures for recruitment, approved by Faculty Council, are described in more detail in Appendix 1.5a (ii) Faculty retention and advancement. Primary responsibility for retention and advancement of faculty rests with the academic unit leaders. The academic unit leader can establish a formal mentoring committee for new tenure-track faculty. Tenured faculty are encouraged to provide informal mentoring when appropriate or possible. In January of each year, all faculty members are required to submit an annual report that documents their scholarship, teaching and service activities for the previous calendar year. Faculty are reviewed and evaluated annually at the academic unit level by the academic unit leader who makes a written recommendation to Faculty Evaluation Committee for merit increments based on performance in agreed responsibilities. The associate deans work with the academic leader to support faculty development and assist with mentoring new faculty. As of 2011, new hires are invited to an introductory meeting with the academic unit leader, the associate deans and the dean where they are provided information about procedures and expectations in the School. The provost’s office holds an open meeting once a year to update tenure track faculty on processes related to promotion and tenure. When issues of retention arise with respect to individual faculty members, these are managed by the academic unit leader in consultation with the dean and the Executive Management Committee (EMC) if needed. Promotion and tenure. University promotion and tenure procedures are outlined in the Faculty Agreement (http://www.hrs.ualberta.ca/Agreements/Academic/Faculty.pdf). The University’s Faculty Evaluation Committee (FEC) manual can be found at http://www.hrs.ualberta.ca/Policies/FECManual.pdf.

http://www.hrs.ualberta.ca/Agreements/Academic/Faculty.pdf

http://www.hrs.ualberta.ca/Policies/FECManual.pdf

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School-level requirements for promotion and tenure are described in the School’s Faculty Evaluation Committee (FEC) Guidelines as approved by the provost and vice-president (academic) and the School’s Faculty Council. The School is the first faculty at the University of Alberta to explicitly endorse engaged scholarship as an important consideration in faculty evaluation, including engaged teaching, research and service. The School Faculty Evaluation Committee (FEC) Guidelines subscribe to Boyer’s (1990) inclusive definition of scholarship that includes the scholarship of integration and application as well as discovery and learning. Faculty are evaluated with respect to engaged scholarship which connects these four dimensions of scholarship to understanding and addressing important problems in public health. In addition, the Faculty Evaluation Committee (FEC) Guidelines explicitly give equivalent weight to multidisciplinary or interdisciplinary scholarship along with disciplinary scholarship. The Faculty Evaluation Committee (FEC) Guidelines have been subject to annual discussion of substance and specifics, editing, and subsequent approval by Faculty Council on several occasions. The School Faculty Evaluation Committee (FEC) Guidelines [Appendix 1.5a (iii)] also provide guiding statements and describe dossier expectations for faculty. Faculty Evaluation Committee (FEC) consists of the dean as chair (votes only in the event of a tie), the academic unit leaders, four elected faculty representatives (including one alternate non-voting), an external faculty representative appointed by the provost and an external community representative (non-voting). For tenure consideration, an additional representative from the academic unit is elected. Recommendations for faculty tenure and promotion to associate professor are initiated by the academic unit leader, as outlined in the Faculty Evaluation Committee (FEC) Guidelines, including evaluation of the candidate’s dossier by external reviewers considered to be experts in the candidate’s discipline. Normally, this process is undertaken for completion in the sixth year after appointment as assistant professor including a four-year and then two-year probationary period. The academic unit leader forwards a letter outlining the case for the candidate’s tenure and promotion to the dean as chair of Faculty Evaluation Committee, with a copy to the candidate. The Faculty Evaluation Committee (FEC) decision on tenure and promotion is considered final unless, in the case of an adverse decision, the candidate in consultation with the academic unit leader requests reconsideration by Faculty Evaluation Committee (FEC), which may or may not be supported by the academic unit leader. For faculty members seeking promotion to the rank of professor, the process is initiated by the faculty member in consultation with the academic unit leader as outlined in the Faculty Evaluation Committee (FEC) Guidelines.

Academic Standards and Policies The School has primary responsibility for academic standards and policies in accordance with University of Alberta policy as indicated in Criterion 1.3. The Executive Management Committee (EMC), chaired by the dean, discusses and proposes academic policy and planning initiatives to Faculty Council for information or approval as appropriate (refer to

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Appendix 1.2b). Graduate program oversight and curriculum development and implementation are undertaken by Professional Degree Committee (PDC) and Research Degrees Committee (RDC) reporting to the associate dean (education) and including faculty, students and external representatives. Changes in programs are presented to Faculty Council and, subsequently, Faculty of Graduate Studies and Research (FGSR). The purpose of the Professional Degree Committee (PDC) is to oversee the delivery of all professional training programs offered by the School, including joint programs offered with other organizations. The goal is to ensure a positive learning experience for practice-oriented students and to ensure a consistent and equitable standard of excellence in professional programs across all areas of study within the School. The main roles and responsibilities of Professional Degree Committee are to manage the admissions process and progress, curriculum, field placements, and funding and awards for the professional programs of the School. Consistent with the University of Alberta and Faculty of Graduate Studies and Research (FGSR) policies, the Professional Degree Committee (PDC) will ensure quality by:

Admissions and Progress 1) Establishing and implementing a School-wide process for the receipt and review of new

student applications.

2) Reviewing and recommending admission of MPH and Postgraduate Diploma (PGD) students to Faculty of Graduate Studies and Research (FGSR).

3) Monitoring the progression of MPH and Postgraduate Diploma (PGD) students through to convocation.

Curriculum 4) Advising the associate dean (education) on curriculum (courses, specializations, new

programs) for the MPH, Postgraduate Diploma (PGD) and other professional development programs.

5) Obtaining feedback from the employment market regarding the suitability and currency of curricula of the professional degree programs offered by the School.

Placements 6) Establishing and implementing a School-wide process for field placements of MPH

students.

Funding and Awards 7) Developing policies for funding of MPH and Postgraduate Diploma (PGD) students.

8) Identifying possible sources of funding for MPH and Postgraduate Diploma (PGD) students and communicating these to faculty and students.

9) Encouraging and supporting students’ applications for external funding.

10) Adjudicating award selections (School) and nominations (Faculty of Graduate Studies and Research (FGSR), external) for MPH and Postgraduate Diploma (PGD) students.

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The purpose of Research Degrees Committee (RDC) is to oversee the delivery of MSc and PhD programs offered by the School. The goal is to ensure a positive learning experience for research-oriented students and to ensure a consistent and equitable standard of excellence in research training programs across all areas of study within the School. The main roles and responsibilities of Research Degrees Committee (RDC) are to deal with admissions and progress, curriculum, examinations and funding and awards for MSc and PhD students. Consistent with the University of Alberta and Faculty of Graduate Studies and Research (FGSR) policies, Research Degrees Committee (RDC) will ensure quality by:

Admissions and Progress 1) Establishing and implementing a School-wide process for the receipt and review of new

student applications.

2) Reviewing and recommending admission of MSc and PhD students to Faculty of Graduate Studies and Research (FGSR).

3) Reviewing and recommending to Faculty of Graduate Studies and Research (FGSR) potential supervisors and co-supervisors, if required.

4) Monitoring the progression of MSc and PhD students through to convocation.

Curriculum 5) Advising the associate dean (education) on curriculum for MSc and PhD programs.

6) Reviewing independent reading course proposals for MSc and PhD students.

Examinations 7) Reviewing and recommending to Faculty of Graduate Studies and Research (FGSR)

potential Examination Committee members and chairs if required or requested.

8) Oversight of final examination procedures for MSc and PhD students.

9) Oversight candidacy examination procedures for PhD students.

Funding / Awards 10) Developing policies for funding of MSc and PhD students.

11) Identifying possible sources of funding for MSc and PhD students and communicating these to faculty and students.

12) Encouraging and supporting student applications for external funding.

13) Adjudicating award selections (School) and nominations (Faculty of Graduate Studies and Research (FGSR), external) for MSc and PhD students.

The University of Alberta requires student evaluations of both courses and instructors at the end of each course. The School uses the Instructor Designed Questionnaire (IDQ) to facilitate these evaluations. Related outcomes are made available to each instructor, his / her academic unit leader and the associate dean (education). Feedback related to academic programs is obtained during the graduating student survey.

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Research and Service Expectations and Policies The expectations for research and service vary as a function of the type of faculty (e.g., tenured, non-tenured, clinical) appointment held by a particular individual. The academic unit leader or dean assigns responsibility for research and service, typically in consultation with the faculty member. Generally, it is expected that tenure-track and tenured faculty will teach, conduct research and engage in service. Non-tenure-track faculty are assigned primary responsibilities that are associated with the nature of their appointment. The University of Alberta and the School consider research an important responsibility of tenure-track and tenured faculty. On being hired, each faculty member is informed about expectations for research. At each annual review, each member of the faculty provides information about research activities and productivity, including applications for and receipt of external funding for research. Such information is an essential part of the dossier for promotion or tenure. The University of Alberta and the School also consider service and community engagement to be important responsibilities of members of the faculty. Information on service to the University of Alberta, professional organizations, the School and the community is a component of the annual review of faculty. Service and community engagement are important components of dossiers submitted to the dean for consideration for promotion or tenure. Specific policies are referenced in the School’s Faculty Handbook; the University of Alberta

Academic Policies (refer to Criterion 4.2).

b. A copy of the constitution, bylaws or other policy document that determines the

rights and obligations of administrators, faculty and students in governance of the

School.

The governance roles and responsibilities of the School’s administrators, faculty and students are contained in various University documents. These documents are best accessed online through the University of Alberta’s Policy Gateway which includes UAPPOL (pronounced “you apple”), General Faculties Council Policy Manual, the University of Alberta Calendar, and University of Alberta collective agreements, as well as others (http://www.uofaweb.ualberta.ca/policies/).

http://www.uofaweb.ualberta.ca/policies/

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c. A list of School standing and important ad hoc committees, with a statement of charge, compositions, and current membership for each.

Table 1.5c School Standing Committees

Executive Management Committee (EMC)

Charge: The Executive Management Committee (EMC) provides advice to the dean on strategic and operational issues affecting the School and is the School’s primary administrative body. In addition to establishing School-wide principles and policies, the Executive Management Committee sets annual admissions.

Composition: The Executive Management Committee is composed of the dean, associate dean (research), associate dean (education), assistant dean (administration), chair of the Department of Public Health Sciences, director of Centre for Health Promotion Studies.

Membership: L. Laing, C. Wild, S. Senthilselvan, B. Sadler, F. Davis, J. Springett

Faculty Council

Charge: The Faculty Council determines the programs of study for which the faculty is established, provides for the admission of students to the faculty, determines the conditions under which a student must withdraw from or may continue the student’s program of studies in the faculty, and authorizes the granting of degrees, subject to any conditions or restrictions that are imposed by General Faculty Council (GFC).

Composition: Ex officio: dean, president of University of Alberta, all full-time members of the academic staff of the faculty. Additional members: one representative Faculty of Medicine and Dentistry (appointed by the dean), one representative Health Sciences Council (appointed by the vice-provost, Health Sciences Council), one representative Capital Health, Public Health Division (appointed by the president and CEO), one representative Alberta Health and Wellness (AHW) (appointed by the deputy minister), one representative Public Health Agency of Canada (appointed by the regional director, Alberta/NWT), academic staff with joint appointments of 0.2 or greater FTE or equivalent internal secondments to the School and three graduate student representatives, one of whom must be a doctoral student, to be selected by the faculty student associations.

Faculty Evaluation Committee (FEC)

Charge: Faculty Evaluation Committee (FEC) is authorized to: draft standards of performance of staff members in the Faculty; consider and decide on recommendations regarding probation and tenure; consider and decide on recommendations for annual merit increments; consider and decide on applications for promotion to professor; advise the dean on applications for sabbaticals; and carry out such procedural rulings as are required of it.

Composition: dean, chair of the Department of Public Health Sciences, director of Centre for Health Promotion Studies, four elected faculty members, President’s Review Committee representative, one external representative (non-voting)

Membership: L. Laing, F. Davis, J. Springett, P. Veugelers, J. Johnson, N. Neumann, Y. Yasui, W. Rodgers, P. Lightfoot

Accreditation Steering Committee (ASC)

Charge: The purpose of the Accreditation Steering Committee (ASC) is to finalize the self-study document; prepare the School for the site visit scheduled in March 2012; and coordinate and lead preparation of the response to the site visit report.

Membership: G. Griener, A. Schwalbe, D. Voaklander, L. Svenson, K. Rondeau, S. Bowen, F. Hey, K. Raine, J. Torti (student representative)

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Professional Degrees Committee (PDC)

Charge: The purpose of Professional Degree Committee (PDC) is to oversee the delivery of all professional education programs offered by the School, including joint programs offered with other organizations, and to advise Executive Management Committee (EMC) and the School’s Faculty Council on all matters related to professional program education in the School. The goal is to ensure a positive learning experience for practice-oriented students and to ensure a consistent and equitable standard of excellence in professional programs across all areas of study within the School.

Composition: The chair and members of Professional Degree Committee are appointed by the associate dean (education), in consultation with the academic unit leaders. A quorum is two-thirds of members. Professional Degree Committee will include up to 12 members; the academic unit leaders in the School plus seven full-time faculty members with broad representation across the School. Initial appointment is for a period normally of two years. An external representative will be appointed that will represent the professional practice community. Two student representatives (one from Centre for Health Promotion Studies and one from the Department of Public Health Sciences) will serve on Professional Degree Committee, for issues not involving individual student files. The associate dean (education) and associate dean (research) will be ex-officio (non-voting) members of Professional Degree Committee. The graduate program administrators are ex-officio members and will be attending as availability allows or as requested by the academic unit leaders. The administrative assistant from the office of the associate dean (education) will schedule and attend the meetings and maintain a record of all the minutes.

Membership: R. Wolfe (chair), I. Dinu, A. Farmer, N. Neumann, A. Ohinmaa, S. Williams, P. Lightfoot (external), Z. Mumtaz , C. Nykiforuk, F. Davis, G. Jhangri, A. Senthilselvan, A Ataullahjan (student representative), F. Hey, J. Springett, A. Changarathil


External Advisory Council (EAC)

Charge: The External Advisory Council (EAC) provides high-level strategic advice relating to and ensuring the long-term goals and success of the School. This senior level council is intended to offer insights, ideas and resources to assist the School in developing strategic initiatives to ensure the provision of unparalleled education for students, completion of leading edge and relevant research.

Composition: Comprised of approximately 15-20 members appointed by the dean for three year terms, External Advisory Council members are selected to provide a broad representation of sectors and perspectives. The membership of External Advisory Council will draw upon the talents and experience of leaders from a diversity of public and private sectors, foundations and non-governmental organizations to create new levels of innovation and partnership in public health.

Membership: D. McQueen, D, Anderson, S. Stanley, A. Corriveau, D. Iveson, M. King, D. Colburn, G. Hodgson, R. Palmer, D. Lynkowski, S. Hameed, P. Lightfoot, M. Garber-Conrad, P. Armstrong, J. Mintz, N. Mannix

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Research Degrees Committee (RDC)

Charge: The purpose of Research Degrees Committee (RDC) is to oversee the delivery of MSc and PhD programs offered by the School and to advise the Executive Management Committee (EMC) and the School’s Faculty Council on all matters related to research program education in the School. The goal is to ensure a positive learning experience for research-oriented students and across all areas of study with the School.

Composition: The chair and members of Research Degrees Committee are appointed by the associate dean (education), in consultation with the academic unit leaders. A quorum is two-thirds of members. Membership of Research Degrees Committee will include up to 12 members: the academic unit leaders (Centre for Health Promotion Studies and the Department of Public Health Sciences) in the School plus seven full-time faculty members with broad representation across the School. Initial appointment is for a period normally of two years. An external representative will be appointed that will represent the professional practice community in relation to applied scholarship. Two student representatives (one PhD and one MSc) will serve on Research Degrees Committee, for issues not involving individual student files. The associate dean (education) and associate dean (research) will be ex-officio (non-voting) members of Research Degrees Committee. The graduate program administrators are ex-officio members and will be attending as availability allows or as requested by the academic unit leaders. The administrative assistant from the office of the associate dean (education) will schedule and attend the meetings and maintain a record of all the minutes.

Membership: D. Voaklander (Chair), S. Senthilselvan, S. Bowen, D. Eurich, R. Joshee (external), W. Kindzierski, K. Raine, F Davis, G Jhangri, R. Lau (PhD student representative), M. Hidalgo (MSc student representative), C. Wild, Y. Yasui, S. Williams, Jane Springett, F. Hey, A. Changarathil

Research Advisory Committee (RAC)

Charge: The purpose of Research Advisory Committee (RAC) is to advise the School’s Faculty Council on all matters related to research in the School. Research includes disciplinary and interdisciplinary contributions to various fields comprising public health, as well as applied scholarship designed to influence stakeholders outside academia.

Composition: The composition of Research Advisory Committee include the associate dean (research) and four members at large from the tenured / tenure-track / contingent academic faculty staff; the School’s research facilitator (ex officio); the academic unit leaders (the Department of Public Health Sciences and Centre for Health Promotion Studies); and one post-doctoral fellow of the School. Members of the committee are appointed by the dean in consultation with the academic unit leaders and Research Advisory Committee chair.

Membership: C. Wild, A. Kirk, F. Davis, J. Springett, F. Boerner (post doctoral fellow), C. Nykiforuk, T. Bubela, P. Veugelers

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School Computer Committee

Charge: The purpose of the School’s Computer Committee is to advise the Faculty Council and the dean on matters related to information technology as it pertains to the operations of the School.

Composition: The Computer Committee will be made up of at least two representatives from the Department of Public Health Sciences, at least one representative from Centre for Health Promotion Studies, at least one representative from Alberta Centre for Injury Control and Research , one representative from the Office of the Dean, one support staff representative from the School, one graduate student from the School, one representative from Academic Information and Communication Technologies (AICT). Additional members can be added by the chair of the Computer Committee as necessary.

Membership: G. Jhangri, F. Day (also Site Lead), K. Gibbons, I. Page (Academic Information and Communication Technologies), D. McCurdy (Academic Information and Communication Technologies),

D. Richardson, B. Sadler, T. Vaive (also Site Lead), K. Vu-Nguyen – student representative - also Site Lead), C. Wild IT Site Leads: A. Cliff, L. Tjosvold, K. Pinkoski, C. McBride

Wellness Committee

Charge: The mandate of the School’s Wellness Committee is, broadly, to enhance the well-being, collegiality and workplace satisfaction of all who work and study in the School.

Composition: The Wellness Committee will be made up of: at least one faculty member and one staff from each of the two academic units (the Department of Public Health Sciences and Centre for Health Promotion Studies), and Alberta Centre for Injury Control and Research, and three representatives from the Office of the Dean including a member of the Communications Team and the assistant dean (administration). Additional members can be added by the chair of the Wellness Committee as necessary.

Membership: A. Lauder, K. Chapman, , M. Fisher, L. Nordin, B. Sadler, S. Williams, Steve Routledge (student representative), C. Anseeuw (student representative)

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d. Identification of School faculty who hold membership on University committees,

through which faculty contribute to the activities of the University.

Table 1.5d lists faculty who held membership on University of Alberta committees in the 2010-11 academic year.

Table 1.5d Faculty who Hold Memberships on University Committees

Committee Faculty Term

Advisory Committees

Office of Sustainability, Academic Advisory Committee Colin Soskolne 2010 to present

International Institute of Qualitative Methodology

(IIQM) Kim Raine 2010 to present

Alberta Institute for Human Nutrition Mike Belosevic 2007 to present

Standing Committees

Social Sciences & Humanities Academic Journal Editors Cynthia Jardine 2010 to present

Scientific Management Committee Stephanie Yanow 2008 to present

Convocation Committee Kent Rondeau 2010 to present

University Research Policy Committee Cam Wild 2009 to present

Interdisciplinary Health Research Academy Steering

Committee Cam Wild 2010 to present

Councils and Boards

Academic Standards, General Faculty Council (GFC) Lory Laing 2010 to present

General Appeals Committee Mike Belosevic 2007 to present

Board of Governors Louis Francescutti 2008 to present

University Relations Committee Louis Francescutti 2008 to present

Learning and Discovery Committee Louis Francescutti 2008 to present

General Faculties Council Louis Francescutti 2008 to present

Faculty of Graduate Studies and Research (FGSR)

Council A Senthilselvan 2007 to present


Council Jane Springett 2011 to present

Northern Council Doug Wilson 2008 to present


Council Gian Jhangri 2011 to present

Teaching, Learning and Technology Council Gian Jhangri 2011 to present

Other University Committees

Faculty-based ICT Steering Committee Gian Jhangri 2007 to present

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e. Description of student roles in governance, including any formal student organizations, and student roles in evaluation of School and program functioning.

Within the University of Alberta and the School, undergraduate and graduate students have opportunities to become involved in student organizations and campus activities. As already noted, students are involved in all School-wide committees as appropriate. Students are represented on the following standing committees: Education Office committees (Professional Degree Committee, Research Degrees Committee and Orientation Planning Committee), School-wide committees (Computer and Wellness) and the School’s Faculty Council. Students are represented on Advisory Selection Committee (ASC) for new faculty. Students are not included as members of the School’s Executive Management Committee (EMC), or the Faculty Evaluation Committee (FEC). The associate dean (education), academic unit leaders and student services coordinator meet with the students in a brown bag lunch format on a monthly basis that allows students to have a proactive discussion and provide informal input on education program-related matters. Students in some programs participate in curriculum and program evaluations via working groups (some embedded in “streams”), but this has not been consistent across all degree programs and disciplines. The Schools current objectives (O3.2) explicitly call for a collaborative participatory structure and as this is implemented across all degree programs and specializations improvements in School operations and instructional programs will result. Student involvement in major undertakings, such as the review of the School’s mission statement and values, is made possible through online surveys. The School of Public Health Students' Association (SPHSA) provides governance and enrichment opportunities to all students. All sanctioned student groups are eligible for funding through the University of Alberta Graduate Students’ Association. Student representation on committees is encouraged at program, academic unit and School levels.


This criterion is met. Strengths 1) The School has a robust and highly participatory process of governance, management

and strategic planning.

2) The School has gone to considerable lengths to include engaged scholarship in research, teaching and service as well as interdisciplinary contributions, in its faculty evaluation processes.

3) Important steps have been made to promote student participation in governance, including the School of Public Health Students’ Association (SPHSA), and the representation of students on School standing and advisory committees.

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4) Development of the Academic Planning Principles – the Executive Management Committee (EMC) recognized the need for the School to articulate a series of values, principles and guidelines to a) codify current practices and decision-making priorities, and b) guide future academic planning activities for the main functions of the School. Beginning in December 2010, Executive Management Committee (EMC) engaged in a series of focused meetings to discuss values, principles and guidelines to inform academic planning, and the document reflects the cumulative record of these ongoing discussions.

The document is intended to a) assist the School in advancing its mission, goals, and objectives, b) assist the School in articulating strategic planning priorities over the short and longer terms and c) assist the School in formulating specific operational plans and in guiding decision-making in key functional areas.

The Executive Management Committee (EMC) is committed to sharing these principles widely for input among Faculty members, administrative staff, students and external stakeholders, and to performing an annual review and update of this document.

Weaknesses 1) During its initial years, considerable responsibility for planning and administration of the

School has been undertaken by a small number of faculty, in particular the Executive Management Committee (EMC).

2) There have been gaps in ensuring transparent, clear and consistent processes for faculty and student recruitment.

Opportunities for Improvement 1) The CEPH self-study process has initiated a more consultative process, involving faculty

more actively in the review of School processes and structures. This level of involvement will need to continue in the future.

2) The role of students and alumni in the governance process is continually under review with efforts to enhance engagement.

3) There needs to be regular review of the academic planning principles to ensure that processes continue to be clear and transparent.

4) The utility of current structures, including the two academic units and the “streams” as

discipline cores requires collaborative review.

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1.6 Resources. The School shall have resources adequate to fulfill its stated mission and goals,

and its instructional, research and service objectives.

a. A description of the budgetary and allocation processes, sufficient to understand all sources of funds that support the teaching, research and service activities of the School. This should include, as appropriate, discussion about legislative appropriations, formula for funds distribution, tuition generation and retention, gifts, grants and contracts, indirect cost recovery, taxes or levies imposed by the university or other entity within the University, and other policies that impact on the resources available to the School.

Operating The Province of Alberta, Ministry of Advanced Education and Technology, determines and grants the University of Alberta’s operating budget on an annual basis. The allocation of the annual grant is determined by the University of Alberta’s budget which is approved by the Board of Governors.

With the amalgamation of the Department of Public Health Sciences (PHS) and Centre for Health Promotion Studies (CHPS) to establish the School in March 2006, the provost allocated an additional $1 million to the School’s operating budget in the form of $250,000 in each of four years. This money was to be used for additional faculty hires and to increase the staff infrastructure appropriate to a fully functioning faculty consistent with CEPH minimum requirements. In the 2010-11 fiscal year, the provost allocated an additional $600,000 to the School’s operating budget.

Enrolment Planning Envelope (EPE) The provincial government instituted a funding program to increase the number of students in graduate degree programs in the health sciences. The School met or exceeded its enrolment targets throughout the program. As a result, the School’s ongoing operating budget has been increased by $400,000 in the 2011-12 fiscal year.

Application Fees and Tuition All applicants to the School pay a $100 fee to Faculty of Graduate Studies and Research (FGSR); 50% of this fee revenue is distributed to the academic unit.

Research Grants and Contracts Every faculty member is expected to apply for grants and contracts to support their research programs. Unlike funding agencies in many other countries, most Canadian funders do not support the salaries of university professors as part of an operating research grant or contract. A small number of research-intensive faculty obtain salary support through separate grant competitions. Most faculty salaries are provided by the University of Alberta budget. Research grants and contracts are primarily allocated for salaries of research staff, students and supplies.

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Indirect Costs Allocation The University of Alberta has an indirect costs policy that charges indirect costs to research sponsors on a sliding scale depending on the nature of the project and the type of sponsor. The three major federal funding agencies [i.e., “the tri-council agencies” consisting of the Canadian Institutes of Health Research (CIHR), the Natural Sciences and Engineering Research Council (NSERC), and the Social Sciences and Humanities Research Council (SSHRC)] have an arrangement with all Canadian universities where an amount to cover indirect costs is calculated and distributed to the universities proportional to the research grants obtained. All indirect costs received by the institution are distributed across the University of Alberta with 37% going to the vice-president (research), 11% to the library, 9% to the principal investigator’s (PI) faculty, 23% to the PI’s department, and 20% to the PI to support research costs.

The School currently receives approximately $100,000 from the tri-council indirect costs of research allocations and approximately $35,000 from other sources. Donations, gifts. The School received $1,300,000 in donations and gifts in the 2010-11 fiscal year (April 1 to March 31), the majority of which were in support of research.

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b. A clearly formulated School budget statement, showing sources of all available funds and expenditures by major categories, since the last accreditation visit or for the last five years, whichever is longer. This information must be presented in table format as appropriate to the School. Budgets from the fiscal years (April 1 to March 31) 2007-08 to 2010-11 are shown below in Table 1.6b (Template A).

Table 1.6b School Revenue and Expenditures 2007-08 to 2011-12 (Template A)

2007-08 2008-09 2009-10 2010-11 2011-12

Source of Funds Tuition and Fees $59,771.00 $127,606.00 $136,417.00 $148,428.00 Not available

Operating Budget $4,372,800.00 $5, 270,080.00 $7,101,625.00 $7,713,741.00 Not available

Grants / Contracts*

$7,897,053.00 $9,617,589.00 $6,606,238.00 $12,432,887.00 Not available

Indirect Cost Recovery

$44,255.00 $122,583.00 $119,425.00 $163,741.00 Not available

Endowment 0 $972.00 $747.00 $5,846.00 Not available

Gifts $1,161,994.00 $1,994,412.00 $1,301,405.00 $1,349,031.00 Not available

Other (explain)** $629,336.00 $830,338.00 $1,183,127.00 $909,284.00 Not available

Total Funds $14, 165,209.00 $17,963,580.00 $16,448,984.00 $22,722,958.00 --

Expenditures Faculty Salaries and Benefits

$3,964,455.00 $4,255,669.00 $5,566,848.00 $5,940,468.00 Not available

Staff Salaries and Benefits

-- $6,772,706.00 $7,641,949.00 $8,653,844.00 Not available

Operations -- $3,740,655.00 $5,061,092.00 $4,399,605.00 Not available

Travel -- $699,260.00 $882,315.00 $1,080,336.00 Not available

Student Support -- $680,911.00 $964,688.00 $1,041,669.00 Not available

Other (explain)*** $8,054,145.00 -- -- -- --

Total Expenditures

$12,018,600.00 $16,149,201.00 $20,116,892.00 $21,115,922.00 --

*This line item describes total revenues from all grant and contract sources. Fluctuations in these total revenues

reflect yearly variation in contracts obtained with external government stakeholders.

**”Source of Funds – Other” includes Enrolment Planning Envelope expansion and external revenue.

***”Expenditures – Other” includes Staff Salaries and Benefits, Operations, Travel, and Student Support combined.

c. If the School is a collaborative one sponsored by two or more universities, the

budget statement must make clear the financial contributions of each sponsoring

university to the overall School budget.

Not applicable.

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d. A concise statement or chart concerning the number (headcount) of faculty in each

of the five concentration areas (and any other concentration areas identified in

Criterion 2.1) employed by the School as of fall for each of the last three years. If

the School is a collaborative one, sponsored by two or more institutions, the

statement or chart must include the number of faculty from each of the

participating institutions.

Table 1.6d Faculty Headcount (Tenured, Tenure Track and Contract)

Concentration Area Fall 2009 Fall 2010 Fall 2011

Biostatistics

(includes applied biostatistics and

quantitative methods)

4 4 5

Environmental Health Sciences

(includes environmental and occupational

health, and occupational health)

3 4 4

Epidemiology (includes clinical epidemiology) 6 8 7

Health Policy and Management (includes

health policy research, health technology

assessment, public health leadership,

community health)

7 7 7

Social and Behavioural Sciences (includes

health promotion, and population health) 5 5 7

Global Health 4 4 4

Other Public Health 4 4 3

Total 33 36 37

* Data in the above table was calculated by academic year September to April.

**Other Public Health (includes all faculty who do not belong to one of the categories above)

e. A table showing faculty, students, and student / faculty ratios, organized by

department of specialty areas, or other organizational unit as appropriate to the

School for each of the last three years. These data must be present in table format

(see CEPH Data Template B) and include at least the following information: a)

headcount of primary faculty who support the teaching programs (primary faculty

are those with primary appointment in the School of Public Health), b) FTE

conversion of faculty based on % time or % salary support devoted to the

instructional programs, c) headcount of other faculty involved in the teaching

programs (adjunct, part-time, secondary appointments, etc), d) FTE conversion of

other faculty based on estimate of % time commitment, e) total headcount of core

faculty plus other faculty, f) total FTE of core and other faculty, g) headcount of

students in department of program area, h) FTE conversion of students, based on 9

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or more credits per semester as full-time, i) student FTE divided by regular faculty

FTE and j) student FTE divided by total faculty FTE, including other. All Schools

must provide data for a), b) and i) and may provide date for c), d) and j) depending

on whether the Schools intends to include the contributions of other faculty in its

FTE calculations. Note: CEPH does not specify the manner in which FTE faculty

must be calculated, so the School should explain its method in a footnote to this

table. In addition, FTE data in this table must match FTE data presented in 4.1a and

4.1b.

Table 1.6e Faculty, Students and Student / Faculty Ratios by Concentration (Template B)

HC Core Faculty

*FTEF Core

HC Other Faculty

*FTEF Other

Total Faculty HC

Total FTEF

HC Students

**FTE Students

SFR by Core FTEF

SFR by Total FTEF

Fall 2009

Biostatistics 4 4 0 0 4 4 7 6 1.5 1.5


3 2.9 4 0.44 7 3.34 15 13.5 4.7 4

Epidemiology 6 6 0 0 6 6 65 55 9.2 9.2

Health Policy and Management (Leadership)

7 6.5 2 0.17 9 6.67 29 23.5 3.6 3.5

Social and Behavioural Sciences

5 4 16 2.46 21 6.46 91 61.5 15.4 9.5

Global Health 4 3.35 2 0.22 6 3.57 28 27 8.1 7.6

Other Public Health

4 4 2 0.56 6 4.56 6 5.5 1.4 1.2

TOTAL 33 30.75 26 3.85 59 34.6 241 192 43.9 36.5

Fall 2010

Biostatistics 4 4 0 0 4 4 8 6.5 1.6 1.6


4 3.15 3 0.33 7 3.48 15 12.5 4 3.6

Epidemiology 8 7.25 0 0 8 7.25 73 64.5 8.9 8.9


8 7.5 1 0.06 9 7.56 33 26.5 3.5 3.5


5 4.5 14 2.34 19 6.84 86 62.5 13.9 9.1

Global Health 4 3.35 2 0.22 6 3.57 30 26 7.8 7.3

Other Public Health

4 4 2 0.61 6 4.61 5 4.5 1.1 1

TOTAL 37 33.75 22 3.56 59 37.31 250 203 40.8 35

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Table 1.6e Faculty, Students and Student / Faculty Ratios by Concentration (Template B)

HC Core Faculty

*FTEF Core

HC Other Faculty

*FTEF Other

Total Faculty HC

Total FTEF

HC Students

**FTE Students

SFR by Core FTEF

SFR by Total FTEF

Fall 2011

Biostatistics 5 5 1 0.11 6 5.11 9 7 1.4 1.4


4 4.15 2 0.22 7 4.37 16 13.5 3.3 3.1

Epidemiology 7 7.25 1 0.11 9 7.36 76 66.5 9.2 9.0


7 7 0 0 7 7 43 36.5 5.2 5.2


7 6.1 14 2.86 21 8.96 93 68 11.1 7.6

Global Health 4 3.35 1 0.11 5 3.46 26 24.5 7.3 7.1

Other Public Health

3 3.33 2 1.11 6 4.44 4 4 1.2 0.9

TOTAL 37 36.18 21 3.3 61 45.07 267 219.8 38.7 34.3

Data in the above table was calculated by academic year September to April.

* Faculty FTE Calculation – Core Faculty FTE is calculated based on FTE on payroll. Other Faculty FTE is calculated based on

0.11 FTE per 1-term course taught plus any additional FTE dedicated to activities outside of the classroom.

**Student FTE Calculation – Student FTE calculated on basis of a part-time student being 0.5 of a full-time student.

Key:

Biostatistics (includes applied biostatistics and quantitative methods)

Environmental Health Sciences (includes environmental and occupational health and occupational health)

Epidemiology (includes clinical epidemiology)

Health Policy and Management (includes health policy research, health technology assessment, public health leadership and

community health)

Social and Behavioural Sciences (includes health promotion and population health)

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f. A concise statement or chart concerning the availability of other personnel

(administration and staff).

Table 1.6f Clerical and Professional Support Staff by Department / Classification 2012

Trust Research

Academic

Trust

Support

Trust

Professional

Operating

Professional

Operating

Support

Totals

School of Public

Health 0 1 0 0 9 10

Department of

Public Health

Sciences

8 45 1 1 3 58

Centre for Health

Promotion

Studies

2 14 1 1 2 20

Alberta Centre

for Injury Control

& Research

1 18 1 0 0 20

Total Staff 11 78 3 2 14 108

*Trust: A non-established position funded by a research grant administered by the trust holder.

g. A concise statement or chart concerning amount of space available to the School

by purpose (offices, classrooms, common space for student use, etc.), by program

and location.

As of December 2011, the School is primarily housed in a single building, the Edmonton Clinic Health Academy (ECHA) that includes groups from four other faculties. The Edmonton Clinic Health Academy (ECHA) occupants share 71 classrooms seating a total of 3,400 students and 36 meeting rooms.

Table 1.6g Space (in square footage) by Purpose and Department

Purpose / Use Research Academic and Admin

Support

Meeting

Rooms Total

School of Public Health 3, 799.7 18, 874.8 22674.5

Department of Public Health

Sciences 4,301 1898.8 6199.8

Alberta Centre for Injury Control

& Research 2, 859 969 3828

Total 8100.7 23632.6 969 32702.3

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h. A concise statement or floor plan concerning laboratory space, including kind, quantity and special features or special equipment. The School’s environmental health sciences group occupies 4,301 square feet of laboratory space and an adjacent 1,899 square feet of office space in the Civil Engineering Building.

i. A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff. Computing resources for the School are divided into two categories: services that are offered to all University of Alberta constituents and those that are only available to School staff and students. The School provides the same services to all staff regardless if they are classified as faculty or administration.

Computer Labs

The University of Alberta offers 44 centrally supported computer labs for use by all staff and students. They range in size from 30 to 50 workstations. The labs are divided by platform with 38 PC, five Mac and one Unix. These labs feature an instructor workstation connected to a projection system.

The School has two shared computing areas. The first is a computer lab with 40 PCs for use by School staff and students; the second is a student workspace containing 11 PC workstations. The computer lab also includes an instructor workstation connected to a projection system.

Desktop The School provides a desktop or laptop workstation to all staff. Both Microsoft Windows and Apple Mac OS X are supported operating systems. The following services are available to all staff:

File services.

Mail services including mail, calendar and contact sharing.

Secure remote access to staff workstations, file and mail services.

A variety of applications including Microsoft Office and malware protection.

Network connectivity.

Printing services including large format.

Web hosting.

Backup and recovery. Certain School academic units offer a laptop loan program to staff and students within that unit. Desktop systems at the School are ever-greened on a per system basis.

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Wireless Wireless access is available in all School locations through the University Wireless Service (UWS). The University Wireless System is an undertaking meant to provide robust and ubiquitous wireless network access to all University of Alberta constituents. More information on wireless access can be found at http://helpdesk.ualberta.ca/internet/wireless.html.

Mobile Devices The School is able to offer staff the option of a RIM BlackBerry or a Microsoft ActiveSync enabled device such as an Apple iPhone or Android smartphone.

E-Learning The Centre for Teaching and Learning (CTL) offers online teaching services powered by Blackboard Vista. More information can be found at http://www.ctl.ualberta.ca/elearning/.

Technology Training The Technology Training Centre (TTC) provides professional development, including online training resources and support to use technology in teaching and research. More information can be found at http://www.ttc.ualberta.ca.

Support Academic Information and Communication Technologies, the central information technology (IT) department at the University of Alberta, provides a number of support services to the School. These include:

On-site desktop support.

Phone support for central services through the Academic Information and Communication Technologies Helpdesk.

Operates the infrastructure to support network, file, mail, remote access and printing services.

Support both central and School computer labs.

Special Projects Academic Information and Communication Technologies offers customized application development and data storage solutions for the School’s various research projects.

j. A concise statement of library / information resources available for School use, including description of library capabilities in providing digital (electronic) content, access mechanisms and guidance in using them, and document delivery services.

Collection The John W. Scott Health Sciences Library, located in the Walter C Mackenzie Health Sciences Centre and part of the University of Alberta Libraries, is the third largest research library in Canada. As University of Alberta affiliates, faculty and students have access to over

http://helpdesk.ualberta.ca/internet/wireless.html

http://www.ctl.ualberta.ca/elearning/

http://www.ttc.ualberta.ca/

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31,000 e-journals, 500,000 e-books and eight million print volumes in all subject areas, including extensive holdings in the health sciences. The Library’s health sciences collection is now primarily electronic. University of Alberta affiliates have 24 / 7 anywhere access to all electronic resources over the Internet. The Library has an extensive journal collection, almost all electronic, and a print book collection of about 130,000 titles. An increasingly large proportion of titles, including major reference texts, are also available in e-book format. The Library is also distinguished by its diverse collection, including a Special Collections section of some 1,500 titles in health sciences, and the nucleus of a new collection in Traditional and Indigenous Medicine. University of Alberta affiliates also have access to materials held by other member libraries in the NEOS Consortium of some 20 libraries central and northern Alberta. Inter-library loan is also available for materials not owned by the Library. A large off-campus depository houses older and less-used material, which can be retrieved within 24 hours. University of Alberta affiliates situated more than 50 km from Edmonton can register for free document delivery as well. Due to centralized and consortia purchasing of many of the databases and large electronic journal and ebook packages, the total acquisitions budget for health sciences materials is unavailable. The overall collections budget for the Libraries is substantial and is always a very high priority and protected item in the University of Alberta budget, regardless of economic circumstances. As such, the Scott Library is able to maintain a strong collection in all areas of the health sciences.

Staffing and Facilities The Scott Library has 20 staff members (16 FTE), including six full-time librarians and five cross-appointed research librarians. One of the full-time librarians is appointed as the official liaison to the School. The Library provides reference and research consultation services by phone, email, chat / instant messaging, as well as in person during all opening hours. Librarians provide consultation by appointment, including distance consultations via web-conferencing. They also provide instruction within credit courses on request from faculty. The Library facility is part of the Walter C Mackenzie Health Sciences Centre including the University of Alberta Hospital complex. It was constructed in 1984 and renovated in 2006. It has three floors in an atrium-style building of 42,000 square feet lit by skylights and large windows. It offers over 550 seats for study and reading, with four study rooms and two viewing rooms, as well as 40 computers, a printer and study carrels with outlets for laptops. The three floors are zoned for noise control, as common (regular conversation), quiet and silent. It is open seven days a week, from 8 am to 10 pm during most of the academic year, with shortened hours during the summer and extended hours during examination periods.

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k. A concise statement describing community resources available for instruction, research and service, indicating those where formal agreements exist. The School maintains over 100 signed memoranda of understanding with organizations that serve as preceptors for students completing their field practicum (refer to Appendix 1.6k). For a complete listing of organizations, preceptors and contract dates, refer to Criterion 2.4b for a list of agencies and preceptors that students used as internship sites over the last two years.

l. A concise statement of the amount and source of “in-kind” academic contributions available for instruction, research and service, indication where formal agreements exist.

As mentioned above in 1.6k, the School maintains over 100 signed memoranda of understanding. The preceptors for students during their field practicum have specific requirements regarding mentoring students and evaluating their performance and readiness for the workforce (refer to Criterion 2.4a for details about the role of preceptors). Preceptors supervise students for 15 to 17 weeks at a time as an in-kind contribution without remuneration. Alberta Health Services (AHS) provides in-kind support through staff of the Provincial Laboratory of Public Health, the Alberta Cancer Control Program, and the Office of the Senior Medical Officer of Health who teaches and conducts research in the School.

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m. Identification of outcome measures by which the School may judge the adequacy of its resources, along with data regarding the School’s performance against those measures for each of the last three years. At a minimum, the School must provide data on institutional expenditures per full-time-equivalent student, research dollars per full-time-equivalent faculty, and extramural funding (service or training) as a percent of the total budget.

Please refer to page 64 for the outcome measures by which the School judges the adequacy of its resources.

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Organization Goal O2.0 – Recruit, retain and reward outstanding staff and provide excellent support through quality infrastructure and resources

Objectives and Outcome Measures

Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

O2.3 – Assure that appropriate resources are available to the School Expenditures per full-time equivalent student

$100,000 Strategic Analysis Office Assistant Dean

(Administration) Annual $91,703 $112,122 $110,036

Research and Engaged Scholarship Goal R1.0 – Advance public health research and its application in programs, practice and policy at provincial, national and global levels


Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

R1.1 – Increase the amount of external research funding

Total research funding $15,000,000 RSO/eTRAC Associate Dean

(Research) Annual $11,775,846 $7,973,087 $13,831,314

Research expenditures per continuing faculty

$350,000 Strategic Analysis

Associate Dean (Research)

Annual $314,798 $339,469 $327,254

Amount of tri-council grant funding $2,750,000 RSO/eTRAC Associate Dean

(Research) Annual $2,295,901 $2,214,159 $2,072,440

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Organization


Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11


O3.1 – Increase donations and endowed funds to support the School’s mission, goals, and objectives

Amount of fundraising achievement (gifts, pledges)

5

$500,000 Office of Advancement Dean Annual $384,366 $190, 127 $15,400,557

Cash gifts, pledge payments per years $1,500,000 Office of Advancement Dean Annual $1,994,413 $1,301,405 $1,349,031

Total endowed funds $3,000,000 Office of Advancement Dean Annual $8,617 $101,506 $107,352

5 The substantial increase in 2010-11 for this line item reflects the generous contribution of an anonymous donor who made a $15 million commitment to

support the Alberta Project Promoting active Living and health Eating in Schools (APPLE Schools) project (see page 127)

CRITERION 1.0 – THE SCHOOL OF PUBLIC HEALTH


n. Assessment of the extent to which this criterion is met.


Strengths 1) The School has adequate resources, in a diverse range of areas, to ensure success in its

educational, research and service mission. There are sufficient resources to provide confidence that the School can achieve its mission as Canada’s first accredited school of public health.

Weaknesses 1) Because the School is relatively new, the extent to which additional resources will be

attracted remains uncertain.

2) There are concerns about level of administrative support available to faculty in some programs.

Opportunities for Improvement 1) As a newly accredited School, and through the monitoring and review of targets, the

School will, over time, experience growth in program size and quality and enhanced ability to attract and retain both high quality students and faculty.

2) Continued partnerships with local employers and use of qualified adjunct faculty to provide lectures and teach courses will provide the students with a broader perspective and increased understanding of the disciplines of public health as applied skills.

Criterion 2.0 Instructional Programs

CRITERION 2.0 – INSTRUCTIONAL PROGRAMS


2.0 Instructional Programs 2.1 Master of Public Health Degree. The School shall offer instructional programs

reflecting its stated mission and goals, leading to the Master Public Health (MPH) or equivalent professional master’s degree in at least the five areas of knowledge basic to public health. The School may offer other degrees, professional and academic, and other areas of specialization, if consistent with its mission and resources.

The areas of knowledge basic to public health include: Biostatistics – collection, storage, retrieval, analysis and interpretation of health data; design

and analysis of health-related surveys and experiments; and concepts and practice of statistical data analysis;

Epidemiology – distributions and determinants of disease, disabilities and death in human

populations; the characteristics and dynamics of human populations; and the natural history of disease and the biologic basis of health;

Environmental health sciences – environmental factors including biological, physical and

chemical factors that affect the health of a community; Health services administration – planning, organization, administration, management,

evaluation and policy analysis of health and public health programs; and Social and behavioral sciences – concepts and methods of social and behavioral sciences

relevant to the identification and solution of public health problems.

a. An instructional matrix presenting all of the School’s degree programs and areas of

specialization, including undergraduate degrees, if any. If multiple areas of

specialization are available within departments or academic units shown on the

matrix, these should be included. The matrix should distinguish between

professional and academic degrees and identify any programs that are offered in

distance learning or other formats. Non-degree programs, such as certificates or

continuing education, should not be included in the matrix.



b. The School bulletin or other official publication, which describes all curricula offered by the School for all degree programs. If the School does not publish a bulletin or other official publication, it must provide for each degree program and area of concentration identified in the instructional matrix a printed description of the curriculum, including a list of required courses and their courses descriptions. The School does update a brochure regularly that can be found at http://bit.ly/nsHRPM. The School’s website (http://www.publichealth.ualberta.ca/programs.aspx) lists all relevant curricular requirements. The University calendar provides complete curricular information about all degree programs offered at the University of Alberta (http://www.registrar.ualberta.ca/calendar/). The degree programs offered at the School can be found at http://www.registrar.ualberta.ca/calendar/Undergrad/School-Public-Health/index.html and http://www.publichealth.ualberta.ca/en/programs.aspx. The calendar is revised annually by the respective faculties and published by the Office of the Registrar and Student Awards.

Table 2.1a Instructional Matrix – Degree / Specialization (Template C) Degree/Specialization Academic Professional Campus Distance

Postgraduate Diploma (PGD) Health Promotion

Masters’ Degrees MPH in Applied Biostatistics

MPH in Environmental and Occupational Health

MPH in Epidemiology

MPH in Global Health

MPH in Health Policy and Management

MPH in Health Promotion

MSc in Clinical Epidemiology

MSc in Environmental Health Sciences

MSc in Epidemiology

MSc in Global Health

MSc in Health Policy Research

MSc in Health Promotion

MSc in Health Technology Assessment

MSc in Occupational Health

Doctoral Degrees PhD in Epidemiology

PhD in Health Promotion and Socio-Behavioural Sciences

PhD in Health Services and Policy Research

PhD in Public Health

http://bit.ly/nsHRPM

http://www.publichealth.ualberta.ca/programs.aspx

http://www.registrar.ualberta.ca/calendar/

http://www.registrar.ualberta.ca/calendar/Undergrad/School-Public-Health/index.html

http://www.publichealth.ualberta.ca/en/programs.aspx



c. Assessment of the extent to which this criterion is met.


Strengths 1) The School offers an MPH degree requiring demonstration of competency in each of the

five core areas of knowledge basic to public health, as well as in global health. The School also offers a research-based master’s degree (MSc) in clinical epidemiology, environmental health, epidemiology, global health, health policy research, health promotion and occupational health. The School offers a PhD degree in epidemiology, health promotion and social-behavioural sciences, health services and policy research, and public health. The School also offers a diploma in health promotion, as well as some professional development education programming for practitioners in the field. The MPH in health promotion is available in both on campus and eLearning modes.

Weaknesses 1) There are ongoing challenges to ensure curricular changes to meet needs of the

employers.

2) Knowledge generation instruction needs restructuring.

2) Only one program is available for eLearners.

3) Availability of courses offered for professional development and transferability (for university credit) of these courses requires development.

Opportunities for Improvement 1) Continuous assessment and improvement of curricula changes.

2) Continued efforts to restructure the knowledge generation instruction for both master’s degrees.

3) Continued efforts to modularize course offerings to improve flexibility of student programming.

4) Integration of modules of regular course offerings with professional development offerings.

5) Review of program and curricula through a ‘diversity’ lens in response to Student Diversity Working Group report.



2.2 Program Length. An MPH degree program or equivalent professional master’s degree

must be at least 42 semester credit units in length.

a. Definition of a credit with regard to classroom / contact hours. A three-credit course will consist of a minimum 36 classroom/lecture contact hours over the duration of an academic semester. A six-credit course will typically run over the full academic year (i.e. both fall and winter semesters). Students attending for only one semester are not eligible to register in six-credit courses.

b. Information about the minimum degree requirements for all professional degree curricula shown in the instructional matrix. If the School or university uses a unit of academic credit or an academic term different than the standard semester or quarter, this should be explained and an equivalency presented in a table or narrative. To complete the MPH degree, students must take core public health courses (15 credits), specialization courses, elective courses, a field practicum and a project or capping exercise. Students select one of six areas in which to focus their studies: applied biostatistics, environmental and occupational health, epidemiology, global health, health policy and management, and health promotion. The field practicum is normally with a community-based or government organization. It provides a rich experience for students in bridging theory and practice. Often, the result is a student who has extended his or her knowledge and a host organization that has gained valuable help to execute or evaluate population and public health strategies. Program lengths vary, but all are 42 credits or more. The program length in applied biostatistics, environmental and occupational health, epidemiology and global health degrees are 45 credits. The health policy and management program is 51 credits and the health promotion program is 42 credits. The MPH degree can be completed in 16 months with full-time registration (four to five courses per semester) or up to six years as a part-time student (one to two courses per term). The variation in program length means that students in some specializations will complete an MPH degree with less courses than others with the same degree but in a different specialization. It also means that enrolment in the longer specialization (MPH in HPM) is usually lower.



c. Information about the number of MPH degrees awarded for less than 42 semester credit units, or equivalent, over each of the last three years. A summary of the reasons should be included. In the past three full academic years (2008-09, 2009-10, 2010-11) there have been no students awarded MPH degrees of less than 42 semester credit units.

d. The assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) The MPH degree program is a minimum of 42 semester credit hours in length. Minimum

requirements include a 24 credit hour common core, additional specialization courses, required and elective courses and a 13-16 week full-time equivalent field practicum.

2) An academic advising system is in place; every student has an assigned academic program advisor.

Weaknesses 1) There is some inconsistency in MPH program lengths that may influence student

concentration selection.

2) Not all students have an academic program advisor with experience or knowledge in the student’s specific core competencies, concentration or interests. This is challenging for advisors.

Opportunities for Improvement 1) It is a challenge to balance students’ demands for flexibility with the need to standardize

prerequisites, processes and parameters of the field practicum and culminating experiences across six concentration areas.

2) A working group has been established to develop recommendations to strengthen practicum and capping project preparation, processes and parameters.

3) The School will consult with employers and stakeholders to ensure a shared understanding of the practicum and the differences between MPH concentration areas.



2.3 Public Health Core Knowledge. All professional degree students must demonstrate an

understanding of the public health core knowledge.

a. Identification of the means by which the School assures that all professional degree students have a broad understanding of the areas of knowledge basic to public health. If this means is common across the School, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program.

The School offers the MPH degree and no other equivalent professional master’s degrees. All MPH students, regardless of their specialization, are required to take a set of core courses that include the five courses that represent the basics of each of the five public health core knowledge areas. The courses and descriptions are presented in the following table.



Table 2.3a Public Health Core Knowledge Core knowledge area Course and course description Biostatistics SPH 531 Statistical Methods in Health Research (3 credits)

Basic biostatistical concepts and methods used in health science research including; the role of biostatistics including ethics-related issues and data management; exploratory data analysis and data presentation by tabulations and graphics; estimation and comparisons of means, proportions, rates; introduction to regression analysis; and non-parametric methods.

Environmental Health SPH 514 Introduction to Environmental Health (3 credits) Introduces environmental health issues and scientific understanding of their causes in developed and developing countries. Examines the role of environmental factors (biological, chemical and physical) and its importance in relation to other factors that affect health of a community. Provides case studies of how environmental factors are dealt with in practice, including methods and approaches for assessment, prevention and control.

Epidemiology SPH 597 Fundamentals of Epidemiology for Public Health (3 credits) The aim of this course is to promote an understanding of epidemiological methods and study designs and their application to improving human health; it is designed for students not specializing in epidemiology or biostatistics. Topics include measures of disease frequency, study design, bias, confounding and assessing causation. A focus will be on critical review of epidemiologic studies through case studies. Students cannot receive credit for both PHS 596 and SPH 597.

Health Services Administration

SPH 500 Introduction to Health Policy and Management (3 credits) The course provides an overview of the development, organization, financing, delivery and management of the Canadian health system. Students will examine the health-care system’s central assumptions, the distribution of power and authority within the system, current debates about the system’s future and the potential for political action. Recognizing that the existing health-care system is the result of power struggles and contestable political choices, the lectures and readings will encourage students to think critically about health care policy in Canada. By the end of the course, students should be formulating their own opinions about future directions for health care.


SPH 501 Social-Behavioural Foundations of Public Health (3 credits) Students will be expected to apply knowledge of selected social determinants of health to multi-level interventions to improve health of individuals, communities and populations. The course takes an ecological approach to the analysis of health needs and the design of public health actions. Students will apply key social science theories to the analysis of social determinants of health.

b. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) All MPH students in the School satisfy competency requirements in the five core public

health areas, including health policy and management, health social sciences, methods of knowledge generation (including biostatistics and epidemiology and related methods for investigating and evaluating health and health care) environmental health.



2) All students satisfy requirements for core cross-cutting competencies through a combination of the core public health courses as well as learning activities in ethics, a field practicum and capping project.

3) The competency framework that guides all degree programs was developed by a working group consisting of representatives of all of the specialization areas in the School. The framework was then discussed at a faculty forum prior to adoption.

4) The development of the competency framework took the approach of identifying what competencies should graduates have, rather than what they currently have. In this way, the School was able to use the framework developed to identify overlaps and gaps in current curriculum.

5) The School has introduced a common course syllabus that is used by all instructors.

Weaknesses 1) The competency framework was completed but not fully implemented in the 2011-12

academic year. It will be fully implemented by 2012-13.

2) Curriculum gaps identified include the following:

Inadequate coverage of the full range of knowledge generation and translation competencies, including: the principles, concepts and appropriate use of qualitative methods; evaluation; the principles of appreciative inquiry; the principles of action research; and survey methods.

Imbalance of coverage of core subjects. It appears that the School may need to review the curriculum focus on all core subjects to increase the time for some and reduce the time for others.

3) As the introduction of a competency-based curriculum is very recent, the School has not yet evaluated the outcome.

Opportunities for Improvement 1) Through the ongoing development of a competency framework for all of the degrees in

the School has identified the need for curricular change. The School is expanding the teaching of knowledge generation / methods for investigating and evaluating health and heath care to include a broader range of knowledge-generating activities.

2) The Professional Degrees Committee (PDC) will undertake curriculum review and revision as necessary.

3) A continuing challenge is to ensure consistency of courses when delivered in multiple sections (e.g., campus and eLearning).



2.4 Practical Skills. All professional degree students must develop skills in basic public health

concepts and demonstrate the application of these concepts through a practice experience that is relevant to the students’ areas of specialization.

a. Description of the School’s policies and procedures regarding practice experiences, including selection of sites, methods for approving preceptors, approaches for faculty supervision of students, means of evaluating practice placement sites and preceptor qualifications, and criteria for waiving the experience. All MPH students are aware of the practicum requirement upon admission since it has a designated course number and is identified as a degree requirement. Information is on the School’s website and an orientation session (as outlined in Criterion 4.6a) is held with students in September with the practicum coordinator. Course Syllabi, for both HPS 513 and PHS 509 are available in the on-site resource file. It is the responsibility of the practicum coordinator, with the assistance of the academic program advisor to assist the student with site selection. Students may explore potential opportunities independently but all practicum choices are approved. It is the responsibility of the practicum coordinator to address concerns or difficulties that arise during the practicum. As well as to facilitate a touch base between student, preceptor and practicum coordinator at mid-point and towards the end of the practicum to revisit the Learning Contract and assess the extent to which the field practicum is and is not meeting learning objectives – may visit the student or preceptor during the practicum where possible. It is the responsibility of the preceptor to meet with the student regularly to review progress and provide feedback and direction. The School provides practicum experiences that enable students to integrate, synthesize and apply public health competencies acquired in MPH courses to a substantive real-world public-health problem or issue in a professional setting. Competencies normally include the following:

Problem identification, analysis and solving.

Development of interpersonal skills including interdisciplinary public health teamwork.

Oral and written communication.

Understanding the mission, structure and functioning of the public health organization and the contextual influences on its work.

Engagement in professional self‐assessment and critical reflection.

Exploration areas of concentration of particular interest.

The following principles guide practicum planning and placement:

Individualization – filling gaps in students’ education / learning.



Flexibility to accommodate students’ circumstances while still meeting the expected accreditation and competency standards set (e.g., part time / full time; campus / distance; experience).

Protected time – dedicated, reflective.

Responsiveness to workplace – exposure to and engagement with real-life field contexts.

Students should be prepared to undertake practicum placements – in terms of both coursework and individual readiness. Different settings / contexts may require different types of preparation.

Practicum placements should be meaningful for both student and host organizations.

Selection of practicum settings and projects Given the integrative purpose of the practicum, especially with respect to rounding out cross-cutting professional competencies, a practicum placement may extend or deepen knowledge, but is explicitly designed for practice. Consideration of practicum opportunities will include both responsiveness to host organizations and being proactive about community issues. The practicum coordinator works with academic program advisors and students to identify relevant potential field practicum opportunities across specialization areas. Criteria for identifying suitable field practicum settings include:

Students’ interests, learning goals and specialization areas.

Organizational capacity to support a student through mentorship and to provide adequate work space and equipment for the work of the practicum.

Opportunities for students to apply graduate level competencies acquired in the MPH program to date.

Potential to extend the student’s knowledge and skills.

Project that addresses a practical real-world problem / issue of importance to public health of relevance to the hosting organization.

Availability of a preceptor with the appropriate interest, education and experience to supervise, support and mentor the student in identified learning goals.

Innovation in responding to the needs of the changing health context.

Provision of an interdisciplinary or inter-sectoral experience.

Involvement of a variety of professional, paraprofessional and lay roles.

Opportunity to engage with stakeholders relevant to the health issue of focus.

Placement is outside the students’ current workplace, except in special circumstances as approved by the practicum coordinator.

The field practicum may be carried out in governmental, non-profit and academic settings in Alberta, Canada and other countries. The School is developing an inventory of past field



practicum settings, projects and preceptors to assist students both with identifying potential practicum sites and to encourage their exploration of specific projects. This inventory is not meant to be prescriptive or to prevent students from identifying a potential practicum in other organizations or areas of interest. A wide range of organizations address public health issues and can be considered suitable for the MPH field practicum. The field practicum is evaluated using a questionnaire that provides feedback from students and preceptors about their experiences and perceptions, as well as students’ preparation for their field practicum experiences. The eClass is set up as a vehicle for students to share field experiences, raise questions, and communicate with the practicum coordinator. The minimum expectation in PHS 509, is that each student will post a short monthly reflection on the field practicum experience. The HPS 513 seminar is explicitly oriented to linking theory with practice. The preceptor needs to have expertise in the project focus area, experience and status within the organization, and interest and competence in providing oversight and mentorship. The preceptor should have the necessary competencies to be able to teach, guide, support, supervise and evaluate the student’s practice and learning at a graduate level in the strategy and / or substantive area comprising the student’s learning objectives. In some instances, particularly in highly focused areas of practice, the academic and / or professional credentialing of the preceptor will address the adequacy of his / her competence. In other circumstances, the extensive experience of a preceptor in an area of public health practice will be sufficient to provide a high quality practicum experience for a graduate student. It is the Program’s responsibility to ensure that the preceptor can be expected to have the necessary competencies to supervise both a Master’s level field practicum and the specific project that is the focus of the field practicum. For example, if the student’s identified learning objective is to gain experience with participatory community development practice, the preceptor needs to have expertise and experience in this area. If the student’s learning objective is to gain experience in health system evaluation, the preceptor needs to have expertise in this practice.

b. Identification of agencies and preceptors used for practice experiences for students, by program area, for the last two academic years.

Please refer to Table 2.4b – Practice Experience Agencies and Preceptors on page 78.

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Table 2.4b Practice Experience Agencies and Preceptors 2009-11

Academic Year 2009-10

Specialization Organization / Field Training Site Preceptor Preceptor Credentials

Environmental and

Occupational Health

Department of Laboratory Medicine and Pathology, Faculty of

Medicine and Dentistry, University of Alberta

Chris Le PhD

First Nation Community and First Nations and Inuit Health,

Health Canada

Simon Sihota MPH

Department of Environmental Health and Safety, U of A;

Edmonton, Alberta

JoAnne Seglie

Occupational Health Manager

RN, COHN-S

EPCOR Water Services, Quality Assurance; Edmonton, Alberta Stephen Craik, Director PhD, PEng, MSc, BSc

Epidemiology Health Technology and Policy Unit, Alberta Health and

Wellness; Edmonton, Alberta

Dev Menon

Seconded University Professor

PhD, MHSA, BSc

Global Health

Holy Cross Hospice; Gabarone, Botswana Andrew Modiga / Ontlametse

Ndiwe Ramathomane

Rural Villages Project; Iganga District, Eastern Uganda Colley Atlanta

Senanga District Health Office, Safe Motherhood Initiative;

Senanga District Western Province, Zambia

Humprhey Sitali, District

Director of Health / Phyllis

Sigwidi

MSc Public Health

Aga Khan Health Service Kenya, Community Health Department;

Mombasa, Kenya

Lucy Nyaga

World Vision Kenya Voi Integrated Programme Area; Voi, Kenya Edwin Kimani, Asst. Project

Coordinator

MA, BSc

Yayasan Abdi Satya (Partner of Samaritan's Purse); Medan,

North Sumatra, Indonesia

Hermansyah Chen, Project

Director / Grace Sebastian

English Literature

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Specialization Organization / Field Training Site Preceptor Preceptor

Credentials

Health Policy and

Management

Alberta Health Services; Edmonton, Alberta Mike Conroy

Canadian Patient Safety Institute; Edmonton, Alberta Joe Gerban

Health Care Provider Compensation Unit, Innovative Compensation Branch,

Health Workforce Division, Alberta Health and Wellness; Edmonton, Alberta

Maryna Korchagina

Senior Manager

MPH, BMed Sci

Trillium Health Centre; Mississauga, Ontario Janet Davidson

Health Promotion Alberta Health and Wellness, Primary Care Unit, Workforce Division;

Edmonton, Alberta

Cynthia Smith MHSA

Chronic Disease Surveillance Division, Public Health Agency of Canada;

Ottawa, Ontario

Louise McRae

Senior Epidemiologist

BSc

Inuvik Interagency Coordinating Committee; Inuvik, Northwest Territories Alana Mero / Patricia Davison

Data Integration, Measurement and Reporting, Alberta Health Services;

Edmonton, Alberta

Bob McKim

Families First Edmonton, Community University Partnership for the Study of

Children Youth and Families, U of A; Edmonton, Alberta

Maria Mayan

Co-Director, Research

PhD, BSc

Evaluation, Public Health Agency of Canada, Alberta / Northwest Territories

Region; Edmonton, Alberta

Mary Frances MacLellan-Wright

Evaluation Consultant

MA, BA (Hon)

Ever Active Schools; Edmonton, Alberta Tracey Lockwood, Education

Coordinator

B.Ed.

Centre for Chronic Disease Prevention and Control, Public Health Agency Catherine Dickson, Research Analyst MDCM, MSc

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Credentials

Environmental and

Occupational Health

Department of Environmental Health and Safety, Risk Management

Services, U of A; Edmonton, Alberta

Nasrin Dhanani, Occupational

Hygiene & Chemical Safety Manager

MPH, BSc

Global Health SEND Sierre Leone; Kailahun District, Sierra Leone Nancy Drost, Senior Consultant /

Technical Advisor

Ed.D, MSc, MA, BA

Health Promotion Public Health Agency of Canada, Health Promotion and Chronic Disease

Prevention Branch, Centre for Chronic Disease Prevention and Control,

Chronic Disease Surveillance and Monitoring Division; Ottawa, Ontario

Asako Bienek MHA

Habitat Health Impact Consulting; Calgary, Alberta Marla Ornstein, President MSc, BA

WestJet, People Department; Calgary, Alberta Pritma Dhillon, Manager, Health,

Safety & Wellness

MHA, BScN

Public Health Agency of Canada, Alberta and North West Territories

Region; Edmonton, Alberta Melinda Connolly

APPLE Schools School of Public Health, U of A, Edmonton, Alberta Marg Schwartz / Kate Storey,

Assistant Professor

PhD, RD

Population Health Section Public Health Agency of Canada Alberta and

North West Territories Region; Edmonton, Alberta

Tanis Liebrech, Acting Population

Health Manager

MSc, BPE

Canadian Obesity Network; Edmonton, Alberta

Ximena Ramos Salas, Managing

Director / Arya Sharma, Professor,

Dept of Medicine, U of A

MSc, BSc

PhD, MD

Public Health Innovation and Decision Support, Population and Public

Health, Alberta Health Services; Calgary, Alberta

Kerry Coupland / Shivani Rikhy,

Clinical Project Manager

MSc, BSc

Multicultural Health Brokers Cooperative; Edmonton, Alberta Yvonne Chiu, Founder and Co-

Executive Director

BSc

Vitalize Initiatives Inc.; Edmonton, Alberta April Smith

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Spring / Summer 2011


Credentials

Environmental and

Occupational Health

Centre for Coastal Health; Nanaimo, British Columbia Craig Stephen, President DVM, PhD

Alberta Health and Wellness, Sexually Transmitted Infections; Edmonton,

Alberta

George Zahariadis, Provincial Clinical

Lead; Associate Professor, U of A

MD, FRCPC

Epidemiology

Eastern Cape Department of Health Singilizwe Tinkili Moko, Senior Manager / Alan Wild, Provincial Director, Primary Health Care Programs

MPH, BTech BTech, Postgraduate in Health Services Mgmt

Health Policy and

Management

Population Health Surveillance and Disease Control Planning, Provincial

Health Services Authority; Vancouver, British Columbia Lydia Drasic, Interim Executive Director

MBA, BScN

Global Health

Keiskamma Trust, Health Services; Peddie, Eastern Cape, South Africa Annette Woudstra

AMREF Kenya; Nairobi, Kenya Johnson Musomi, Outreach Program Manager Judy Mwangi

MPH, MBChB

Aga Khan Health Services, Community Health Department; Mombasa,

Kenya Amyn Lakhani

Community Relations and Sustainable Development Department, Oyu

Tolgoi, LLC; Ulaanbaatar, Mongolia Ariunaa Nutsag

Health Promotion Edmonton West Primary Care Network; Edmonton, Alberta Jaclyn MacIntyre, General Manager RN, BScN, MPH

Senanga Health District Zambia; Senaga Province, Zambia Beatrice MukamboLiusha

Belleville and Quinte West Community Health Centre; Bellville, Ontario Jamie Maskill

WHO Venice Office; Venice, Italy Theadora Koller

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Credentials

Public Health

Leadership

Glenrose Rehabilitation Hospital, Alberta Health Services; Edmonton,

Alberta Isabel Henderson, Vice President

MBA, BA

Survey and Evaluation Services, Data Integration, Measurement and

Reporting, Alberta Health Services; Calgary, Alberta

Kathleen Douglas-England,

Executive Director

MSc, BSc

Edmonton Oliver Primary Care Network; Edmonton, Alberta Marion Relf, Evaluation Advisor and

Project Coordinator

MHSA, BScN

Fall 2011

Public Health

Leadership

Oliver Primary Care Network, Edmonton, Alberta Colleen Enns

Health Promotion South East Grey Community Health Centre, Markdale, Ontario Alan Madden, Executive Director MBA

Health and Social Service Utilization Research Unit, McMaster

University, Hamilton, Ontario

Gina Browne, Founder and Director PhD, Med, MS, MScN

Winter 2012

Biostatistics Surveillance and Health Status Assessment, Population and Public Health, Alberta Health Services

Juanita Hatcher, Director, Cancer Surveillance

PhD, MSc

Global Health Aga Khan Health Services, Community Health Department, Kenya, Mombasa, Kenya

Amyn Lakham, Director, Community Health Dept/Mercy Ndema

DrPH, MPH, MBBS

Health Policy and

Management

Community Health Branch, Community and Population Health, Alberta Health and Wellness

Silva Vajushi, Executive Director, Addiction, Mental Health, Child and Maternal Health

MSW, BSW

Health Promotion Corporate Health Promotion Program, City of Edmonton Gillian Osler, Corporate Health Promotion Consultant

MSc, BSc

Evaluation Services, Data Integration, Measurement and Reporting, Alberta Health Services

Vanessa Gibbons-Reid, Lead, Evaluation Capacity

MSc (Med), BSc

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Winter 2012


Health

Promotion

Homeward Trust Edmonton, Planning and Research Giri Puligandia, Director, Planning and Research

MSc (Candidate), BSc

YMCA Calgary, Health and Wellness Shannon Doram,

Vice President

MSc, BSc

BC Mental Health & Addiction Services, Provincial Healthy

Services Authority

Alana Rauscher

Office of the Chief Medical Officer of Health, Alberta Health and Wellness

Louise Forest

Department of Health and Social Services, Government of the Northwest Territories, Yellowknife

Dr Kami Kandola, Chief Public Health Officer / Mabel Wong

MD, MPH, FCFP, DTM&H, ABPM

BC Centre of Excellence for Women’s Health, Vancouver, BC Ann Pederson Co-Director PhD, MSc, BA

Livable Cities, HealthBridge International, Toronto, ON Kristie Daniel, Manager MPH, BA



Health Policy

and

Management

Department of Community Health Sciences, University of

Calgary

Lindsay McLaren,

Associate Professor and

Alberta Innovates – Health

Solutions Population

Health Investigator

PhD

Association of Ontario Health Sciences Anjali Misri,

Epidemiologist

MSc, BSc

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c. Data of the number of students receiving a waiver of the practice experience for each of the last three years. No students have received a waiver of the practice experience. It is not possible to waive the practicum. All MPH students are required to complete a practice experience.

d. Data on the number of preventive medicine, occupational medicine, aerospace medicine, and public health and general preventive medicine residents completing the academic program for each of the last three years, along with information on their practicum rotations. 16 weeks of MPH-relevant Public Health and Preventive Medicine residency rotation can be counted as the field practicum, with a report upon conclusion - students must register and pay tuition for this course. In 2010-2011, a Public Health and Preventive Medicine resident completed two 8-week

rotations that were public health-related – one with the Alberta Workers’ Compensation

Board, and the other with Dow Chemical. In both rotations, he was involved in assessing

environmental / occupational issues and standards. Since he was in the MPH in Public

Health Leadership degree, he wrote a paper that analyzed the leadership styles in the two

settings. He submitted the paper, along with the evaluations completed by the preceptors in

the two settings.

This coming year, we will have one more who has decided to remain in the MPH in Health

Policy and Management degree. He is currently exploring rotation / practicum options in

light of his public health learning objectives.

Year Number Residency

2008-09 1 Occupational Medicine

2 Public Health and Preventive Medicine

2009-10 1 Public Health and Preventive Medicine

2010-11 0

2011-12 3 Public Health and Preventive Medicine

e. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) The addition of a full-time practicum and capstone course coordinator has improved the

practicum experience for students and faculty.



2) The School has a repository of over 120 local, national, international and global health-related academic, governmental, non-governmental and private sector organizations that have served as practicum hosts. Practicum placements are matched to students’ interests and areas for growth to maximize competency acquisition. New practicum host sites are established as needed.

3) Questionnaires are used to obtain feedback from students and preceptors about their experiences and perceptions, as well as students’ preparation for their field practicum experiences.

4) Students’ field practicum experiences are tailored to their interests and identified areas for competency growth with a good match being a high priority.

5) The field practicum is a highlight of the MPH program for most students.

6) A practicum repository, including abstracts of practicum experiences, has been established, and maintenance is ongoing.

7) A monthly eClass update was instituted as a requirement across concentrations for 2011 practicum experiences.

Weaknesses 1) Accommodating flexibility for mature, part-time and out-of-sequence students is a

challenge.

2) Not all practicums come with funding for students.

3) Field practicums are not evaluated using a quantitative survey.

Opportunities for Improvement 1) The working group on practicum and capstone courses is reviewing the practicum and

culminating project requirements and will be recommending standards for prerequisites, processes and parameters across all MPH concentrations, as well as options for flexibility to accommodate extenuating circumstances.

2) Increase the use of adjunct faculty and practitioners in locating relevant and paid field practicum experiences.

3) Systematizing the practicum infrastructure is needed and is now underway under the guidance of our full-time practicum and capstone coordinator.

4) Enhanced evaluation strategies will be developed to evaluate the field practicums.

5) Guidelines are being developed for faculty in order to provide enhanced clarification of faculty roles in the practicum.

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2.5 Culminating Experience. All professional degree programs identified in the instructional

matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience.

a. Identification of the culmination experience required for each degree program. If this is common across the School’s professional degree programs, it need be described only one. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program.

Degree/Specialization Culminating Project as an extension of

the practicum

Collaborative Project

(current in PHS)

Individual Project (students whose program planning does not allow them to register in

the collaborative project)

Masters’ Degrees MPH in Applied Biostatistics

X X

MPH in Environmental and Occupational Health

X X

MPH in Epidemiology X X

MPH in Global Health X X

MPH in Health Policy and Management

X X

MPH in Health Promotion X

All MPH in health promotion students complete HPS 513 – a 9-credit course within which the culminating project is an extension of the practicum. Explicit guidelines and requirements for the capping extension (or components) are identified in the course syllabus. All MPH in public health sciences (all other specializations) complete either the collaborative project or the individual project. At present the collaborative project is the standard for the MPH (public health sciences) students. Students whose programs are out-of-sequence for a variety of reasons that mean there is no meaningful cohort in the term during which the collaborative project would normally occur must develop a proposal for an alternative individual project. Since we are currently working with a legacy of different programs and program units, we are in the process of reviewing the current options with a view to increasing consistency in expectations. A working group has defined the following principles to guide culminating projects. It was agreed that the following principles guide the MPH culminating (capstone) requirement: 1. Integrate across course-work and practicum (higher level of understanding); 2. Incorporate an element of reflection; 3. Strengthen and enhance skills rather than introduce new knowledge and skills; 4. Applied to a broad issue or problem, not specialization-specific;



5. Emphasis on demonstrating specific competencies, including knowledge integration / translation and communication;

6. Requires collaboration to address complex issues – could involve collaboration among students or community members / stakeholders.

Explicit criteria are identified for all three models. The extension and collaborative project are most consistent in expectations and evaluation criteria (included in the respective course syllabi). The MPH students in Public Health Sciences and the MPH students in Health Promotion Studies participate in two different capstone courses. The capstone course for Public Health Sciences students is under review, and a new model is being piloted in fall 2011. Under the model used for the past three years, the capstone course follows completion of a 16-week, full-time field practicum, worth three credits of course weight. The practicum and capstone course coordinator worked with public health field preceptors (practitioners) to design collaborative small group projects to which students were randomly assigned. Students met throughout the term with preceptors and independently to address the public-health problem the preceptors had designed. The project culminated with a written report relevant to the particular project and an oral presentation to peers, preceptors and other faculty members in the School. The work was assessed on a credit / non-credit (pass / fail) basis for the group based on an assessment guides for each component. The culminating experience for health promotion students was redesigned for the MPH program beginning in 2008. The first MPH cohort completed this course in winter 2010. It has been adapted on the basis of the first experience, and although it is under review as part of our ongoing process, it is likely to be adjusted, but not revamped in a major way. In this model, the culminating experience has been integrated into a combined 13-week FTE practicum / capping course, worth nine credits of course weight. Students complete a field practicum that results in deliverables for the organization, and which are identified in a learning plan. In addition, they complete two capping components: a) an oral presentation to two external reviewers (faculty or adjunct staff) focusing on the roles and competencies of health promotion practitioners in the real world, and b) a written report that is an extension of the practicum work and deliverables, and which would take the work completed during the practicum to the next step. It might result in recommendations for policy, program planning, evaluation; a framework for reflection; an article for a practice journal, etc. The specific details of this extended project is negotiated at about mid-point of the practicum and is mutually agreed upon by the student, practicum coordinator and practicum field supervisor. While assessment is assigned to one nine-credit course, conceptually, three credits are considered to be for the culminating experience and six credits for the field practicum with its deliverables. The work is assessed on a credit / non-credit (pass / fail) basis for the group based on an assessment guides for each component.

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b. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) All students are required to complete a culminating project, through one of three

options:

The MPH health promotion culminating project is an extension of the field practicum experience, worth nominally three credits of course work (for a total of nine credits for the practicum and capping course).

A collaborative project designed by faculty and preceptors to require students to deliberate on a complex issue with public health implications through integration of core, concentration and cross-cutting competencies, equivalent to one three-credit course load.

An individual project requiring collaboration with an external organization, equivalent to one three-credit course load.

2) All three options require both an oral presentation and a written deliverable or report.

Weaknesses 1) Aside from the MPH health promotion program, there has been consistent student

feedback revealing dissatisfaction with the culminating project requirement for Public Health Sciences since it was instituted in 2008. It is not clear that it has achieved the goals of cross-concentration collaboration and integration of knowledge and practice.

Opportunities for Improvement 1) The previous model is under review by the working group on practicum and capstone

courses. An alternative model is being piloted in fall 2011, and will be assessed for lessons learned.

2) The newly developed competency framework will guide planning and assessment of culminating experiences, including the pilot in fall 2011.



2.6 Required Competencies. For each degree program and area of specialization within

each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of educational programs.

a. Identification of School-wide core public health competencies that all MPH or equivalent professional degree students are expected to achieve through their courses of study. The School has embraced competency-based program planning and curriculum development. It requires that all MPH students satisfy competency requirements in five core public health areas: basics of public health, knowledge generation and translation, professional and leadership skills, health policy and management, environmental health and health social sciences. The School assures that all MPH students have achieved these competencies through successful completion of required MPH core courses, and the practicum and capstone course. The School has not yet developed a thorough mechanism for review of courses and curriculum. At the moment the two education committees (Professional Degree Committee and Research Degree Committee) have the responsibility for curriculum review and revision. With the emphasis in 2011-12 for introducing competencies into the curriculum, we are currently developing a new system for course review, and curriculum revision. It is planned that at the end on of the winter 2012 term the Professional Degree Committee (PDC) and the Research Degree Committee (RDC) will review the courses relevant to each degree in light of the competency framework and recommend appropriate changes. The Education Office will coordinate the review, evaluation, and revision of competency frameworks, mapping onto the curriculum and any changes needed. Competencies will also be revisited and refined as part of the next strategic planning cycle. The MPH core competencies are found in Appendix 2.6a.

b. A matrix that identifies the learning experiences by which the core public health competencies are met. If this is common across the School, a single matrix will suffice. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program. To ensure that all aspects of the program of study are building competencies within the area of specialization, learning objectives for all required courses, including the practicum and capstone course are linked to the core and specialization competencies. Appendix 2.6a (i) contains a matrix of competencies by core MPH courses and the practicum and capstone course.

c. Identification of a set of competencies for each program of study, major or specialization, depending on the terminology used by the School, identified in the instructional matrix, including professional and academic degree curricula. In addition to the core competencies, each stream has adopted competencies specific to its MPH specialization. For the specialization, faculty in the area developed the initial competencies which were then integrated in a review process with all of the other fields to

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minimize duplication and maximize synthesis between the core and specialization competencies. This was part of the process described in Criterion 2.6a above. The associate dean (education) is setting up a series of workshops (refer to Appendix 2.6c) with the University’s Centre for Teaching and Learning resources to work with faculty members in the School on the review of competencies across the degrees. This review will provide the School with an opportunity for curriculum review at the same time. The workshops will be organized for the beginning of April 2012. Bloom’s taxonomy descriptors have been used, wherever appropriate, to designate the level of competence required of graduates.

MPH in Applied Biostatistics

Understand and apply multivariable regression methods, such as linear, logistic and

proportional hazards models in health sciences research.

(explain, apply, interpret, analyze)

Demonstrate understanding of epidemiologic methods related to specific study designs

and general issues relating to the conduct of epidemiologic studies at an advanced level.


Demonstrate understanding of confounding, interaction, misclassification, and matching

in epidemiological studies.


Discuss and explain advanced biostatistical methods relevant for health sciences

research.

(explain, apply, interpret)

Understand and apply longitudinal / correlated data analysis methods including

generalized estimating equations and random-effects models.


Demonstrate understanding of meta-analysis, advanced survival analysis, Bayesian

philosophy and statistical evidence, factor analysis and statistical methods for molecular

/ genetic epidemiology.


Understand and apply sample-size / power calculations for study designs in health

sciences research.


Demonstrate understanding of issues associated with the analysis of large datasets.

(explain, apply)

Apply evidence-based principles to critical evaluation of health science literature.

(explain, apply)



Integrate knowledge of ethical issues involved in health sciences research into

biostatistical design, conduct, analyses and reporting of health sciences studies.

(explain, apply)

MPH in Health Promotion Critically analyze settings for health promotion.

Critically analyse strategies for fostering community, cultural and organizational change

to promote health and well-being.

Identify and explain the factors that can contribute to the transformation of individuals

so they can develop and adopt more health promoting practices.

Critically analyse the range of comprehensive health strategies that can be used to

reduce inequities, and how they can be integrated in policies and practices.

Critically analyse basic concepts, principles and theories related to health program and

policy planning and evaluation.

Discuss and explain the principles of health promotion intervention at the individual,

community, organizational and policy levels.

Explain the theoretical and methodological approaches used in addressing psychosocial

factors affecting health.

Explain the theoretical underpinnings of qualitative and community-based research

designs, (e.g. phenomenology, grounded theory, ethnography, biography and case

study) and their application in data collection, methods, analysis and design.

Describe the whole systems approach in public health and approaches to addressing the

complex of inter-relationships and components.

Critically analyze the dimensions of sustainability (human / social, economic and

physical environmental), their roles and interactions in health promoting environments,

and implications for public health action in key areas (e.g. health promoting

environments locally, global climate change).

Explain how communities build their capacities to plan and take action to improve

environments and promote health and well-being.

Critically analyze processes and strategies for building capacity for advocacy, policy

influence, and sustainable positive change.

MPH in Environmental Health

Describe and contrast the nature, characteristics and mechanisms of action of biological, chemical, radiological and physical hazards on acute and chronic disease states in humans.

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Recognize the inextricable linkages between humans and their environment (One-Health Paradigm).

Describe genetic, physiological and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards.

Describe and appraise methods or approaches for assessing, preventing and controlling environmental and occupational hazards that pose a risk to human health and safety.

Explain the general mechanisms of toxicity / infectivity in eliciting a toxic / infectious response to various environmental exposures.

Discuss and apply various risk management and risk communication approaches in relation to issues of environmental justice, equity and general public awareness.

Devise a testable model of environmental insult.

Indentify environmental health monitoring and surveillance databases useful for environmental risk assessment purposes.

MPH in Epidemiology

Understand and identify sources of bias and confounding.

(synthesis)

Identify major sources of existing health data (e.g., local, provincial / state, national and

international sources of health data).

(comprehension)

Describe conditions suitable for population screening. (comprehension)

Describe study designs for evaluation of effectiveness of screening. (analysis)

Understand the validity and reliability of screening tests (including sensitivity, specificity, predictive values). (analysis)

Recognize the importance of measurement error and types of bias that affect the

validity of screening.

(evaluation, synthesis)

Critically evaluate and synthesize relevant scientific literature, using principles of

epidemiology.

(analysis)

Evaluate one's own abilities, knowledge and skills, to know one's own professional

limitations and seek advice and assistance where appropriate.

(application)

Provide descriptive epidemiological measures of disease burden of a given condition,

including calculations of frequency, morbidity and mortality; and make appropriate



comparisons by person, place and time; calculate descriptive statistics and analyze

categorical data. This includes but is not limited to understanding the concepts of

incidence and risk, and understanding the relationships between these measures of

frequency; the ability to calculate and interpret odds ratios, risk ratios, excess risk;

proficiency in the use of appropriate statistical computer software for conducting

statistical analyses.

(analysis, synthesis)

Interpret measures of disease burden and association.

(analysis)

Understand and interpret multivariable regression and survival analysis.

(application)

Interpret research results of epidemiological studies and make appropriate inferences

based on these results; disseminate findings of epidemiological studies to a variety of

audiences.

(analysis)

MPH in Global Health

Identify the major global causes of morbidity and mortality and how health risks vary by

gender and income across regions

(knowledge)

Describe strategies to address major global causes of morbidity and mortality

(knowledge)

Describe) the impact of population growth and resource consumption on health across

world regions

(knowledge)

Describe the roles and relationships of the entities affecting global health.

(knowledge)

Describe financing of global health programs /agencies

(describe)

Demonstrate an understanding of how global trends in commerce and culture

contribute to health

(application)

Describe causes of poor maternal health and strategies to improve maternal health

globally

(knowledge)

Describe causes of poor child health and strategies to improve child health globally

(knowledge)

Explain the mechanisms for promoting public health practice standards in resource-

limited settings

(comprehension)

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Describe the causes and health outcomes of complex humanitarian emergencies and

multilayered responses to these.

(knowledge)

Describe the magnitude, causes of and strategies to reduce major global diseases e.g.

HIV/AIDS , Malaria and tuberculosis.

(knowledge)

Plan evidence-based interventions to meet international established health targets (synthesis)

Conduct situation analysis across a range of cultural, economic & health contexts (application)

Design context-specific health interventions based upon situation analysis (synthesis)

Demonstrate an understanding of healthcare delivery strategies in low-resource settings, especially the role of community based healthcare and primary care models (application)

Assist host entity in investigating existing capacity (analysis)

Describe rapid assessment methodologies (knowledge)

MPH in Leadership in Health Policy and Management Describe human resources and staffing issues.

Explain options for briefing documents for policy-makers with various mandates related

to public health and health services.

Explain planning concepts for public health organizations.

Demonstrate skills required for effective management of health-care organizations.

Demonstrate skills and aptitudes in leadership application.

Describe strategic planning process in health-care organizations.

Describe skills in managing people in a rapidly evolving, diverse environment.

Critically analyse legal problems and apply legal principles to manage risks that arise in

public health care systems.

Explain key concepts in health economics and financing.

d. A description of the manner in which competencies are developed, used and made available to students. The process by which the competencies were developed was, and remains, iterative. The School explored several methods of defining its public health competencies, including



review of the competencies set forth by Association of Schools of Public Health (ASPH), Canadian Public Health Association (CPHA) and through consideration of practices at peer institutions. Where appropriate, the health policy and management competencies were aligned with those of the Canadian College of Health Leaders (http://www.cchl-ccls.ca/default1.asp) with whom the School maintains a memorandum of understanding. The associate dean (education) oversaw the process of developing initial competencies for each degree, with particular emphasis on the MPH and MSc / PhD degrees through consultation with a competency working group and discussions with specialization areas within the School. Initial drafts were developed and discussed in detail at a faculty forum in July 2011. This preliminary set of competencies was finalized and the academic units (including streams or faculty within disciplines) provided final review. Initial drafts were developed by a working group of representatives of each of the core substantive areas. Members of the working group worked with other members of their “stream” or substantive area to list what they considered core competencies for: ALL MPH students regardless of their area of specialization; and ALL students who were specializing in their particular area of public health. The working group then reviewed the comprehensive framework for gaps and overlaps. The competency framework developed was not viewed as a reflection of current practice in teaching, but rather what we saw as the ideal curriculum competencies. The framework was revised several times before being discussed in detail at a faculty forum in July 2011. A preliminary set of competencies were defined and reviewed in the academic units and faculty streams (disciplines). The competency framework was then circulated to all faculty members and they were asked to indicate which competencies they taught, and at what level (using Bloom’s taxonomy). We therefore had a competency “map” of where each of the desired competencies was taught. From this we were better able to identify gaps ad overlaps (where the same competency was taught in more than one course). Once the competency framework had been approved by the associate dean (education), a ‘common syllabus’ was adopted and each instructor was asked to use this syllabus for the 2011-12 academic year. More time was devoted to development of the MPH competency framework (refer to Appendix 2.6a). This was because there was the need for more consultation across the School to determine what was required in each of the core areas of public health. For the MSc and PhD competency frameworks, since students are specializing in a particular area of research related to public health, it was viewed that there was less need for input across specialization areas. The School hired Sumera Consulting to interview employers of graduates and determine what competencies the employer required its employees to have as well as to determine if the competencies offered by the School met their requirements. This information was incorporated into the competency framework as it was developed by the working group. A common course syllabus has been developed and implemented for all courses in the School for the fall 2011 term. This syllabus provides students with the competencies for each course and information on how the competencies are assessed. The School has not yet made the competency framework available on the School website. There has not yet been

http://www.cchl-ccls.ca/default1.asp

http://www.cchl-ccls.ca/default1.asp

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widespread faculty development on how to articulate competencies in relation to course objectives and goals.

e. A description of the manner in which the School periodically assesses the changing needs of public health practice and uses this information to establish the competencies for its educational programs. While the development of the competency framework is recent, the School has had representatives of the public health practice community on its education committees; the Professional Degrees Committee (PDC) and the Research Degrees Committee (RDC) as well as the competency working group. The representatives provide ongoing advice on the needs of public health practice. The School will continue to receive this input. In addition, consultation with the practice community in the development of the competency framework will be repeated annually. As the Professional Degrees Committee (PDC) and Research Degrees Committee (RDC) articulate a process for annual curriculum review and revision, the School will ensure that the practice community is part of this process.


Strengths 1) The School has developed a robust set of degree and specialization competencies and is

working diligently to ensure strong linkages between the competencies and curriculum and practice learning objectives.

2) The capstone course is the culminating experience to test the achievement of key competencies and knowledge sets for MPH students.

Weaknesses 1) The expectations and the competency targets within the specialization are evolving.

2) The capstone course in its new format is in the first year of implementation; the achievement of the cohort of students has yet to graduate.

Opportunities for Improvement 1) The comprehensive process of competency development has identified several areas of

gaps (e.g. knowledge generation) and overlap.

2) The School plans to evaluate the newly developed set of competencies and evaluate the strength of the relationship between the courses, competencies, practice and post-graduate experience. Improvements will be made as appropriate.

3) The School needs to develop a clear process for annual curriculum review and revision.



2.7 Assessment Procedures. There shall be procedures for assessing and documenting the

extent to which each student has demonstrated competence in the required areas of performance.

a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies.

Monitoring

Course-based degree (MPH) Students in a course-based degree are assigned an academic advisor once they are admitted to the program. The academic advisor is essential to student’s success in the course-based master’s degree. They view graduate students as junior colleagues and have the responsibility to: Provide appropriate guidance to the student in course selection, course changes and

progress within the program.

Meet with each full-time student no less than two times in an academic year and will meet with each part-time student no less than once in an academic year.

Review and explain the rationale and review with the student any administrative and / or curricular changes that have occurred since their last scheduled meeting and any impact that such changes will, or could have, on the student's progress.

Complete progress forms on an annual basis with student agreeing to the content.

In the event of a conflict in the advisor-student relationship, discuss the issues with the student and graduate coordinator in a timely fashion.

Thesis-based degrees (MSc and PhD) Students in a thesis-based degree program are paired with a supervisor on admission to the program. The supervisor is directly responsible for the supervision of the student's program. In this capacity, the supervisor assists the student in planning a program, ensures that the student is aware of all program requirements, degree regulations and general regulations of the academic unit and Faculty of Graduate Studies and Research (FGSR); provides counsel on all aspects of the program; and stays informed about the student's research activities and progress. The supervisor is also charged with ensuring that students conduct their research in a manner that is as effective, ethical, safe and productive as is possible. The supervisor must prepare a program of studies for the student, arrange for and attend all supervisory committee meetings and examinations, ensuring that these are scheduled and held in accordance with Faculty of Graduate Studies and Research (FGSR)regulations, and must review the thesis both in draft and in final form.

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The supervisor, with the support of the home academic unit and Faculty of Graduate Studies and Research (FGSR), has the following responsibilities: Provide an environment for the student that is conducive to research and in which the

student can grow intellectually.

Provide appropriate guidance to the student on the nature of research and the standard expected, and be accessible to give advice and constructive feedback. At the beginning of the supervisory relationship, the student should be made aware in writing of the expectations held by the supervisor and the department that are not already defined in the U of A Calendar and the Graduate Program Manual.

Establish, with the student, a realistic timetable for completion of various phases of the program.

Consider a graduate student a junior colleague.

Ensure that there are sufficient material and supervisory resources for each graduate student under supervision.

Work with the student to establish the supervisory committee as soon as possible after the start of the program, and ensure that it maintains contact and formally meets at least once a year with the student.

When going on leave or an extended period of absence, ensure that the student is adequately supervised by the provision of an acting supervisor. In the case of doctoral students, this should be a member of the supervisory committee.

Ensure that the student is aware of the student's guidelines and, when necessary, assist the student in meeting these.

Set up committee meetings and examinations after consultation and with full knowledge of the student.

Maintain open communication with the student concerning any problem, and in the event of a conflict in the supervisor-student relationship, discuss the issues with the student and graduate coordinator in a timely fashion.

Assessment Faculty members measure the performance of students in coursework using a range of assessment methods, including exams, case studies, team projects, project papers, leadership and leading change case and self-analysis papers, research of policy papers, presentations, class discussions and others. As of the fall of 2011, the course syllabus and learning objectives will be tied to the core and program competencies. At the end of each course, students complete the Instructor Designed Questionnaire (IDQ) course evaluation. Two of the questions on the Instructor Designed Questionnaire (IDQ) address whether the course objectives were clear and whether the student increased their knowledge and skills in the subject matter. Graduate students in the MPH program complete a project or capping exercise course that assesses core knowledge and skills, as well as ability to use the core concepts of public health in a practical fashion. Students in the practicum are evaluated by their preceptors,



who are asked to evaluate the extent to which the student exhibits a mastery of the competencies identified in the student’s area of concentration. MSc students are required to successfully defend their thesis research before their supervisory committee, with an external examiner included in the final oral examination committee. Doctoral students are required to complete a candidacy exam which includes a take-home exam and oral defense with the questions on the take-home exam developed by the student’s supervisory committee. The exam reflects the core competencies and the research area of the student. Doctoral students are also examined by a final oral examining committee for a thesis defense which focuses on the student’s research and the identified competencies. The School monitors the cumulative GPA of students at graduation by program area, as well as graduation and job placement rates, and continuously seeks to improve those measures. Following graduation, the graduating student survey provides an opportunity for recent graduates to rate their level of satisfaction with the academic preparation provided of the School.

b. Identification of outcomes that serve as measures by which the School will evaluate student achievement in each program, and presentation of data assessing the School’s performance against those measures for each of the last three years. Please refer to page 100 for the outcome measures by which the School evaluates student achievement.

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Five-Year Target Monitoring and Feedback

Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11 2011-12



(Education) Annual 3.51 3.52 3.41 3.56

Award and scholarship

funding per student $7500/ per student FGSR data system

Associate Dean

(Education) Annual $2,861 $4,003 $4,167

Not

available

Time to completion

(MPH, MSc, PhD)

Min/Max (yrs)

MPH = 1.5/6.0

MSc = 3.0/4.0

PhD = 5.0/6.0

Education Office Associate Dean

(Education) Annual

Average (yrs)

MPH =2.6;

MSc = 3.4;

PhD =4.6

Average (yrs)

MPH =2.1;

MSc = 3.6;

PhD = 4.8

Average (yrs)

MPH =2.3;

MSc = 3.3;

PhD = 6.5

Not

available

Job placement rates within 12 months of graduation (sectors, full-time, part-time)


(Education) Annual 9/11 = 82% 16/17 = 94%

Not available

Not available



c. If the outcome measures selected by the School do not include degree completion rates and job placement experience, then data for these two additional indicators must be provided, including experiential data for each of the last three years. If degree completion rates, in the normal time period for degree completion, are less than 80%, an explanation must be provided. If job placement, within 12 months following award of the degree, is less than 80% of the graduates, an explanation must be provided Degree completion rates and job placement experience are provided above for Criterion 2.7b.

d. A table showing the destination of graduates by specialty area for each of the last three years. The table must include at least a) government (state, local, federal), b) nonprofit organization, c) hospital or health care delivery facility, d) private practice, e) university or research institute, f) proprietary organization (industry, pharmaceutical company, consulting), g) further education, h) non-health related employment, or I) not employed.

Table 2.7d Destination of Graduates by Program Area in 2008-09 to 2009-10 (Template D)

Government

Non-profit

Health Care

Private Practice

University/ Research

Proprietary Further Education

Non-Health Related

Not Employed

# % # % # % # % # % # % # % # % # %

2008-09 MPH/Clinical Epidemiology

2 100

MPH/ Environmental and Occupational Health

1 25 1 25 1 25 1 25

MPH/ Global Health

1 50 1 50

MPH/ Health Policy and Management

1 50 1 50

MPH/ Public Health Leadership

1 50 1 50

MSc/ Global Health

1 100

MSc/ Health Promotion

2 29 2 29 3 42

PhD/ Epidemiology

1 100

PhD/ Public Health Sciences

1 100



Table 2.7d Destination of Graduates by Program Area in 2008-09 to 2009-10 (Template D) Govern

ment Non-profit

Health Care

Private Practice

University/ Research

Proprietary Further Education

Non-Health Related

Not Employed

# % # % # % # % # % # % # % # % # %

2009-10 MPH/ Applied Biostatistics

1 100

MPH/ Epidemiology

2 100

MPH/ Global Health

1 33 1 33 1 33

MPH/ Health Policy and Management

2 100

MPH/Health Promotion

1 20 1 20 3 60

MPH/ Public Health Leadership

1 100

MSc/Clinical Epidemiology

1 100

MSc/ Epidemiology

2 67 1 33

MSc/ Global Health

1 100

MSc/ Health Promotion

2 33 3 50 1 17

PhD/ Epidemiology

1 33 2 67

Data in the above table was calculated by academic year September to April. *Graduates for 2010-11 will be surveyed 12 months from graduation.

e. In public health fields where there is certification of professional competence, data on the performance of the School’s graduates on these national examinations for each of the last three years. Canada does not have a national examination for certification of professional competence in public health fields. The Canadian College of Health Leaders offers the Certified Health Executives (CHE) designation. This is not required, but is optional for those who would like to attempt to obtain this certification. The School has a formal agreement with Certified Health Executives (CHE) to enable students in the School to use some of their academic activities towards their certification.



f. Data describing results from periodic assessments of alumni and employers of graduates regarding the ability of the School’s graduates to effectively perform the competencies in a practice setting. In the spring of 2011, Sumera, a consulting firm, was contracted to interview alumni and employers with regard to graduates’ ability to perform a set of competencies in a practice setting. A modified version of the competency framework developed by Association of Schools of Public Health (ASPH) was used in the survey. We have since refined our competencies and the refined version will be used in subsequent surveys. The alumni survey was sent to 270 alumni. Employers were asked to describe their

expectations regarding skill levels in specific competency areas, and rate the skill level that

graduates possess. They were also asked to identify ways the School can work with them to

ensure that graduates and other staff have the competencies required for success in their

field. Summary results of the employer interviews are in the table below.

Competency Skill Level of Graduates Observed by Employers

Below Expectations

(%) At (%)

Above Expectations (%)

Communications 33.3 16.7 50.0

Diversity and Culture 33.3 22.2 44.4

Leadership 36.4 18.2 45.5

Public Health Biology 10.0 50.0 40.0

Professionalism 41.4 8.3 50.0

Program Planning 18.2 45.5 36.4

Systems Thinking 16.6 58.3 25.0

Collaboration 16.6 25.0 58.3

Employers who were invited to participate in an interview were selected on the basis of their relationship with students or graduates. All interview participants had either supervised the capstone project of a team of students, or had hired and / or supervised one or more graduates of the School. Employers were asked to (1) describe their expectations regarding skill levels in specific competency areas, (2) rate the skill level that graduates possess, and (3) comment on their choices. They were also asked to identify ways the School can work with them to ensure that graduates and other staff have the competencies required for success in their field.



Overall, employers were selected to represent a broad range of disciplinary specialty. This can be summarized as follows:

Discipline Number of Employers Interviewed

(by discipline)

Biostatistics 1

Environmental Health Sciences 2

Epidemiology 2

Health Policy and Management 2

Health Social Sciences 5

No disciplinary specialty 1

Total 13


Strengths 1) Implementing graduating and alumni surveys has instituted a formal mechanism for

monitoring some aspects of progress in meeting graduates expectations.

2) The School has recently combined the Public Health Sciences and Health Promotion Studies alumni associations, which will strengthen the involvement and monitoring of the graduates.

Weaknesses 1) The School has not solidified how it will obtain feedback from public health employers

to assess the performance of its graduates.

Opportunities for Improvements 1) The School will work to ensure that it engages the public health employers of its

graduates by hosting an annual review of the competencies for each specialization with feedback from the employers consulted incorporated into the competency framework.



2.8 Other Professional Degrees. If the School offers curricula for professional

degrees other than the MPH or equivalent public health degrees, students pursuing them must be grounded in basic public health knowledge.

a. Identification of professional degree curricula offered by the School, other than those preparing primarily for public health careers, and a description of the requirements for each. Not applicable.

b. Identification of the manner in which these curricula assure grounding in public health core knowledge. If this means is common across these other professional degree programs, it need be described only once. If it varies by program, sufficient information must be provided to assess compliance by each program. Not applicable.

c. Assessment of the extent to which this criterion is met. Not applicable.



2.9 Academic Degrees. If the School also offers curricula for academic degrees, students

pursuing them shall obtain a broad introduction to public health, as well as an understanding about how their discipline-based specialization contributes to achieving the goals of public health.

a. Identification of all academic degree programs, by degree and area of specialization. The instructional matrix may be referenced for this purpose. The MSc thesis-based programs are designed to enhance students’ research knowledge and skills.

Table 2.9a (i) MSc programs in the School of Public Health

Programs Full Time Part Time Campus Clinical Epidemiology • • •


• • •

Epidemiology • • •

Global Health • • •

Health Policy Research

• • •

Health Technology Assessment

• • •

Occupational Health • • •

Health Promotion • • •

These thesis-based programs will prepare students for an independent career in applied research or academia. Graduates develop the skills and capacity to generate new knowledge in the field of public health.

Table 2.9a (ii) PhD programs in the School of Public Health

Programs Full Time Part Time Campus Epidemiology • • •

Health Promotion and Socio-Behavioral Sciences

• • •

Health Services and Policy Research

• • •

Public Health • • •

Candidacy

An important element of the doctoral program is completion of the candidacy examination. The overarching purpose of the candidacy examination is to determine whether students are adequately prepared to continue their doctoral studies and are qualified to proceed with their PhD thesis research. PhD Candidacy Examination Guidelines include information about the examination format,

recommended timelines, roles and responsibilities of student, supervisor and examination

committee.

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_clin_epi.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_env_hlth_sci.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_env_hlth_sci.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_epi.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_glob_hlth.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_hpr.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_hpr.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_hta.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_hta.aspx

http://www.publichealth.ualberta.ca/programs/phd_programs/~/media/publichealth/Student%20Resources/Forms%20Cabinet/guidelines_phd_candidacy_exam.ashx



Thesis Research Proposal

Doctoral thesis research should be based on a well formulated research proposal. At the

time of admission, students should have a clear statement of purpose for their research

area, but it is not expected that the full methodological detail will have been considered.

It is expected that the thesis research proposal will be developed by the student in

consultation with their supervisory committee. The candidacy examination is the

mechanism to evaluate the quality of the research proposal and the ability of the student to

conduct the proposed research. As such, the evaluation of the research proposal by the

external examiners is an important quality assurance mechanism to enhance the quality of

thesis research and doctoral training provided within the School of Public Health.

Final Oral Examination

An examination committee consists of a chair, members of the supervisory committee and

at least two other examiners, including one from outside the University of Alberta. The

Examination Committee read the thesis and conducts the final oral examination.

The Examination Committee chair will be a faculty member from the School of Public Health

who is not a member of the student’s supervisory committee. The role of the chair is to

ensure the final oral examination is conducted in accordance with the guidelines of the

Faculty of Graduate Studies and Research.

b. Identification of the means by which the School assures that students in research curricula acquire a public health orientation. If this means is common across the School, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program. All MSc students in PHS programs (clinical epidemiology, environmental health sciences, epidemiology, global health, health policy research, health technology assessment and occupational health) are required to complete 1) a graduate course in the fundamentals of public health (PHS 505), 2) a graduate course in epidemiology methods (PHS 596) and 3) a graduate course in biostatistics (PHS 598/SPH 531). The MSc students in health promotion are required to complete 1) a graduate course in the determinants of health (SPH 501), 2) a graduate course in the fundamentals of epidemiology (SPH 597) and a graduate course in Biostatistics (SPH 531). The core competencies for the MSc students in health promotion students do not include the areas of biological factors and health related policy. Many other opportunities for exposure to important public health content are available in required specialization courses and elective courses. This is shown in the competency framework with the courses listed for each competency. The members of the Research Degrees Committee (RDC) committee undertook identification of core and specialization competencies for research degree students (MSc and PhD) and the resulting competency framework for MSc and PhD students is provided in Appendix 2.9b (i) and Appendix 2.9b (ii). The competency framework was approved by the Research Degrees Committee (RDC). The MSc specialization competencies can be found in Appendix 2.9b (iii). Competency Framework Workshops will be organized for the instructors



and supervisors of MSc and PhD students in the Spring/Summer of 2012 to confirm i) that current core and specialization competencies are applicable for all specializations, ii) that essential skills and abilities are addressed, iii) that each competency directly prepare the students to achieve the expected graduating characteristics and iv) the competencies covered by each course. These workshops will be delivered by the Centre for Teaching and Learning, University of Alberta. A draft plan for the workshop is seen in the Appendix 2.6c. The subject areas covered in PHS 505 are:

Health care and public health systems; Health workforce: organization of health care and public health systems: costs, quality, and access to health-care and public health services.

Essential communication and presentation skills; Essentials of communication skills: use and misuse of audio-visual presentations.

Public health assessment and analysis; Evidence-based approach to public health has four components: problem, cause, recommendations, implementation.

Health promotion; Public health communications and informatics can be effective tools for influencing health behaviour, communicating information on risk, communicating evidence-based public health recommendations. Methods for changing health behaviour require the complementary approaches of public health, clinical care, and social interventions including use of health communications methods.

Health Protection / Healthy Public Policy History, philosophy and literature of public health reflect broader social influences and movements that influence our view of health.

Chronic disease prevention; Increasingly the predominant impact on mortality and morbidity is from chronic mental and physical conditions reflecting the epidemiological and demographic transitions occurring as countries experience social and economic change.

Injury control; Highlight of the epidemiology of injuries and the injury control strategy in dealing with the issue.

Basic principles of global health; Progress in the improvement of health status, over the last 50 years in many countries, in the substantial increase in life-expectancy as a result of overall economic development and improvements in income.

Partnerships, collaboration and advocacy: Tobacco What advocacy is primarily using tobacco control as an example, combining theory and practice to understand the world of health advocacy.

Health surveillance; Approach includes efforts to define the problem, establish the cause, develop evidence-based recommendations for interventions, and implement and evaluate the impact of strategies for addressing the problem.



Public health leadership and professionalism; Personal and social responsibility, including civic knowledge and engagement (local and global), intercultural knowledge and competence, ethical reasoning and action, foundations and skills for lifelong learning

Critical and creative thinking / knowledge translation Highlights of public health issues and the rapidly expanding domain of knowledge translation will be addressed using examples from around the world.

Many other opportunities for exposure to important public health content are available in required specialization courses and elective courses. The School undertook the identification of core competencies for research degree students (MSc and PhD) in the same manner as described in Criterion 2.6 (a-e). The resulting competency framework for MSc and PhD students is provided in Appendix 2.9b (i) and Appendix 2.9b (ii).

c. Identification of the culmination experience required for each degree program. If this is common across the School’s academic degree programs, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program. Students will successfully complete and defend a thesis on a research topic in the program area, defined in consultation with the student’s supervisory committee. The scope and quality of the thesis should normally be appropriate to form the basis for a refereed journal publication. A master's thesis should reveal the candidate is able to work in a scholarly manner and is acquainted with the principal works published on the subject of the thesis. As far as possible, it should be an original contribution. All students in an MSc degree will defend their thesis at a final oral examination. The purpose of the Final Oral Examination is to test the candidate’s knowledge of the thesis subject and of related fields. The decision of the examining committee will be based both on the content of the thesis and on the candidate’s ability to defend it. The Faculty of Graduate Studies and Research provides guidelines for the thesis and dissertation and these are found at the following website page: http://www.gradstudies.ualberta.ca/degreesuperv/thesis/prepare.htm

d. Assessment of the extent to which this criterion is met. The School offers MSc degrees in clinical epidemiology, environmental health sciences, epidemiology, global health, health policy, health technology assessment, occupational health and health promotion.

Strengths 1) The School has many faculty members that are research intensive (75% research).

2) MSc students are required to meet graduate school requirements for degree completion and culminating experience.

http://www.gradstudies.ualberta.ca/degreesuperv/thesis/prepare.htm



3) The School has eight competency-based MSc curricula designed to provide graduates with both practical and academic skills to permit them to enter either the work force or to continue with further research education.

4) Each degree assures a public health orientation among students in research curricula through a clearly defined core public health competency framework specific to research degree programs.

Weaknesses 1) Unlike the PhD program, the MSc program has not yet undergone rigorous review of

core / required courses.

2) Supervisory requirements have not been clearly communicated to faculty.

Opportunities for Improvement 1) There is a need to address gaps identified in the competency development process. This

will be accomplished through continuous assessment and improvement of curricula.

2) The School has yet to develop alternative study formats (e.g. intensives, modularization) in response to student requests to improve flexibility of student programming.

3) The School is in the process of ensuring minimal standards of supervisory performance. Guidelines are being developed, along with orientation / training sessions for new faculty. Discussion is ongoing about adding student progress reports to faculty annual reporting to gain a metric of supervisor quality.

4) Evaluation strategies to assess level of preparedness of research graduates has yet to be developed.



2.10 Doctoral Degrees. The School shall offer at least three doctoral programs that are

relevant to any of the five areas of basic public health knowledge.

a. Identification of all doctoral programs offered by the School, by degree and area of specialization. The instructional matrix may be reference for this purpose. If the School is a new applicant and has graduates from only one doctoral program, a description of plans and a timetable for graduating students from the other two doctoral programs must be presented, with university documentation supporting the School’s projections.

The school offers PhD programs in epidemiology, health promotion and socio-behavioural sciences, health services and policy research, and public health. These thesis-based programs will prepare students for an independent career in applied research or academia. Graduates develop the skills and capacity to generate new knowledge in the field of public health. PhD specialization competencies can be found in Appendix 2.10a.

Specialization Number of

Students

Mean Years Expected

Completion Time (Min, Max)

Epidemiology 8 4.8 (4,6)

Health Promotion &

Socio-behavioural Sciences 4 5 (5,6)

Health Services & Policy Research 5 5 (5,6)

IntD Nursing & Public Health

Sciences 1 5

IntD Math & Public Health Sciences 1 4

Public Health 6 4.5 (4,5)

Public Health Sciences 19 5.5 (3, 7)

Table 2.10a Doctoral Degrees Programs Full Time Part Time Campus

Epidemiology • • •

Health Promotion and Socio-behavioural Sciences

• • •

Health Services and Policy Research

• • •

Public Health • • •

Students enrolled in doctoral programs have six years from the date of first registration to complete all of their degree requirements.

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_clin_epi.aspx

http://www.publichealth.ualberta.ca/programs/msc_programs/msc_glob_hlth.aspx



b. Data on the number of active students in each doctoral degree program as well as

applications, acceptances, enrollments and graduates for the last three years.

Table 2.10b Quantitative Information on Applications, Acceptances and New Enrolments in each Doctoral Program by Year PhD Program Academic Year

2008-09 Academic Year



2011-2012 Epidemiology Applied 1 2 4 3

Accepted 1 1 1 2

Enrolled 1 1 1 2

Graduated 0 1 1 0

Health Promotion / Socio-behavioural

Applied 0 2 7 2

Accepted 0 0 2 2

Enrolled 0 0 2 2

Graduated 0 0 0 0

Health Services / Policy Research

Applied 0 1 5 1

Accepted 0 1 0 0

Enrolled 0 1 0 0

Graduated 0 0 0 0

Public Health Applied 0 0 11 3

Accepted 0 0 4 1

Enrolled 0 0 4 1

Graduated 0 0 0 1

Public Health Sciences*

Applied 23 12 2 0

Accepted 8 6 0 0

Enrolled 8 5 0 0

Graduated 2 2 2 1

Data in the above table was calculated by academic year September to April. *Public Health Sciences is the PhD degree that existed prior to 2010

c. Assessment of the extent to which this criterion is met. The School offers PhD programs in epidemiology, health promotion and socio-behavioural sciences, health services and policy research, and public health.

Strengths 1) The School has many faculty members that are research intensive (75% research).

2) PhD students are required to meet graduate school requirements for degree completion and culminating experience.

3) The School has a competency framework for doctoral curricula designed to provide graduates with both practical and academic skills to permit them to enter either the work force or join an academic institution.

4) All PhD students are required to take three unifying seminar courses in knowledge translation, scientific communication and advanced research methods in public health.



Weaknesses 1) The PhD course load (minimum eight courses) plus thesis may be perceived as too heavy

in the Canadian context.

2) Supervisory requirements have not been clearly communicated to faculty.

Opportunities for Improvement 1) The doctoral program restructuring is relatively new. There have not been opportunities

to assess competence of graduates.

2) Survey program alumni and their employers and use assessment findings to continuously improve the quality of program offerings.

3) The School is in the process of ensuring minimal standards of supervisory performance. Guidelines are being developed, along with orientation / training sessions for new faculty. Discussion is ongoing about adding student progress reports to faculty annual reporting to gain a metric of supervisor quality.

4) Evaluation strategies to assess level of preparedness of research graduates has yet to be developed.



2.11 Joint Degrees. If the School offers joint degree programs, the required curriculum for the

professional public health degree shall be equivalent to that required for a separate public health degree.

a. Identification of joint degree programs offered by the School and a description of the requirements for each. Not applicable.

b. Assessment of the extent to which this criterion is met. Not applicable.



2.12 Distance Education or Executive Degree Programs. If the School offers degree

programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these programs must a) be consistent with the mission of the School and within the School’s established areas of expertise; b) be guided by clearly articulated student learning outcomes that rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the School and university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the School offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication, and student services. The School must have an ongoing program to evaluate the academic effectiveness of the format, to assess teaching and learning methodologies and to systematically use this information stimulate program improvements.

a. Identification of all degree programs that are offered in a format other than regular, on-site course sessions spread over a standard term, including those offered in full or in part through distance education in which the instruction and student are separated in time or place or both. The instructional matrix may be reference for this purpose. Students enrolled in the MPH program with a specialization in health promotion may complete part or all of their course work at a distance through the e-learning mode.

Table 2.12a Course Sequencing for Distance Education Programs Degree Year / Term Course

MPH in Health Promotion Year 1 / Fall SPH 501

Year 1 / Winter SPH 531

Year 2 / Fall SPH 597

Year 2 / Winter HPS 508

Year 2 / Spring Elective

Year 3 / Fall HPS 505

Year 3 / Winter SPH 514

Year 3 / Spring Elective



Year 5 / Fall HPS 603





b. Description of the distance education or executive degree programs, including an explanation of the model or methods used, the School’s rationale for offering these programs, the manner in which it provides necessary administrative and student support services, the manner in which it monitors the academic rigor of the programs and their equivalence (or comparability) to other degree programs offered by the School, and the manner in which it evaluates the educational outcomes, as well as the format and methodologies. All students are encouraged to attend the Orientation Day(s) in September with a combined campus and distance student 1st day and a distance student additional 2nd day. Distance students are then not required to return to campus for the remainder of their degree, they are in contact with the academic advisor for distance students on a regular basis. All eLearning courses have the same curriculum and expectations as courses delivered on campus. The MPH in health promotion specialization is a 42-credit program which includes all MPH core courses and two electives.

Method Used All courses offered via an e-learning or Internet-based mode are delivered using a Learning Management System (LMS) that is centrally supported by the University of Alberta and known as “eClass”. From 1998 to the present, the School has used WebCT / Blackboard / Vista software as the LMS. In 2012, as part of a University of Alberta-wide transition, the School will shift to Moodle software. The majority of teaching / learning communication is in text, using computer mediated conferencing (CMC). Also used is Elluminate, a free, centrally supported, multi-media live conferencing tool known as eClass Live to instructors and students.

Rationale The School’s eLearning courses provide access to high-quality educational opportunities for students unable to attend the traditional academic offerings on campus. They meet the needs of working professionals seeking advanced training and credentials, and health systems across Canada seeking to build capacity to deliver public health services more effectively. All of the MPH core courses (SPH 500, 501, 514, 531 and 597) were available by distance as of September 2010.

Administrative and Student Support The administration of the distance education program resides under the associate dean (education). Dr. Eugene Krupa, program advisor and eLearning specialist serves as the academic advisor for all the distance students in Health Promotion Studies as well as the faculty resource person for setting up eLearning courses and supporting instructors. Consistent with campus-based programs, new students are oriented through an on-line, non-credit course; in-person sessions at the University of Alberta in September; and follow-up sessions through the first term to address specific topics as students have a need to know about them. As with campus students, eLearning students and academic advisors communicate and review program planning decisions on an annual basis and as needed. Instructors are trained individually as needed, but also linked with other instructors, campus supports, and eLearning resource people in the SPH eLearning Network.



Academic Rigour Admission to the distance program requires the same process and procedure as applying to the campus-based program. The selection criteria and standards of qualifications are also the same. All on-line courses have the same expectations of student performance and evaluation methods and standards as the campus-based courses. Courses have the same learning objectives, syllabi and competencies. All on-line courses are taught by regular faculty members or adjuncts approved by the department / centre to teach graduate course. Distance-based students are required to register in HPS 513 which is the same course for campus-based students. There is no difference in the requirements for the completion of this course for distance vs. campus students. The methods used to measure the quality of the distance education offerings include Instructor Designed Questionnaire (IDQ) evaluations for each course at the end of the term.

c. Assessment of the extent to which this criterion is met.

Strengths 1) The School has an established high-quality eLearning education program for the MPH in

health promotion degree, including core, specialization and elective courses.

2) This program has attracted students from rural and urban areas across Canada.

3) Delivery of the MPH via eLearning has created access for many learners who wish to pursue a degree program or coursework while continuing to work and live in their communities, or would otherwise be unable to access a graduate degree program in public health.

4) eLearning and on-campus formats are evaluated using equivalent measures.

5) Practitioners instruct many of the eLearning course offerings.

Weaknesses 1) Course sequencing can be a problem since all courses are not available in every term.

2) Equivalency in course content for eLearning and campus courses needs to be ensured, and adherence to the newly created competency framework for eLearning courses needs to be developed.

Opportunities for improvement 1) Additional courses are being developed to enhance the options available to distance

students.

2) We are improving remote access to on-campus learning events and meetings.

Criterion 3.0 Creation, Application and Advancement of Knowledge

CRITERION 3.0 – CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE


3.0 Creation, Application and Advancement of Knowledge 3.1 Research. The School shall pursue an active research program, consistent with its mission,

through which is faculty and students contribute to the knowledge base of the public health disciplines, including research directed at improving the practice of public health.

Introduction The School has emerged as a leader in Canadian public health research. Contributions to the peer-reviewed scientific literature, as well as services provided to a variety of peer-reviewed grant committees and disciplinary societies, are built on the productive research programs of the School’s primary faculty members. These efforts are supported by research-intensive PhD and MSc students, postdoctoral fellows, and a large cadre of jointly-appointed, cross-appointed and adjunct faculty members drawn from other faculties at the University of Alberta and from communities of public health practice. The School is a hub for methodological work and research training in biostatistics, community-based participatory research, and health law and policy. Collectively, these traditional academic activities contribute to the academic public health community at the University of Alberta, the Province of Alberta, across Canada and around the world. A distinctive feature of the School – within the University of Alberta and across Canada – is its formal commitment to engaged research, which is activities designed to link knowledge creators and non-academic users of public health knowledge. Primary faculty members within the School are evaluated on how effectively they create and maintain functional working relations with non-academic public health stakeholders outside the University of Alberta. The School has entrenched this within its Faculty Evaluation Committee (FEC) guidelines, as an expression of the principle that the research activities of a University of Alberta faculty member should be evaluated for their relevance to public health programs, policies and services, as well as to the scientific community. In this regard, the School is the first faculty at the University of Alberta to formally recognize and reward effective engagement with non-academic interests and agendas in Faculty Evaluation Committee (FEC) deliberations. In addition, the School is home to 10 longstanding research platforms that have built effective working relationships with knowledge users in a wide variety of governmental and non-governmental ministries, agencies and organizations. These research platforms are complemented by a suite of professional development service activities, designed to enhance capacity in the public health workforce through continuing education. Collectively, these innovative activities link creators and users of knowledge across all areas of public health and at local, provincial, regional and national levels.



a. A description of the School’s research activities, including policies, procedures and practices that support research and scholarly activities.

Overview Research productivity in the School is built on a foundation of individual faculty members’ research programs. The School is home to 37 primary faculty members1, whose research programs span the five core disciplines underlying public health: epidemiology, biostatistics, health promotion and socio-behavioural aspects of health, health policy and management, and environmental / occupational health. In addition, some 91 jointly appointed, cross-appointed and adjunct faculty members representing a diverse mix of academics and public health practitioners contribute to School research activities. Appendix 3.1c (Template E), provides a detailed overview of research funding received by primary faculty members in the School. Since its inception, the School has consistently been the most productive of all small faculties at the University of Alberta in terms of total revenue received from grants and contracts. In the 2010-11 fiscal year, the School collectively generated over $13,000,000 in research revenue from competitive grants and contracts, participated in over 150 distinct research projects as principal and co-investigators, published over 175 articles in peer reviewed academic journals, and engaged non-academic stakeholders of research in more than 200 distinct knowledge transfer and exchange activities (e.g., presentations, briefings, plain-language documents and other activities) designed to link public health research with non-academic users of knowledge. The School also participates in a variety of initiatives designed to build capacity for public health research at the University of Alberta and at local and regional levels, including:

Participation in Campus Alberta Health Outcomes and Public Health, an Alberta-wide consortium that facilitates collaborative research across Alberta on health services, population and public health, with representation from the University of Alberta’s Faculty of Medicine and Dentistry (FoMD), the Calgary Institute of Population and Public Health, and the University of Lethbridge.

Representation as a distinct faculty at the Interdisciplinary Health Research Academy, a university-wide initiative designed to enhance cross-faculty health research collaboration and the creation of links to non-academic health stakeholders in government and in local and regional communities.

Participation as a distinct faculty at the University of Alberta Health Sciences Council, a consortium of six health sciences faculties designed to enhance cross-faculty and cross-disciplinary collaboration in health research and education.

Participation in a variety of campus-wide activities (e.g., training seminars on grant writing and the peer review process) designed to enhance success of University of Alberta researchers in applying for peer-reviewed funding from the Canadian Institutes of Health Research.

1 These are School faculty members listed in Table 4.1a who report to the School’s Faculty Evaluation Committee

(FEC). Performance feedback for this section was calculated based on primary faculty members only.



Methodological strengths and contributions. The School is well-known for its expertise in biostatistics, community-based participatory research, and health law and policy. The School makes important contributions to academic public health scholarship and engagement with non-academic public health stakeholders in each of these methodological areas. Primary faculty members with expertise in biostatistics include Drs. Yasui, Senthilselvan, Jhangri, Dinu, and Yuan. Collectively, these faculty members have published 25 methodological and 200+ collaborative research papers in the past five years (all peer-reviewed) and were involved as a PI or a co-applicant in 10 methodologically-focused research grants and over 40 collaborative research grants funded by the Canadian Institutes of Health Research and the US National Institutes of Health. This group’s expertise is highly valued, as indicated by numerous research collaborations across the University of Alberta, linking the School with various departments of the faculties of Medicine and Dentistry, Science, Nursing, Rehabilitation Medicine, and Physical Education and Recreation. Outside of the University of Alberta, productive working relationships exist with academics at the University of Calgary, University of Lethbridge, University of Saskatchewan, University of British Columbia, Acadia University, University of Waterloo, Harvard University, University of Washington, Makarere University (Uganda), University of Tokyo (Japan), University of Pompeu Fabra (Spain) and Prince of Songkla University (Thailand). The School’s biostatistical contributions include close research collaborations with the Glenrose Rehabilitation Hospital, Royal Alexandra Hospital, St. Jude Children’s Research Hospital, Dana Farber Cancer Center, Fred Hutchinson Cancer Research Center, MD Anderson Cancer Center, City of Hope Comprehensive Cancer Center, Aichi Cancer Center (Japan) and Catalan Institute of Oncology (Spain). Non-academic stakeholders and knowledge users linked to the School expertise in biostatistics include Alberta Health Services; Alberta Health and Wellness; Community-University Partnership for the Study of Children, Youth, and Families; Canadian Institutes of Health Research (CIHR) Youth Connection Program; Kabarole Health Department (Uganda); and TB / HIV Research Foundation (Thailand).

The School is also home to a thriving group of scholars using community-based participatory research, with several primary faculty members (Drs. Springett, Raine, Jardine, Nykiforuk) making this approach a centrepiece of their research programs. Although the research areas differ among these primary faculty members (health inequities, chronic disease prevention, risk communication and human geography, respectively), collectively this group is committed to working closely with practice, policy, advocacy and communities to devise practical interventions designed to enhance non-academic community capacity to take action on population health determinants. Collectively this group has engaged with a wide range of municipal and community interest groups, including Aboriginal communities within Alberta and the Northwest Territories at local neighbourhood, municipal, provincial and national levels, as well as policy and practitioners within Alberta Health Services (AHS), Alberta Health and Wellness (AHW) and a range of different organizations that impact on the social determinants of health such as education, recreation services and housing. The group is also working both locally and internationally on theoretical and methodological underpinnings of this approach to research while also providing training in this area. The health services research contribution is led by Dr. Menon, with his Health Technology and Policy Unit (HTPU). Research interests focus on the development and application of methods for eliciting social values to inform resource allocation decisions in health care.



These methods include both qualitative and quantitative techniques that incorporate consideration of opportunity costs and trade-offs that need to be made in an environment of unlimited demands and limited resources. They stem from fields such as economics, psychology, political science and sociology, and span choice-based techniques and methods commonly applied in participatory action research. Specifically, the interest is in examining the validity and comparability of these methods and how they may be used or modified to capture information on the broader value of health services to society and individual patients. The School has a nationally recognized expert in knowledge translation and engaged scholarship in Dr. Bowen. Dr. Bowen represents the School with Alberta Innovates – Health Solutions (AI-HS), and on significant national panels [such as Canadian Institutes of Health Research (CIHR) and the National Collaborating Centres for Public Health], at scientific meetings and other activities that give the School a high profile in this area. The School‘s vibrant health law and policy group includes Drs. Bubela and Caulfield. The group's empirically-based and interdisciplinary research focuses on ethical conduct of research, health regulation, health research metrics, intellectual property and health law and policy in a global context, commercialization of health research, introduction of new technologies into health systems, research environment for disruptive health technologies, and impacts of communications about health research among stakeholder groups, including media, publics, biomedical researchers and institutions, industry, policy makers, government agencies and politicians. The group has expertise in mixed-methods research approaches, employing both qualitative and quantitative methods. Qualitative methods include content and discourse analysis, legal analysis, semi-structured interviews, consensus workshops and focus groups. Quantitative methods include surveys, social network analysis, large-scale visualizations of keywords, bibliometrics and statistical modeling. The group has consulted widely nationally and internationally with government agencies [e.g., Health Canada, Public Health Agency of Canada (PHAC), Canadian Intellectual Property Office, Alberta Innovates - Health Solutions (AI-HS)], funding agencies [e.g., Canadian Networks of Centres of Excellence, Canadian Institutes of Health Research (CIHR), the Welcome Trust, the National Institutes of Health], and International Research Organizations (e.g., International Society for Stem Cell Research, Innovative Medicines Initiative). The group is highly active with the media (e.g., Science Media Centre) and has been engaged in many public activities, for example science cafes and other public events.

Research Policies, Procedures and Support The School has implemented a combination of policies, procedures and practices designed to ensure a high level of productivity and accountability for research activities undertaken by faculty members and students alike. University of Alberta. As a distinct faculty at the University of Alberta, research administration in the School is guided by the University of Alberta’s Research Administration Procedures (Roles and Responsibilities) document. This document was created in September 2002 in response to a monitoring review by the Canadian tri-council funding agencies in order to clearly identify research administration roles and responsibilities for all the relevant parties [e.g., researchers, faculties, research facilitators, Research Services Office (RSO), and financial services]. This research procedure can be found on the U of A Policies and



Procedures Online (UAPPOL) at https://www.conman.ualberta.ca/stellent/groups/public/@research/documents/procedure/pp_cmp_057156.hcsp. The policies and procedures specifically for financial management at the University of Alberta are described in Financial Service’s Guide to Financial Management, which can be found at http://www.financial.ualberta.ca/GuideToFinancialManagement.aspx. The Guide is a central repository for financial policies, procedures, supplemental information and training materials to assist units in meeting their financial management and stewardship responsibilities. It is intended for use by financial administrators in academic and central services units. The Guide sets out the purpose and objectives of financial management within a framework of relevant functions or business processes. For all administrators, this guide serves as a benchmark in evaluating the financial administration of their units. The Guide is organized as follows: 1) business framework and financial system, 2) general financial information, 3) specific business processes, 4) specific fund management, and 5) other specialized topics. The general philosophy of financial administration of research grants at the University of Alberta is for oversight processes to occur at the researcher / PI level as much as possible (i.e., a decentralized system); faculties and departments are mandated with a significant review role as internal control. The University of Alberta does, however, perform periodic sampling and review of expenditures with the Travel Claims unit, Research Services Office, Financial Services and Internal Audit. In 2009, the University of Alberta’s Research Services Office (RSO) implemented PeopleSoft Grants and Contracts modules, administrative support technology to combine pre-award activities for research grants and contracts with post-award fiscal management functionality, thereby ensuring greater administrative control of research funding at the University of Alberta and facilitating the provision of more research grant and contract information to the broader research community. The University of Alberta is the first post-secondary institution in Canada to fully implement these two PeopleSoft modules. School Research Facilitator. Research facilitators are faculty-based extensions of the University of Alberta’s Research Services Office (RSO). These facilitators are appointed to each faculty at the University of Alberta, and according to the 2005 Canadian tri-council funding agency report, the research facilitator initiative is cited as an example of a best practice in the area of research administration. A 0.5 FTE research facilitator has been specifically assigned by the University of Alberta to support the School. The School research facilitator identifies and implements services, systems and processes to enhance research administration, improve communication with researchers and administrators, and ensure accountability to all stakeholders. Specific School research Facilitator responsibilities include:

Providing a first point of contact for School-based researchers and administrators with regard to research administration matters;

Working collaboratively with internal and external partners of the School to implement best practices in research administration, accountability and compliance;

https://www.conman.ualberta.ca/stellent/groups/public/@research/documents/procedure/pp_cmp_057156.hcsp

https://www.conman.ualberta.ca/stellent/groups/public/@research/documents/procedure/pp_cmp_057156.hcsp

http://www.financial.ualberta.ca/GuideToFinancialManagement.aspx



Working with University of Alberta central administration and the School to ensure researchers and staff are appropriately educated on and familiar with University of Alberta and sponsoring agencies’ policies;

Providing mentoring and assistance to School-based researchers in the development of applications and proposals; and

Reviewing and signing applications on behalf of the University of Alberta to ensure compliance with University of Alberta and sponsor policy.

Most recently, the School research facilitator worked with the University of Alberta’s Research Services Office (RSO) and the wider university community to prepare for a successful tri-council funding agency monitoring review (October 2010). This included a thorough review of the School’s research grant files as well as education and training on various aspects of research administration. The University of Alberta as a whole was judged favourably in this monitoring review, and no compliance issues were identified in the School as a result of this review. Research Advisory Committee. The purpose of the School’s Research Advisory Committee (RAC) is to advise School Faculty Council on all matters related to research in the School. Research includes disciplinary and interdisciplinary contributions to the various fields comprising public health, as well as applied scholarship designed to influence stakeholders outside academia. The composition of the Research Advisory Committee (RAC) includes the associate dean (research) (ex-officio) and four members at large from the tenured / tenure-track / contingent academic faculty in the School; the School’s research facilitator (ex officio); academic unit leaders (Department of Public Health Sciences and Centre for Health Promotion Studies; ex-officio); and one postdoctoral fellow of the School. Members of the committee are appointed by the dean in consultation with the academic unit leaders (Centre for Health Promotion Studies and Department of Public Health Sciences) and the Research Advisory Committee (RAC) chair. The purpose and composition of Research Advisory Committee (RAC) can also be found in Criterion 1.5c. The Research Advisory Committee (RAC) has developed a series of documents (refer to Appendix-3.1a) to serve as guides for researchers in preparing their research grant applications. The guides describe the relevant timelines, procedures and forms that are required when submitting a grant application from the faculty and the University of Alberta. Some procedures are university-wide (e.g., supplementary signature pages), while others are faculty-specific (e.g., School-based administrative review and internal scientific review documents). These procedures have clarified expectations for researchers and their staff and have helped to streamline the various procedures involved in submitting and administering research grants and contracts. The Research Advisory Committee (RAC) also organizes and implements INSIGHTS, the School’s annual research conference, which provides a forum for students, postdoctoral fellows and faculty members to share research findings on a designated no-teaching day every November. A series of student awards recognize and honour the most meritorious



MPH, MSc, and PhD student posters and oral presentations, as judged by the Research Advisory Committee (RAC) members. School Research Office. Day-to-day support for research at the School is provided by the School’s Research Office, which includes the associate dean (research), the School research facilitator, and a 1.0 FTE administrative support person. The School’s Research Office identifies and promotes relevant research funding opportunities to academic staff, reviews and approves research grant and contract applications, oversees the administration of grant and contract funding, and educates researchers and staff on research policies and procedures, both at the university and from specific sponsors. Communication of funding opportunities and research news is facilitated by the production of Research Notes, a monthly electronic bulletin produced by the School’s Research Office and distributed to all faculty, students and administrators in the School. The School’s Research Office also organizes yearly grant writing seminars in which experienced faculty members who serve as reviewers and executive members of funding agencies share their insights with the School about constructing effective applications.

b. A description of current community-based research activities and/or those undertaken in collaboration with health agencies and community-based organizations. Formal research agreements with such agencies should be identified.

Overview The School is the first faculty at the University of Alberta to explicitly endorse principles of faculty evaluation that incorporate, as an important consideration in faculty evaluation, evaluation of faculty effectiveness in the scholarship of engagement. In 2009, revised Faculty Evaluation Committee (FEC) guidelines highlighted the School’s vision of engaged scholarship, and faculty evaluation processes have been revised to ensure that recognition is given to research conducted in response to community needs and in engagement with knowledge users, as well as to knowledge translation activities. [Refer to Appendix 1.5a (iii)]. Beginning in 2009, all PhD students are required to take three core courses that are intended to better prepare them to engage with the practice community (whether at a community, system or policy level): a) Engaged Scholarship for Health; b) Advanced Methods, which highlights interdisciplinary and collaborative approaches to knowledge generation; and c) Scientific Communication (which prepares students to communicate with a range of audiences). In public health research, engaged scholarship refers to research conducted in response to societal issues and in partnership with stakeholders. It is issue driven and solution-oriented. Knowledge translation research also indicates that research is more likely to be used if knowledge users are engaged in meaningful ways in selecting research priorities and questions, and participate in interpretation. Engaged scholarship includes partnership research not only with communities, but with the health (and related) systems, and at the policy level. Partners, depending on the research question, may be community members, public health professionals, health system decision makers or policy-makers from various sectors.



Research in the School, therefore, includes community-driven projects, which are initiated by non-academic stakeholders, and community-collaborative projects, which are initiated by faculty members, but which have significant involvement of community stakeholders in the execution of the research. Of the projects listed in Appendix 3.1.c-(Template E) of this self-study document, 12.5% were community-driven projects, while 61% were community-collaborative projects. Individual faculty members report annually on the effectiveness of their engagement activities in the course of conducting their research. Three of the 17 metrics designed by the School Research Office to track research performance were specifically designed to assess how effectively faculty members engage with non-academic stakeholders, including 1) the number of written knowledge exchange contributions to non-academic audiences per continuing faculty; 2) the number of workshops, briefings, media presentations, other presentations designed to link knowledge creators and non-academic users’ knowledge per continuing faculty; and 3) the number of networks, group initiatives participated in to create or maintain research linkages with non-academic stakeholders per continuing faculty. School Research Platforms and Engaged Research Activities. As noted earlier, research productivity in the School is built on a foundation of individual faculty members’ research programs. Consequently, all core faculty members provide detailed data in their annual reports so that aggregate performance on the 17 core metrics can be tracked. The scope of individual faculty members’ research programs varies, however, and some programs have evolved in size and scope to the point that they can legitimately be described as research platforms. Research platforms are different than individual faculty research programs because they: a) have exhibited stable, longer term funding over a period of years, b) are explicitly oriented to influencing policies and services and thus involve community stakeholders to a significant degree, c) go beyond individual faculty research interests to involve multiple academic (faculty, students) and non-academic collaborators within the University of Alberta and other institutions, and d) are typically led by senior faculty members in the School. Population health research platforms. School research platforms addressing population health focus on injury control, obesity prevention, cancer and chronic disease prevention, and addiction and mental health, as described in the following subsections. The Alberta Centre for Injury Control and Research (ACICR) is an integrated research and service platform led by Dr. Voaklander. The Alberta Centre for Injury Control and Research (ACICR) develops and fosters collaboration with groups, agencies and stakeholders through various networks: Alberta Injury Prevention Network, Finding Balance Falls Prevention Network, ATV working group, Aboriginal Injury Prevention Networking Group and the Alberta Suicide Prevention Network. As well, the Alberta Centre for Injury Control and Research (ACICR) offers grant funding for community injury prevention initiatives, such as the Alberta Centre for Injury Control and Research Community Injury Control Fund, the Alberta Traffic Safety Fund; and other various funding opportunities in community safety promotion. The Alberta Centre for Injury Control and Research receives direct operational funding from the provincial government, through Alberta Health and Wellness.

http://acicr.ca/

http://acicr.ca/learn-network/acicr-networks/alberta-injury-prevention-network

http://acicr.ca/learn-network/acicr-networks/finding-balance-falls-prevention-network

http://acicr.ca/learn-network/acicr-networks/finding-balance-falls-prevention-network

http://acicr.ca/learn-network/acicr-networks/atv-working-group

http://acicr.ca/learn-network/acicr-networks/aboriginal-injury-prevention-networking-group

http://acicr.ca/learn-network/acicr-networks/alberta-suicide-prevention-network

http://acicr.ca/funding-opportunities/acicr-community-injury-control-fund

http://acicr.ca/funding-opportunities/alberta-traffic-safety-fund-atsf

http://acicr.ca/funding-opportunities/other-funding-opportunities



The Alberta Project Promoting active Living & healthy Eating in Schools (APPLE Schools) is a combined service / research platform led by Dr. Veugelers. The Alberta Project Promoting active Living & healthy Eating in Schools (APPLE Schools) launched in April 2008 through a private donation to the School. The Alberta Project Promoting active Living & healthy Eating in Schools (APPLE Schools) is a research platform and a public health service project that delivers a tailored obesity prevention intervention in public schools across Alberta. The intervention is based on a Comprehensive School Health framework, an integrated approach to health promotion that involves parents and community stakeholders, as well as supportive policies, programs and environments. The intervention incorporates full-time school health facilitators placed in each of the schools to implement customized health promotion strategies that address unique needs and barriers to healthy eating and physical activity in each school community. The overarching goal of The Alberta Project Promoting active Living & healthy Eating in Schools (APPLE Schools) is to prevent overweight and obesity among elementary school children through education and sustainable improvements in healthy eating and active living; increases in the capacity of the school community to address health-related behaviours and to foster a healthy school environment. The project is expanding its capacity to include 43 elementary schools across Alberta in 2011-12 school year. Since 2008, the Alberta government (Alberta Health and Wellness) commissioned Dr. Veugelers to launch the Raising healthy Eating and Active Living Kids in Alberta (REAL Kids Alberta) project, a large population-based survey on health, nutrition, physical activity and lifestyle among a provincially representative sample of grade five students and their parents in the province of Alberta (www.REALKidsAlberta.ca). This project complements The Alberta Project Promoting active Living & healthy Eating in Schools (APPLE Schools) and provides comparative population data with which to examine the effectiveness of the intervention approach. The POWER (Promoting Optimal Weights through Ecological Research) led by Dr. Kim Raine

and PLACE (Policy, Location and Access in Community Environments) led by Dr. Candace

Nykiforuk Research Groups together comprise a research platform on community and

policy interventions for obesity and chronic disease prevention. POWER has its origins as a

CIHR-funded New Emerging Team Grant (NET) (2003-2008), that was at the time of funding

the first research program that included all faculty members of CHPS (Raine, Plotnikoff,

Wild, Church) as part of a multi-disciplinary team. Over the tenure of the NET grant the

team grew to include faculty from Nutrition, Physical Education and Recreation and

Anthropology and trained undergraduate, MSc, PhD students and PDFs from 4 different

faculties. Dr. Nykiforuk was recruited to the NET as a new faculty member of CHPS. Both

POWER and PLACE encompass several ongoing funded research projects as well as

community-government-university partnerships. The Healthy Alberta Communities (HAC)

project was funded by Alberta Health & Wellness from 2005-2010 to develop and evaluate

community-based interventions for obesity and chronic disease prevention in four unique

communities. HAC formed a foundation for Community Health and the Built Environment

(CHBE) (led by Nykiforuk) funded by Heart and Stroke with CIHR (2007-2011) and was able

to more closely examine the role of the built environment as a determinant of health in the

HAC communities. The Alberta Policy Coalition for Chronic Disease Prevention (APCCP) (co-

http://www.appleschools.ca/

http://www.realkidsalberta.ca/

http://www.abpolicycoalitionforprevention.ca/



led by Raine & Nykiforuk) also grew out of HAC’s learnings of the need to move beyond

community action to policy change to promote health. Originally funded in 2009 by the

Alberta Cancer Prevention Legacy Fund (Alberta Health Services), the APCCP represents a

broad range of practitioners, policy-makers, researchers and community organizations who

have come together to coordinate efforts, generate evidence and advocate for policy

change in order to reduce cancer and chronic disease in Alberta. Collectively, the POWER

and PLACE research programs are developing unique interventions and innovative

methodologies to study community and policy change in context.

In conjunction with Alberta Health and Wellness and the Alberta Coalition for Healthy School Communities (ACHSC), the School established and manages the Alberta Healthy School Community Wellness Fund to address issues of health and wellness among children and youth within Alberta school communities. The fund supports dozens of school-based prevention projects that promote healthy school communities and aim to improve the health and wellness of school-aged children and youth. The Addiction and Mental Health Research Laboratory (AMHRL) is led by Dr. Wild. The Addiction and Mental Health Research Laboratory (AMHRL) provides consultancy to community organizations, government units (e.g., Alberta Health and Wellness, Alberta Health Services), and other non-academic stakeholder groups. Such support includes: program evaluation activities; critical reviews of programs or research; expert advice regarding methodology, current theory and evidence, and policy issues and best practices; and small-scale research studies. The community partners include: Street Works (a non-profit organization operating in Edmonton's inner-city community employing a harm-reduction approach in an effort to enhance knowledge, skills, resources and support); the Edmonton Drug Treatment and Community Restoration Court (a program that provides court-supervised treatment services and supports to offenders whose crimes are related to drug addiction); and Poundmaker’s Lodge Treatment Centre (an accredited addiction treatment centre near Edmonton, Alberta, based on cultural and spiritual belief of traditional First Nations peoples in combination with 12-step, abstinence-based recovery. Health services research platforms. School research platforms addressing health services focus on diabetes management, health technology assessment and global health. The Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) is coordinated by Dr. Johnson. The overall goal of the Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) group is to improve the quality and efficiency of care for diabetes in Canada. With the objectives to enhance capacity in health outcomes research, to better understand the clinical and economic burden of diabetes and related conditions, and to determine and influence factors that lead to better quality of care and improved health outcomes for people with diabetes, the Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) is involved in both clinical policy (such as development and implementation of evidence-based clinical practice guidelines) and macro health policy (such as reorganization of care delivery within health care systems). The following projects exemplify the Alliance for Canadian Health Outcomes Research in Diabetes (ACHORD) efforts to ensure translation of research findings into practice or policy which can improve quality or efficiency of care for diabetes: Alberta Diabetes Surveillance System (ADSS);

http://www.publichealth.ualberta.ca/collaborators_partners/community_engagement/ahscwf.aspx

http://www.publichealth.ualberta.ca/collaborators_partners/community_engagement/ahscwf.aspx

http://www.addiction.ualberta.ca/

http://www.streetworks.ca/

http://www.edtcrc.ca/pages/home/default.aspx

http://www.poundmaker.org/

http://www.achord.ca/

http://www.achord.ca/index.php?option=com_content&view=article&id=36:adss&catid=5&Itemid=73



Alberta Caring for Diabetes (ABCD); Healthy Eating and Active Living for Diabetes (HEALD); and ABCF TeamCare PCN (Diabetes and Depression). The Health Technology and Policy Unit (HTPU) within the School has been established with funding support from a variety of external partners, including Alberta Health and Wellness, Canadian Institutes of Health Research (CIHR) and the Stem Cell Network (a federally funded Network of Centres of Excellence). The scope of the research of the Health Technology and Policy Unit (HTPU) includes health technology policy development, technology coverage and reimbursement policies worldwide, and health technology assessment (methods and applications). Most of the applied research originates from requests from health delivery organizations and governments in Canada. The staff of the Health Technology and Policy Unit (HTPU), collaborators and faculty includes epidemiologists, qualitative researchers, economists and technology assessment methodologists, clinicians from cardiology, gastroenterology, oncology and otolaryngology. The Health Technology and Policy Unit (HTPU) also supports a number of MPH, MSc and PhD students. Over the past three years, the group has produced 20 peer-reviewed publications and a number of technology reviews for the provincial government on which funding decisions have been based. The Health Technology and Policy Unit (HTPU) is also the centre for a recent five year research program proposal to Canadian Institutes of Health Research (CIHR) for an Emerging Team on Developing Effective Policies for Managing Technologies for Rare Diseases.

Global Health research at the School focuses on access and impact of health services provided for maternal care and for infectious diseases in East Africa (Uganda and Kenya), Pakistan and Bangladesh. In Uganda, researchers from the School have developed robust collaborations with University of Alberta’s departments of Rural Economy, Sociology and Medicine, along with the Faculty of Nursing to support research activities related to HIV / AIDS, family planning and reproductive health of adolescents. These projects have enjoyed longstanding partnerships with Makerere University in Kampala and the Kabarole Health District in western Uganda and have been funded by Canadian Institutes of Health Research (CIHR), the International Development and Research Centre (IDRC) and the Killam Foundation. Global health research collaborations have also been established with the Mountains of the Moon University, Fort Portal, Uganda; the University of Nairobi, Kenya and Aga Khan Health Services in Mombasa, Kenya. These research collaborations have resulted in about 30 peer-reviewed publications since 2002 in high-ranking journals including Social Science and Medicine, the American Journal of Tropical Medicine and AIDS. The School’s Pakistan research initiative was established in 2008. Together with researchers from the faculties of Nursing, Education and Arts, faculty have conducted research on social determinants of maternal health, disparities in access to maternity services and barriers to provision of skilled birth attendance in remote rural populations in partnership with the Health Services Academy and Real Medicine Foundation, Pakistan. Funding was obtained from Canadian Institutes of Health Research (CIHR), Alberta Heritage Foundation for Medical Research, the Killam Foundation and the Research and Advocacy Fund, Department of International Development (DFID), UK. New research collaborations are being established with Aga Khan University, Karachi and BRAC University, Bangladesh. Health surveillance research platforms. Two School research platforms focus on developing local and provincial capacity for effective public health surveillance.

http://www.achord.ca/index.php?option=com_content&view=category&id=30:abcd-and-quality-improvement&Itemid=72

http://www.achord.ca/index.php?option=com_content&view=article&id=49:heald&catid=5&Itemid=77

http://www.achord.ca/index.php?option=com_content&view=article&id=52:teamcare-a-collaborative-team-care-model&catid=30&Itemid=72



Research activity in Public Health Surveillance, funded directly by Alberta Health and Wellness, focuses upon building capacity. This occurs in two ways: the creation of a professional development course series such as Surveillance for Public Health offered by the School in the summers since 2010; and research collaborations that integrally include officials from Alberta Health and Wellness (AHW) and other governments. These collaborations have included the development of statistical methodologies for health surveillance of small areas, the development and validation of surveillance case definitions for use in monitoring disease prevalence using provincial administrative data, the adaptation of information collected by survey to health surveillance applications, and the sharing of surveillance expertise with international partners.

Surveillance-based research activities represent a strategic platform for Environmental Health scholars within the School. One program currently under development is a web-based environmental public health surveillance system for health outcomes related to air quality, a project funded by Alberta Health and Wellness (AHW). The goal of this strategic research priority is the establishment of an open source surveillance system for health professionals, communities and the general public in Alberta, focused primarily on health outcomes associated with air quality but eventually expanding to other environmental parameters such as drinking water and surface water. Through cross appointments of School faculty members to stakeholder agencies such as the Provincial Laboratory for Public Health, Alberta Health Services (AHS), drinking water surveillance systems are currently being developed in collaboration with the Public Health Agency of Canada (PHAC), through the Canadian Network for Public Health Intelligence (CNPHI), and under the project charter known as Data Integration for Alberta Laboratories (DIAL). This web-based surveillance tool is intended to provide provincial environmental public health inspectors the capacity to mine laboratory databases on drinking water quality in near-real time. The Data Integration for Alberta Laboratories applications for environmental health are also being integrated with global information system (GIS) data, enhancing the capacity to carry out spatiotemporal surveillance of water quality and identify environmental features affecting drinking water quality (i.e., land use, precipitation, etc.).

c. A list of current research activity of all primary and secondary faculty identified in Criterion 4.1a and 4.1b, including amount and source of funds, for each of the last three years. This data must be presented in table format and include at least the following information organized by department, specialty area or other organizational unit as appropriate to the School: a) principal investigator, b) project name, c) period of funding, d) source of funding, e) amount of total award, f) amount of current year’s award, g) whether research is community based, and h) whether research provides for student involvement. Only research funding should be reported here; extramural funding for service or training grants should be reported elsewhere. Please refer to Appendix 3.1c (Template E)-Current Research Activity. Note that data for Appendix 3.1c was compiled for the 2008-09, 2009-10, 2010-11 fiscal years. Fiscal years run from April 1 to March 31.



d. Identification of measures by which the School may evaluate the success of its research activities, along with data regarding the School’s performance against those measures for each of the last three years. For example, Schools may track dollar amounts of research funding, significance of funding (eg, citation references), extent of research translation (eg, adoption by policy or statute), dissemination (eg, publications in peer-reviewed publication, presentations at professional meetings), and other indicators. As part of its commitment to supporting its overall mission, the School has articulated several goals under Criterion 3.1 that can been found on page 132.ms, practice

Advance public health research and its application in programs, practice and policy at provincial, national and global levels;

Increase contributions to research training; and

Increase student participation in research. Each of these goals is supported by one or more objectives and outcome measures. Primary faculty members report annually on the effectiveness of their research activities through the submission of faculty annual reports to their respective academic unit leader. The School Research Office reviews these reports annually to calculate performance on this criterion on 19 core metrics that have been developed to track progress across the School with respect to research productivity and impact.

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Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

R1.1 – Increase the amount of external research funding to support innovative public health research

Total research funding $15,000,000 RSO/eTRAC Associate Dean

(Research) Annual $11,775,846 $7,973,087 $13,831,314

Research expenditures per continuing faculty

$350,000 Strategic Analysis

Office Associate Dean

(Research) Annual $314,798 $339,469 $327,254

Amount of tri-council grant funding

$2,750,000 RSO/eTRAC Associate Dean

(Research) Annual $2,295,901 $1,956,042 $2,072,440

Percentage of continuing faculty funded by tri-council as a principal investigator

60% RSO/eTRAC Associate Dean

(Research) Annual 41.4% 41.2% 50.0%

R1.2 – Increase research outputs to the scholarly community Number of peer-reviewed journal articles published per continuing faculty

7.0 Faculty Annual

Report Associate Dean


Number of peer-reviewed journal articles published as first, sole or corresponding author per continuing faculty

4.0 Faculty Annual



Number of other scholarly publications (monographs, books, reports, abstracts )

3.0 Faculty Annual



Number of oral presentations delivered as primary presenter

5.0 Faculty Annual



Percentage of faculty making invited presentations at conferences (local, national, international)

90% Faculty Annual

Report

Chair, Public Health Sciences & Director,

Centre for Health Promotion Studies

Annual 87.1% 73.3% 81.3%

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Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

R1.3 – Strengthen engaged scholarship to advance the application of public health research in programs, practice and policy Number of written knowledge exchange contributions to non-academic audiences per continuing faculty, such as: Number of reports, concept papers, etc, developed by faculty members in response to community / system

4.0 Faculty Annual

Report



Annual Not

available 1.82 2.19

Number of workshops, briefings, media presentations, other presentations designed to link knowledge creators and non-academic users’ knowledge per continuing faculty

6.0 Faculty Annual

Report



Annual Not

available 4.41 4.88

Number of networks, groups, initiatives participated in to create or maintain research linkages with non-academic stakeholders per continuing faculty

4.0 Faculty Annual

Report



Annual Not

available 2.85 2.66

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Research and Engaged Scholarship Goal R2.0 – Increase contributions to research training


Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

R2.1 – Increase graduates with research degrees and post-doctoral fellows

Percentage of continuing faculty supervising research-intensive students

90% Faculty Annual

Report



Annual 77.4% 76.5% 84.4%

Number of MSc students per continuing faculty

3.0 Faculty Annual

Report



Annual 2.10 1.85 2.16

Number of PhD students per continuing faculty

1.5 Faculty Annual

Report



Annual 1.03 1.41 1.13

Number of postdoctoral fellows per continuing faculty

1.0 Faculty Annual

Report



Annual 0.17 0.21 0.39

R2.2 - Provide exceptional opportunities for research students to engage in issue-driven collaborative research with communities or the health-care system

Number of students engaged in research in collaboration with community / system partners


(Education) Annual

Not available

Not available

Not available

Number of publications where student collaborates with external partners

To be determined

Research Office Associate Dean

(Research) Annual

Not available

Not available

Not available

Goal R3.0 - Increase student participation in research

R3.1 – Provide increased opportunities for students to engage in research activities

Number of peer-reviewed journal articles published with graduate student as co-authors

3.0 Faculty Annual

Report



Annual 1.31 1.68 2.22



e. A description of student involvement in research. Students are involved in a variety of research and engaged scholarship activities conducted through the School, and benefit from opportunities to work closely with faculty members, many of whom are nationally and internationally recognized in their respective disciplines. All research-intensive (MSc and PhD) students in the School are required to create, implement and defend original theses and dissertations and, by definition, involved in research. Annual reporting by faculty members is used to cross-classify student involvement in research a) as hired personnel on research grants and research contracts, b) as part of their graduate degree program, and c) with respect to community-initiated and community-involved research conducted at the School. Of the projects listed in Appendix 3.1c-(Template E) of this-self study document, 82% hired students as personnel on grants and contracts, 49% sponsored students as part of their MSc or PhD degree and 68% worked with students as part of community-initiated or community-involved research. The School also encourages faculty members to involve students in the publishing process. The School requires faculty members to annotate their annual reports to indicate student involvement in publishing. The School Research Office collates this information annually and monitors trends in student involvement in publishing original research with School faculty members. Student involvement in peer-reviewed publications has steadily increased, from 35 School publications in 2008, to 57 in 2009 and to 71 publications in 2010. Criterion 3.1d provides detailed metrics for the 2008-11 self-study period on these indicators. In addition to research conducted as part of their graduate degree requirements, students at the School have additional opportunities to participate in research as paid or unpaid research assistants. These opportunities provide supplemental training for students in research design, data collection and data analyses. The School provided research assistantship funding in 2008-09 to 22 students for an average of $10,321.29 / student; in 2009-10 to 42 students for an average of $11, 073.86 / student; and in 2010-11 to 38 students for an average of $12,419.41 / student. The University of Alberta has a collective agreement with the Graduate Students’ Association that provides regulations governing Academic Employment of Graduate Students (AEGS). The collective agreement can be found on the Faculty of Graduate Studies and Research (FGSR) website: (http://www.gradstudies.ualberta.ca/awardsfunding/assistantships/11-12%20AEGS%20Agreement.pdf).

http://www.gradstudies.ualberta.ca/awardsfunding/assistantships/11-12%20AEGS%20Agreement.pdf

http://www.gradstudies.ualberta.ca/awardsfunding/assistantships/11-12%20AEGS%20Agreement.pdf





Strengths 1) There has been increasing revenue for research obtained from peer reviewed and

government sources since the formation of the School.

2) The School is commitment to recognizing and rewarding community-initiated and community-involved research in addition to traditional academic contributions. The School recognized methodological expertise in biostatistics, community-based participatory research, and health law and policy. There are longstanding research platforms that provide leadership , academic contributions, and engagement of non-academic stakeholders in 10 distinct public health areas.

3) There are opportunities for student involvement in research.

Weaknesses 1) There is limited collaboration across all areas in the School with regard to large

multidisciplinary public health research grants.

2) The School would benefit from instituting a formal mentoring program whereby senior faculty members provide leadership and oversight to junior faculty members with respect to research and engagement with non-academic public health stakeholders.

3) The School needs to regularly collect and monitor data on student involvement in research in collaboration with community / system partners.

Opportunities for Improvement 1) The School should continue to strengthen educational offerings by the School Research

Office to a) sensitize faculty members about the importance of tri-council federal funding, and b) enhance competitiveness in national peer-reviewed grant competitions.

2) The restructuring of School-wide monthly research colloquia to include multi-disciplinary as well as faculty and student presentations will create opportunities for more interdisciplinary research initiatives.

3) There is a need for greater clarity and consensus among faculty on engaged scholarship and how it is demonstrated and measured. The School has plans for faculty workshops on engaged scholarship.



3.2 Service. The School shall pursue active service activities, consistent with its mission,

through which faculty and students contribute to the advancement of public health practice.

a. A description of the School’s service activities, including policies, procedures and practices that support service. If the School has formal contracts or agreements with external agencies, these should be noted.

Overview As with all of the School’s contributions to the creation, application and advancement of knowledge, the School contributes to both academic public health and to non-academic users of public health knowledge. Academic contributions are presented in the table below.

Academic Public Health Service Activities 2008-10 2008 2009 2010

Journals – manuscript reviewer

3 primary faculty

8% of primary faculty

18 primary faculty


14 primary faculty


Journals – editorial board member

3 primary faculty


7 primary faculty


4 primary faculty


Grants – review committees

1 primary faculty


14 primary faculty


12 primary faculty


Non-academic advisory boards and committees

6 primary faculty


7 primary faculty


4 primary faculty


Consultancies 6 primary faculty


8 primary faculty


*The information above was collected for the calendar years 2008, 2009, and 2010.

Faculty, staff and students of the School provide evaluation, research, consultation,

technical assistance, and program development support to a variety of non-academic public

health programs, services, and policy initiatives. School contributions to service range from

individual faculty member activities to larger research platforms operating out of the

faculty. The School received $3,013,930.75, $756,362.40, and $3,508,460.62 in service

revenue for these activities in 2008, 2009, and 2010, respectively. Each of the 43 service

activities described in Appendix 3.2(i) were undertaken under formal contractual

agreements with the funding sources listed in this table.

External Advisory Council. The School has established an External Advisory Council (EAC) to provide high-level strategic advice related to ensuring the long-term goals and success of the School. This executive level council is intended to offer insights, ideas and resources to assist the School in developing strategic initiatives to ensure the provision of unparalleled education for students, completion of leading edge and relevant research, and engagement



in significant policy and service roles. The roles of the External Advisory Council (EAC) are three fold: strategic, ambassadorial and developmental. The External Advisory Council (EAC) draws upon the talents and experience of senior level representatives from a diversity of public and private sectors, foundations and non-governmental organizations to create new levels of innovation and partnership in public health. The terms of reference and membership of the External Advisory Council (EAC) are included in Criterion 1.5c. Office of Public Health Policy and Practice. The School recognizes the need to formalize and unify service activities. Thus, as part of strategic planning activities, the School has initiated a process to articulate the structure and function of an Office of Public Health Policy and Practice (OPHPP). The purpose of this office will be to facilitate operational links with the public health community in support of educational programs, applied research, and engaged scholarship and service. OPHPP will be able to provide exceptional opportunities for research students to engage in issues-driven collaborative research. OPHPP will be a community-university public health hub. It will respond to requests from the community to address current needs for information and research. A School-based working group has been struck for the purpose of developing specific terms of reference and structure for OPHPP.

b. A list of the School’s current service activities, including identification of the community groups and nature of the activity, over the last three years. Please refer to Appendix 3.2b (i)-School Service Activities 2008-11 and Appendix 3.2b (ii)-Service Activity of Faculty 2008-11. The data for Appendix 3.2b (i) was compiled for the 2008-09, 2009-10, 2010-11 fiscal years (April 1 to March 31). Fiscal years run from April 1 to March 31. The data for Appendix 3.2b (ii) was compiled for the 2008-09, 2009-10, 2010-11 academic years (September to April).

c. Identification of the measures by which the School may evaluate the success of its

service program, along with data regarding the School’s performance against those measures for each of the last three years. Please refer to page 139 for the outcome measures by which the School may evaluate the success of its service program.

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Goal S1.0– Advance public health by engaging with communities locally, nationally and internationally


Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11 2011-12

S1.1 – Develop strategies to support and enhance collaboration between the School and local, national and international communities Number of external organizations providing practicums to the School

150 Education Office Practicum

Coordinator Annual 92 102 108

Not available

Goal S2.0 – Establish and maintain relationships / partnerships with key faculties at the University of Alberta and other universities and with external organizations contributing to public health

S2.1 – Increase meaningful engagement with other faculties and universities in various capacities (e.g. as teachers, collaborators, co-investigators)

Number of outside faculty teaching within the School

20 Education Office

Chair, Public Health Sciences & Director, Centre

for Health Promotion Studies

Annual 25 22 20 Not

available


Number of continuing faculty serving on provincial, national committees

30 Faculty Annual

Report

Chair, Public Health Sciences & Director, Centre

for Health Promotion Studies

Annual 18 21 36 23

S2.3 – Leverage networks through social media (retweets + mentions) ÷ total tweets (Messages forwarded + number of times the School is mentioned) ÷ total number of tweets

≥ .35 e-analytics Director,

Marketing and Alumni Relations

Annual N / A N / A .44 Not

available



d. A description of student involvement in service. Students in the School are involved in service to the public health practice community through several channels including coursework, required practicum experiences (refer to Criterion 2.4), school-sponsored service activities (Green & Gold Community Garden), committee representation (refer to Criterion 1.5c) and involvement in the student association organization volunteer activities (fundraising dinners).

Students are encouraged to participate in a variety of service activities that are not part of

the required curriculum. Some examples of these activities are:

PhD Journal Club – The School of Public Health PhD Journal Club is a forum for PhD students

and faculty to discuss current and emerging research methodology, design, and topics in

public health. The PhD Journal Club provides an opportunity for participants to learn and

develop their academic voice in academic discussions. All PhD students are strongly

encouraged to attend. Faculty members are also encouraged to attend in order to enrich

the discussion with their expertise and experience.

Research Seminars - In this seminar, faculty and students engage in critical discussions

about research. Each seminar will include a presentation by a faculty member, an MSc or

PhD student and an open discussion of methodological issues. Afterward, we will talk about

the potential for research collaboration and for linking research with practice and policy.

Methodology Support Series - The Research Office is pleased to announce a new

Methodology Support Series. This periodic series is designed to help students and faculty

members enhance and upgrade their methodological and analytic skills. To kick off this new

series, we will be offering introductory training sessions in two different statistical programs

– R and SAS – for interested students and faculty members. Each session will be two hours in

length.

Insights - INSIGHTS is for graduate students, postdoctoral fellows, adjuncts, instructors and

faculty affiliated with the School of Public Health to learn and become informed about

public health research. Take part in interactive discussions, learn about the areas of research

focus across the School, and connect with peers and colleagues. 14 students volunteered to

help in the organization and running of this research conference.

CIBC Run for the Cure - The School of Public Health Students' Association has formed a team

to participate in the CIBC Run for the Cure on October 2nd, 2011.




Strengths 1) Service and engaged scholarship involving external stakeholders (community

engagement) are specifically recognized in faculty evaluation and performance.

2) The School has successfully engaged with external partners (government and non-government) to attract support for major collaborative projects in health promotion, chronic disease and injury prevention, health technology assessment, health surveillance and environmental health, among others.

3) A high percentage of individual faculty members make important contributions in academic and professional service roles.

Weaknesses 1) Opportunities and support for student involvement in service activities are

underdeveloped.

Opportunities for Improvement 1) Experience with current collaborative projects will identify new opportunities for

projects that address important public health issues.

2) Increased engagement of students in service activities will enhance their experience and strengthen collaborative projects.



3.3 Workforce Development. The School shall engage in activities that support the

professional development of the public health workforce.

a. A description of the School’s continuing education program, including policies, needs assessment, procedures, practices, and evaluation that support continuing education and workforce development strategies. The School has developed a procedure for managing courses and curricula that will identify and respond to needed changes to education programs (refer to Appendix 3.3a). Any need for new course development, change or suggested response with respect to continuing education or graduate programs is outlined in this procedure. All new courses are reviewed and approved by the appropriate Education Committee, Professional Degrees Committee (PDC) or Research Degrees Committee (RDC), depending on whether the course is targeted to course- or thesis-based students or for professional development. In 2011, a policy on professional development or continuing education courses was introduced. The School began to offer continuing education courses for health professionals in 2009 with a program for managers in organizational leadership and change, (five students, 28 hours), and added a course in public health surveillance in June 2010 (24 students, 32.5 hours). These were considered pilot offerings. A more extensive program of short courses in health surveillance was offered in 2011 with support from Alberta Health and Wellness (AHW) as shown in Criterion 3.3c and involving the participation of 40 students over 72 hours. Four external and two internal faculty were involved as instructors. Further development of short courses aimed at the needs of health system executives will commence in the immediate future with the contract hiring of a former Alberta Health Services (AHS) executive to work with the School and the Alberta School of Business. This contract will produce an ongoing structure and process for developing, marketing and delivering short courses for health system executives. Professional Development Education

The School of Public Health Academic Planning Principles state:

The School will offer continuing professional education opportunities to the practice and

research communities by offering short courses in a variety of formats.

In addition, we need to recognize that individual faculty are involved in a variety of ‘ad hoc’

activities that could be considered professional development education. Therefore, we

need to articulate some general principles associated with professional development

activities, and to articulate objectives for more formalized School sanctioned professional

development activities.

As faculty within the School of Public Health, individuals have established relationships with

a wide range of colleagues in the field of practice and scholarship in public health. We may

often be called upon to provide presentations to colleagues in the field in a variety of



formats: lectures, seminars, workshops, etc. These activities may fall within the realm of

professional development, and the School has an interest in ‘tracking’ these activities in

order to understand and promote engagement of individual faculty with external

stakeholders in public health.

The following general principles are proposed:

Faculty members are encouraged to be involved in professional development activities internal and external to the School of Public Health.

One of the goals of the School is to promote the continuous career long, professional growth of the field of public health. Professional development (PD) is considered to be a process of personal growth through programs, services and activities designed to enable people, individually or collectively, to enhance professional practice.

The School is committed to ensuring a consistent and equitable standard of excellence in professional development programming across all areas of study offered in association with the School of Public Health.

The Professional Degrees Committee (PDC) is responsible for overseeing the delivery of all Professional Training Programs2 offered by the School of Public Health, and to advise the Executive Management Committee and School Faculty Council on all matters related to professional program education in the School.

The Professional Degrees Committee should review all professional development activities that involve the identification of the School of Public Health in their branding or marketing.

That a set of guidelines be developed to articulate what external professional development activities need to be reviewed by the Professional Degrees Committee (PDC).

All professional development activities that are branded or advertised in relation to an individual faculty member need not be reviewed but should be reported through the annual reporting process.

The School commits to supporting the advertisement and marketing of professional development activities through the assistance of the Marketing and Communications division of the School.

The School commits to developing a variety of professional development activities that range from on-line courses / seminars; half-day and full day courses / workshops / conferences; as well as 2-5 day courses for which academic credit will be available.

2 Professional development programs are taken to mean any educational offering that involves

payment of a fee by participants; “registration” in the course, seminar or workshop; or which is advertized as being offered in conjunction with the School of Public Health.



The following guidelines for professional development activities that require the review and

approval of the Professional Degrees Committee (PDC) are proposed:

1. Proposals for classes, courses, seminars, or workshops should be reviewed by the Professional Degrees Committee (PDC) if they are offered in conjunction with the School of Public Health.

2. Proposals for classes, courses, seminars, or workshops should be reviewed by the Professional Degrees Committee (PDC) if participants are expected to pay to attend; or are offered a “certificate” (of participation or successful completion on behalf of the School) at the conclusion.

3. Proposals to the Professional Degrees Committee (PDC) must be made using the Professional Development Education Proposal form, identifying: title and description of course/seminar/workshop, timing/duration; rationale for new course (why is it needed? who will be interested in taking it? where will it fit within existing programs in School?); landscape scan of other similar course offerings in the professional development programming of the School; learning objectives and competencies; evaluation criteria (if any); certificate offered (requirements to obtain certificate).

4. The Professional Degrees Committee (PDC) may request revisions to the professional development proposal before giving assent for its offering.

5. Proposals should be submitted to the Professional Degrees Committee (PDC) at least 3 months in advance of the proposed date of offering.

b. Description of certificate programs or other non-degree offerings of the School, including enrolment data for each of the last three years. Postgraduate Diploma programs This diploma program is aimed at building public health competencies, but without the strong research and evaluation emphasis in either the MSc or MPH programs.

Table 3.3b Postgraduate Diploma

Programs Full Time Part Time Campus Distance Health Promotion • • • •

This diploma program is aimed at building similar competencies, but without the strong research and evaluation emphasis in either the Master of Science (MSc) thesis-based program or the Master of Public Health (MPH) program. Core Courses These courses are required in order to complete this program. SPH 501 - Determinants of Health (*3) SPH 597 - Fundamentals of Epidemiology for Public Health (*3) HPS 512 - Health Promotion Practicum (*3) Specialization Courses HPS 503 - Introduction to Health Promotion Research (*3)

http://www.publichealth.ualberta.ca/programs/electives/sph501.aspx

http://www.publichealth.ualberta.ca/programs/electives/sph597.aspx

http://www.publichealth.ualberta.ca/programs/electives/hps512.aspx




HPS 504 Health Promotion Planning and Evaluation (*3) HPS 510 Health Promotion with Communities (*3) Electives Students are required to complete four (*3) graduate level courses as approved by their advisor. Length of Program The minimum time required to complete the program is two years. The maximum time permitted for completion of the program is six years (full or part time) from the date of first registration. This program can also be completed via distance delivery on a part-time basis.

c. A list of the continuing education programs offered by the School, including number of students served, for each of the last three years. Those that are offered in a distance learning format should be identified.

Table 3.3c Continuing Education Programs 2008-11

2008-09 2009-10 2010-11 Number of professional development courses

Not applicable 1 5

Total enrollment in professional development courses

Not applicable 27 43

d. A list of other educational institutions or public health practice organizations, if any, with which the School collaborates to offer continuing education.

University of Saskatchewan [Participation in the course on Rural Health for the Public Health and the Agricultural Rural Ecosystem (PHARE) Training Program]. Canadian Collaborating Centres for Injury Prevention (Providing courses for the Canadian Injury Prevention and Canadian Fall Prevention Curriculum).

e. Assessment of the extent to which this criterion is met. This criterion is partially met.

Strengths 1) Policy and procedures for continuing education programs have been established.

2) Initial courses in health management and health surveillance have supported by external partners and have been well received.

Weaknesses 1) A needs assessment of health services and public health workforce has not been

undertaken.

2) Increased faculty time commitment to continuing education will be required.





Opportunities for Improvement 1) Partner with appropriate organizations (for example, Alberta Health Services) to

conduct a needs assessment.

2) Engage more faculty in continuing education programs and ensure recognition of this teaching activity.

Criterion 4.0 Faculty, Staff and Students

CRITERION 4.0 – FACULTY, STAFF AND STUDENTS


4.0 Faculty, Staff and Students 4.1 Faculty Qualifications. The School shall have a clearly defined faculty which, by virtue of

its distribution, multidisciplinary nature, educational preparation, research and teaching competence, and practice experience, is able to fully support the School’s mission, goals and objectives.

a. A table showing primary faculty who support the degree programs offered by the School. It should present data effective at the beginning of the academic year in which the self-study is submitted to CEPH and should be updated at the beginning of the site visit. This information must be presented in table format, organized by department, specialty area or other organizational unit as appropriate to the School and must include at least the following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or classification*, e) gender, f) race, g) graduate degrees earned, g) discipline in which degrees were earned, i) institutions from which degrees were earned, j) current teaching areas, k) current research interests, and l) current and past public health practice activities. * Note: classification refers to alternative appointment categories that may be used at the institution.

Please refer to Appendix 4.1a Primary Faculty – Fall 2011 (Template F).

b. If the School uses other faculty in its teaching programs (adjunct, part-time, secondary appointments, etc), summary data on their qualifications should be provided in table format, organized by department, specialty area or other organizational unit as appropriate to the School and must include at least: a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to teaching program, e) gender, f) race, g) graduate degrees earned, h) discipline in which degrees were earned, and i) contributions to the teaching program. Please refer to Appendix 4.1b Secondary Faculty – Fall 2011 (Template G).

c. Description of the manner in which the faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if used by the School. Many primary faculty are involved in major collaborative projects with external policy makers and practitioners (refer to Criterion 3.2c) and these experiences are integrated into graduate programs (courses, practicums) and research initiatives. Several secondary faculty and most other adjunct faculty are actively involved in public health and health services and thus provide opportunities for student experiences. The School provides the MPH program for specialty residents in public health and preventive medicine and the MSc program in clinical epidemiology, both of which integrate faculty expertise with practitioner education. As indicated below in Criterion 4.1d, 28% of primary faculty have working experience in



public health practice or policy settings. In addition, we have on faculty individuals with the specific expertise in leading engaged research / practice initiatives in collaboration with communities and the larger health / social system.

d. Identification of outcome measures by which the School may judge the qualifications of its faculty complement, along with data regarding the performance of the School against those measures for each of the last three years. Faculty qualifications are assessed by their contributions in research and engaged scholarship, in education, in service and community engagement, and by their academic progress through tenure and promotion. This is now guided by our recently developed academic planning principle.

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Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

R1.2 – Increase research outputs to the scholarly community Number of peer-reviewed journal articles published per continuing faculty

7.0 Faculty Annual



Number of peer-reviewed journal articles published as first, sole or corresponding author per continuing faculty

4.0 Faculty Annual



Number of other scholarly publications (monographs, books, reports, abstracts )

3.0 Faculty Annual



Number of oral presentations delivered as primary presenter

5.0 Faculty Annual



Percentage of faculty making invited presentations at conferences (local, national, international)

90% Faculty Annual

Report

Chair Public Health Sciences &

Director Centre for Health Promotion

Studies

Annual 87.1% 73.3% 81.3%

R1.3 – Strengthen engaged scholarship to advance the application of public health research in programs, practice and policy

Number of written knowledge exchange contributions to non-academic audiences per continuing faculty, such as: Number of reports, concept papers, etc, developed by faculty members in response to community / system

4.0 Faculty Annual

Report



Studies

Annual Not

available 1.82 2.19

Number of workshops, briefings, media presentations, other presentations designed to link knowledge creators and non-academic users’ knowledge per continuing faculty

6.0 Faculty Annual

Report



Studies

Annual Not

available 4.41 4.88

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Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11 2011-12

Goal S2.0 – Establish and maintain relationships / partnerships with key faculties at the University of Alberta and other universities and with external organizations contributing to public health


Number of continuing faculty serving on provincial, national committees

30 Faculty Annual

Report

Chair Public Health Sciences & Director Centre for Health

Promotion Studies

Annual 18 21 19

Number of networks, groups, initiatives participated in to create or maintain research linkages with non-academic stakeholders per continuing faculty

4.0 Faculty Annual

Report



Studies

Annual Not

available 2.85 2.66



Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

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Education



Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

E2.1 – Provide an education experience which optimally prepares students to contribute to Canadian and international society Median IDQ scores for course excellence and instructor excellence

Course - 4.0 Instructor - 4.0

Strategic Analysis Office

Associate Dean (Education)

Term 4.18 4.57

4.13 4.30

Not available

Graduating students satisfaction index

4.0 Education Office Associate Dean

(Education) Annual

Not available

Not available

4.2



Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

O1.2 – Develop strategies to ensure the recruitment of adequate faculty with public health practice / health system / policy experience Percent of faculty achieving tenure and / or promotion with their initial application

100% Faculty Evaluation

Committee

Chair Public Health Sciences & Director Centre for Health

Promotion Studies

Annual 100% 100& 100%

O1.3 – Increase proportion of faculty with public health practice experience Percentage of full-time equivalent faculty with practice experience

35% Faculty Annual

Report Annual 26% 27% 28%




Strengths 1) The faculty are highly qualified by training and experience and have demonstrated

success in peer-reviewed research and engaged scholarship.

2) Faculty Evaluation Committee (FEC) guidelines for academic advancement reflect the School’s mission, goals and objectives.

3) Academic Planning Principles and Guidelines have been developed and presented to Faculty Council. This document provides a clear process for determining priorities for faculty recruitment and principles for retention.

Weaknesses 1) Previous to the academic planning document, the School recruitment and retention

process and priorities have not been as transparent as needed.

Opportunities for Improvement 1) Greater integration of program area input into academic recruitment and planning.

2) Professional Degrees Committee (PDC) and Research Degrees Committee (RDC) through the associate dean (education) have requested that student progress reports become part of faculty annual reporting to the Faculty Evaluation Committee (FEC) as an indicator for student supervision.

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4.2 Faculty Policies and Procedures. The School shall have well-defined policies and

procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty.

a. A faculty handbook or other written document that outlines faculty rules and regulations. The School’s Faculty Handbook can be viewed at http://bit.ly/o2Aox6.

b. Description of provisions for faculty development, including identification of support for faculty categories other than regularly full-time appointments. Continuing (regular) faculty must provide an annual report in a standard format to the academic unit leader indicating their contributions in teaching, research, and service including engaged scholarship, in relation to their position description. The academic unit leader has one to two, face to face meetings with the faculty member to discuss the report and to establish objectives for the next academic year. Based on the report and discussions, the academic unit leader makes a written recommendation to the Faculty Evaluation Committee (FEC) for merit increments and at the appropriate time for promotion and tenure. This annual review process provides a structured opportunity for mentoring and faculty development. The academic unit leader and the disciplinary (stream) lead also provide informal mentoring, particularly to new faculty, to support their career development. Faculty in other than continuing appointments (joint, part-time, adjunct, joint) are also provided with regular feedback on their performance for the purpose of faculty development. In the case of joint appointments, this feedback is provided to the other academic unit as part of the annual review; adjuncts and part-time faculty receive feedback informally on an annual basis and / or at the time of appointment renewal.

c. Description of formal procedures for evaluating faculty competence and performance. The process for faculty evaluation is outlined in Criterion 4.2b above and based on the Faculty Evaluation Committee (FEC) guidelines for the School approved by Faculty Council and the provost. [Refer to Appendix 1.5a (iii)] Continuing (regular) faculty must provide an annual report in a standard format to the academic unit leader indicating their contributions in teaching, research, and service including engaged scholarship, in relation to their position description. The academic unit leader has one to two, face to face meetings with the faculty member to discuss the report and to establish objectives for the next academic year. Based on the report and discussions, the academic unit leader makes a written recommendation to the Faculty Evaluation Committee (FEC) for merit increments and at the appropriate time for promotion and tenure. This annual review process provides a structured opportunity for mentoring and faculty development. The academic unit leader and the disciplinary (stream) lead also

http://bit.ly/o2Aox6



provide informal mentoring, particularly to new faculty, to support their career development.

d. Description of the processes used for student course evaluation and evaluation of teaching effectiveness. The Faculty Agreement defines teaching as follows: Participation in undergraduate and graduate teaching programs, including classroom teaching, supervision of graduate students, and personal interactions with and advising of students (7.02a) Teaching performance for all members of the School is expected to be of consistently high quality. A sustained effort, with emphasis on continuing improvement or maintenance of performance, is expected of all staff members. Program / course coordinators are expected to be the organizers and leaders in carrying out teaching responsibilities in their area; they are expected to ensure that courses under their jurisdiction relate to, and articulate with, allied course work offered within the School. General Faculty Council (GFC) requires each instructor to obtain an evaluation by students in each course section that they teach. A Universal Student Rating of Instruction questionnaire (USRI) is automatically generated for each instructor and course and will include 21-22 mandatory questions. Evaluations are not provided for classes with fewer than four students, as per University of Alberta regulations. Teaching indicators for faculty are outlined in the Faculty Evaluation Committee (FEC) guidelines (Section C.1) for the School approved by the Faculty Council and the provost. [Refer to Appendix 1.5a (iii)]

e. Description of the emphasis given to community service activities in the promotion

and tenure process. The Faculty Agreement defines service as follows: Provision of service to the discipline(s) of the staff member; participation in the governance of the University, the Faculty, and/or the Department (7.02c) Citizenship responsibilities within the School, including participation in Faculty Council meetings and academic rounds, are expected of all academic staff. Senior academic staff is expected to provide leadership and to share in administrative and committee responsibilities and the more general responsibilities to the community and society, when provided the opportunity to do so. Service activity indicators for faculty are outlined in the Faculty Evaluation (FEC) guidelines (Section C.3) for the School approved by Faculty Council and the Provost.[Refer to Appendix 1.5a (iii)]

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a) Contributions to Academic, Professional, and Public Faculty are expected to contribute to the wider community by engagement in activities that relate to their academic expertise and the responsibilities of the School. Those activities in which a staff member engages as a citizen that are not related to his / her academic role are excluded. Indicators used to assess contributions to academic, professional or public bodies will include but not be limited to:

participation as an invited member of grant review panels;

participation as an editor or associate editor for scientific journals;

review of manuscripts for refereed scientific journals;

ad hoc review of grant applications;

service on academic, government, and professional committees, task forces, study groups, advisory bodies concerned with the formulation and adoption of public health policies, programs and practices;

participation in policy and program reviews for external public health stakeholders;

consultation as an expert or examiner for reviews of academic or professional programs;

consultation on research projects conducted by agencies outside the University of Alberta;

dissemination of knowledge to the general public including the preparation and delivery of lectures and workshops to lay members of the public;

delivery of non-research, in-service, professional workshops.

b) Contributions to the School and the University of Alberta Academic staff, particularly those with tenure are expected to contribute to the administrative functions of the School and / or University of Alberta. Administrative performance will be assessed on the basis of the quality of work, the extent of responsibility, and the initiative and competence with which this responsibility is executed. Assessment will, of necessity, be made partially by peers and colleagues. Indicators used to assess service to the School or University of Alberta will include but not be limited to:

membership on School and / or University of Alberta committees;

participation as an elected member of a formal decision-making body;

acceptance of administrative work (e.g., admissions, course coordination, chairing examination committees);

contributions to student life;

preparation of faculty proposals (e.g. funding applications, chair proposals);



liaison or representative functions with other faculties.

c) Contributions to Public Health Service If applicable, staff members may be assessed on the extent and quality of their public health service and/or their contributions to the field of public health. This will include public health practice, as well as administrative and managerial responsibilities. There is an expectation that faculty having a job description that includes public health service will maintain at least a good / satisfactory evaluation in this category. Public health service may be a necessary condition for awarding of a salary increment or for promotion, but it will not be sufficient as the sole indicator for such consideration. Indicators used to assess contributions to public health service will include but not be limited to:

evaluation of the effectiveness (e.g., outcomes, impact) of the service;

public health program development or innovations;

development of public health practice guidelines;

development of unique public health initiatives (e.g. emergency preparedness);

public health program administration;

active cross-appointments to public health service or related organizations;

quality of services provided;

results of formal evaluation by patients / clients;

results of formal evaluation by colleagues or administrators;

reputation as a public health clinician and / or strategist;

awards, letters of recognition from external organizations. Engaged scholarship in service will also be considered in assessing performance including indicators such as:

creating and maintaining organizational structures that link the School to the community in innovative partnerships;

facilitating interactions between researchers and potential users of research results including municipal / provincial / federal governments (e.g. workshops, briefings, conferences, think tanks).

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Strengths 1) Ongoing professional development is supported by the School and the University of

Alberta, and development opportunities are communicated and made accessible to faculty.

2) Rigorous evaluation of faculty competence and performance occurs annually for contract, cross-appointed and tenure-track faculty.

3) Student evaluations of courses and teaching effectiveness are taken seriously by the School and faculty and are used in faculty evaluation and to review and revise program offerings.

4) Achievement in service and community engagement is an important consideration in decisions regarding promotion and / or tenure.

Weaknesses 1) Community service / engagement is difficult to measure and the University of Alberta as

a whole does not emphasize community service / engagement to the same extent as the School.

2) Diversity education for faculty has not been offered.

Opportunities for Improvement 1) As the School matures, better performance criteria for measures of community service /

engagement can be developed.

2) Diversity education for faculty is being developed and it will be recommended that the Faculty Evaluation Committee (FEC) take into consideration participation in Diversity Education Workshops.

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4.3 Faculty and Staff Diversity. The School shall recruit, retain and promote a diverse

faculty and staff, and shall offer equitable opportunities to qualified individuals regardless of age, gender, race, disability, sexual orientation, religion or national origin.

a. Summary demographic data on the School’s faculty, showing at least gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1a. Data must be presented in table format. Please note that it is not standard practice in Canada to collect racial data on employees. However on a monthly basis, the Employment Equity Program (http://www.hrs.ualberta.ca/index.aspx?Pg=2056) at the University of Alberta administers the Employment Equity Census Questionnaire to employees newly appointed into continuing operation positions. The voluntary survey asks employees to self-identify as members of the four groups (Aboriginal, persons with disabilities, members of visible minorities, women) designated by the federal government as being under-represented in the Canadian workforce. The University of Alberta has been surveying employees since the early 1990s and the cumulative response rate is: 89.78% (4426 out of 4930 employees have participated). It is a voluntary survey but the University of Alberta is mandated by the Federal Contractors Program to collect the data. The aggregate data is used to develop annual statistical tables as one way of measuring our progress in achieving and retaining a diverse workforce. The University of Alberta employment policies comply with the Province of Alberta Human Rights Act, the Government of Canada Employment Equity Act, the Province of Alberta Employment Standards, and the University of Alberta Discrimination and Harassment, and Duty to Accommodate Policies. There are 14 protected grounds: race, religious beliefs, color, gender, physical disability, mental disability, marital status, age, ancestry, place of origin, family status, source of income, sexual orientation, and political belief. Pre-employment enquiries about these personal characteristics protected under human rights law and University of Alberta policy is prohibited on application forms, interview questions, and during reference checks.

Table 4.3a Gender Diversity of Faculty 2011 (Template H) Core Faculty Other Faculty TOTAL

# % # % # % # % Male 24 63% 53 49% 77 52%

# % Female 14 37% 56 51% 70 48%

b. Summary demographic data on the School’s staff, showing at least gender and ethnicity. Data must be presented in table format.

Table 4.3b Gender Diversity of Staff 2011 (Template I) Full-Time Staff Casual Staff TOTAL # % # % # % # % Male 1 7% 23 18% 24 17%

# % Female 14 93% 107 82% 121 83% * Staff is defined as those individuals not defined as students or faculty

http://www.hrs.ualberta.ca/index.aspx?Pg=2056



c. Description of policies and procedures regarding the School’s commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin. The School follows the long established policy of the University of Alberta to include the following statement in all advertisements for faculty and staff positions: The University of Alberta hires on the basis of merit. The University is committed to the principle of equity in employment. The University welcomes diversity and encourages applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. In addition, the School has undertaken efforts to promote an organizational culture that promotes and supports diversity. In recognition of the importance of this issue, a series of consultations on this topic were organized. Details of this initiative are provided in greater detail in Criterion 4.5a. The Student Diversity Working Group and the Diversity Action Planning Group have recommended strategies for greater opportunities for faculty / staff input; and identification of priority diversity issues from the perspective of faculty / staff as part of a coordinated strategy to promote a culture of diversity across the School. Reflecting the continuing evolution of this initiative, the dean has appointed a diversity advisor who reports directly to the dean, and created a working group structure that aligns the diversity initiative with the other organizational change initiatives. An identified concern identified by the diversity initiatives to date, is to ensure not only diversity of faculty and staff, but creation of a community of faculty and staff who are knowledgeable about diversity issues, and show skill in providing a learning environment that is supportive to all students. A concrete work plan (refer to Appendix 4.3c) has been developed based on a) consultation

activities conducted to date, b) further focused discussion among leadership of the Student

Diversity Working Group and the diversity advisor, c) review by Student Services office, and

d) evidence from the diversification literature on effective approaches. This plan will require

approval by Executive Management Committee (EMC) before it can be finalized.

The approach proposed is to integrate a diversity lens (and diversity education) into all

strategic planning, policy and development activities. This approach is elaborated in point 3

of the current Diversity Work Plan:

3. Develop and implement a plan for integrating diversity awareness and education in all facets of School functioning.

a. Develop a long term plan for identifying, reviewing and adapting organizational policy, strategic planning, academic planning, and educational activities in a way that integrates current knowledge on promoting an organizational culture of diversity.

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Rationale: The most effective strategies for promoting diversity are those focused on organizational change, where diversity in integrated into the structure and processes of the organization.

For example, supervisory training workshops will be reviewed through a diversity lens and evidence-informed components integrated into the faculty workshops. This approach was selected over an intensive ‘diversity training’ approach for a number of reasons: a) evidence from the diversification literature that integration of diversity into organizational structure and process is more effective than ‘add on’ educational events; b) the recognized tendency of diversity training events to attract those most aware and committed to change, rather than those who benefit most from them, and c) concerns about resistance to designated mandatory diversity training activities.

b. In collaboration with the Student Services office, develop a plan for Student Services

Diversity orientation / education; and review and of internal student-related processes and services.

Rationale: Student Services is the first and continuing point of contact for students; therefore is a logical starting place for integrating diversity into policy, staff selection and education, and service planning activities.

In conjunction with the Student Services office, continue plans already underway to revise application, selection, orientation and support services to better meet the needs of our diverse student population.

c. Integrate a diversity lens into ongoing competency / curricula development

activities. Rationale: Given the importance of the curriculum in promoting both a climate supportive of diversity, and preparing students to provide leadership in a diverse society, a School of Public Health should assume a leadership role in modeling diversity in our teaching – both in content and in format (pedagogy).

The School is in the midst of intensive curriculum review process. This provides a unique opportunity to ensure that diversity awareness and skill development are integrated into all courses in the most appropriate fashion.

d. Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time. The University of Alberta hires on the basis of merit. The University of Alberta is committed to the principle of equity in employment. The University of Alberta welcomes diversity and encourages applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. The University of Alberta’s current equity plan - Opening Doors: A Plan for Employment Equity at the University of Alberta was instituted in 1994



(http://www.hrs.ualberta.ca/index.aspx?Pg=2057). This plan outlines targets for employment equity at the University of Alberta.

e. Description of efforts, other than recruitment and retention of core faculty, through which the School seeks to establish and maintain an environment that supports diversity. Focused action has been taken since summer 2010, to develop a coordinated plan to create a culture of diversity within the School. The Diversity Action Planning Group has made two recommendations which are moving forward: 1) To conduct an annual diversity survey of students, faculty and staff to monitor the

climate of diversity within the School. A draft survey has been developed and is

currently being reviewed and refined with the plan that it is distributed to all members

of the School community no later than fall 2012.

2) To institute diversity education for students, faculty and staff. The recommended diversity education approach, described in Criterion 4.2d above, is now before the Executive Management Committee (EMC)

In addition, there is commitment to addressing the student issues identified in the November 2010 report resulting from initial diversity assessment, which are described in more detail in Criterion 4.5a.

f. Identification of outcome measures by which the School may evaluate its success in achieving a diverse faculty and staff, along with data regarding the performance of the School against those measures for each of the last three years. Working with the Employment Equity Program at the University of Alberta we will monitor our performance in the employment of the four under-represented workforce groups in Canada (Aboriginal, persons with disabilities, members of visible minorities, women).

g. Assessment of the extent to which this criterion is met.

This is criterion is met.

Strengths 1) The School follows the University of Alberta commitment to the principles of equity and

diversity in hiring policy. As a visit to the faculty will demonstrate, faculty and staff of the School are of diverse ethnic / racial backgrounds, and many have been born in countries other than Canada.

2) The School has taken an organizational change focused approach to ensuring a culture of diversity within the School. Planning is based on evidence of “best” practice in organizational diversification, and reflects awareness of the Canadian cultural / historical / legal context.

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3) The University of Alberta has an Office of Safe Disclosure and Human Rights. (http://www.osdhr.ualberta.ca/). This is a resource to all faculty, staff and students and this office has provided workshops to the School.

4) A diversity advisor, with extensive experience in leading organizational diversification initiatives has been appointed, reporting directly to the dean.

5) There has been a number of diversity initiatives under development guided by the Student Diversity Working Group, the Diversity Action Planning Group, and planned special working groups on identified diversity issues.

6) Diversity issues have been integrated into orientation for new students.

Weaknesses 1) Recruitment of Aboriginal persons is a challenge faced by many academic institutions in

Canada.

Opportunities for Improvement 1) While historical trends explain much of the gender disparity among core faculty, we

hope to increase the proportion of core, tenured faculty who are female.

2) The School diversity initiative has identified several areas for improvement; these proposals have been met with strong support from the Executive Management Committee (EMC) and faculty / staff of the School. Attention will be needed to ensure that both the initiatives underway, and those still in planning stages, are adequately supported and resourced.

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4.4 Student Recruitment and Admissions. The School shall have student recruitment

and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the School’s various learning activities, which will enable each of them to develop competence for a career in public health.

a. Description of the School’s recruitment policies and procedures. The overarching goal of student recruitment is to assure a well-qualified student body is admitted. The Education Office provides leadership and coordination for student recruitment procedures and activities for the School. The following initiatives help to sustain a positive impact on student recruitment, admission and retention for the School:

Maintain an appealing, functional and substantive webpage. In 2010 the School redesigned its website. The website, brochures and professional development materials all use pictures of current School students and faculty as well as testimonials from current and former students.

Showcase our programs. Identify strengths and weaknesses, collect data on outcomes and include student (past and present) testimonials. Who are our major competitors and how do we realistically compare?

Identify target schools, areas, annual meetings, and populations for prospective students, contact faculty at “feeder” institutions, visit with students and faculty. Provide opportunities for interaction with prospective students by having an exhibitor booth, at national / international annual meetings [University of Alberta Grad Expo, Canadian Public Health Association (CPHA), Canadian Society for Epidemiology and Biostatistics (CSEB), Canadian Institute for Public Health Inspection (CIPHI), Alberta Public Health Association (APHA), etc.]

Maintain alumni contacts. Keep current lists with career outcomes, develop long term relationships and request their help with recruitment.

Respond rapidly and personally to applicants. Immediately follow up all inquires. Numerous studies clearly demonstrate that applicants generally choose the first institution to respond positively and personally to their inquiry / application.

Clearly identify our admissions process, deadlines, etc on our website and in our recruitment publications. It is vital that decisions for international applicants are made as early as possible due to visa issues. Departments gain a significant competitive advantage by evaluating applications quickly after the deadline, and responding, at least to the best applicants, on their status regarding funding, acceptance etc.

Establish effective networks; engage alumni and current students as recruiters.

Maintain accurate outcomes data for graduate students (time-to-degree, attrition, achievements, and careers three to five years post-graduation).

Promotion of awareness of the School diversity initiatives. There is a dedicated web page for the diversity initiative, with contact information. In addition, visuals on the website reflect the diversity of students, faculty and students.



b. Statement of admissions policies and procedures. Admission to the master’s and doctoral programs is competitive, based upon academic qualifications, relevant work or volunteer experience, letters of reference and evidence of the applicant’s ability to complete advanced study. The criteria for admission are displayed on the School’s website http://www.publichealth.ualberta.ca/en/admissions/admission_requirements.aspx and in the U of A Academic Calendar http://www.registrar.ualberta.ca/calendar/GradStudies-and-Research/Programs/205.html.

c. Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading, and the academic offerings of the School. If a School does not have a printed bulletin / catalogue, it must provide a printed web page that indicates the degree requirements as the official representation of the School. In addition, references to website addresses may be included. Our Graduate Programs Brochure is available at the web link below: http://bit.ly/nsHRPM.

d. Quantitative information on the number of applicants, acceptances, and enrollment, by program area, for each of the last three years. Data must be presented in table format.

http://www.publichealth.ualberta.ca/en/admissions/admission_requirements.aspx

http://www.registrar.ualberta.ca/calendar/GradStudies-and-Research/Programs/205.html

http://www.registrar.ualberta.ca/calendar/GradStudies-and-Research/Programs/205.html

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Table 4.4d Quantitative Information on Applicants, Acceptances and Enrollments by Program Area, 2008-09 to 2011-12

2008-09 2009-10 2010-11 2011-2012 MPH – Applied Biostatistics (Quantitative Methods)

Applied 5 7 7 11

Accepted 0 4 1 2

Enrolled 0 2 1 2

MPH Environmental and Occupational Health

Applied 23 27 32 16

Accepted 4 4 4 4

Enrolled 4 3 4 4

MPH – Epidemiology (Clinical Epidemiology)

Applied 10 27 31 53

Accepted 3 4 3 5

Enrolled 3 4 3 5

MPH – Global Health Applied 69 62 82 75

Accepted 8 5 6 6

Enrolled 7 5 6 6

MPH – Health Policy and Management (Health Policy Research and Health Technology Assessment)

Applied 9 27 29 57

Accepted 4 4 5 12

Enrolled 3 3 5 12

MPH – Health Promotion Applied 112 107 109 119

Accepted 34 37 29 22

Enrolled 27 30 29 22

MPH – Unspecified Applied 15 12 14 9

Accepted 0 1 0 0

Enrolled 0 1 0 0

MPH – Public Health Leadership (Community Health)

Applied 28 19 30 2

Accepted 6 6 7 0

Enrolled 6 5 7 0

MSc – Clinical Epidemiology Applied 8 1 9 5

Accepted 8 1 6 2

Enrolled 8 1 6 2

MSc – Environmental Health Sciences

Applied 2 3 1 3

Accepted 0 2 0 2

Enrolled 0 2 0 2

MSc - Epidemiology Applied 12 14 15 12

Accepted 9 11 7 8

Enrolled 9 11 7 8

MSc – Global Health Applied 14 8 6 9

Accepted 3 3 2 3

Enrolled 3 3 2 3

MSc – Health Policy Research Applied 8 4 17 5

Accepted 0 2 4 3

Enrolled 0 2 4 3

MSc – Health Promotion Applied 12 6 10 5

Accepted 6 0 3 1

Enrolled 5 0 3 1

MSc – Health Technology Assessment

Applied 0 0 2 0

Accepted 0 0 1 0

Enrolled 0 0 1 0



Table 4.4d Quantitative Information on Applicants, Acceptances and Enrollments by Program Area, 2008-09 to 2011-12

2008-09 2009-10 2010-11 2011-2012 MSc – Occupational Health Applied 1 2 0 1

Accepted 0 1 0 0

Enrolled 0 1 0 0

MSc – Population Health Applied 2 2 6 0

Accepted 1 1 0 0

Enrolled 1 1 0 0

MSc – Unspecified Applied 2 2 0 2

Accepted 1 2 0 0

Enrolled 1 2 0 0

PGD – Health Promotion Applied 3 6 1 6

Accepted 0 2 0 0

Enrolled 0 2 0 0

PhD - Epidemiology Applied 1 2 4 3

Accepted 1 1 1 2

Enrolled 1 1 1 2

PhD – Health Promotion and Socio-Behavioural Sciences

Applied 0 2 7 2

Accepted 0 0 2 2

Enrolled 0 0 2 2

PhD – Health Services and Policy Research

Applied 0 1 5 1

Accepted 0 1 0 0

Enrolled 0 1 0 0

PhD – Public Health Applied 0 0 11 3

Accepted 0 0 4 1

Enrolled 0 0 4 1

PhD – Public Health Sciences Applied 23 12 2 0

Accepted 8 6 0 0

Enrolled 8 5 0 0

e. Quantitative information on the number of students enrolled in each specialty

area identified in the instructional matrix, including headcounts of full and part time students and a full time equivalent conversion, for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs, should not be included. Explain any important trends or patterns, including a persistent absence of students in any program or specialization. Data must be presented in table format.

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Table 4.4e Students Enrolled in Each Degree Program by Area of Specialization, 2008-09 to 2011-12 (Template K) 2008-09 2009-10 2010-11 2011-2012 HC FT HC PT FTE HC FT HC PT FTE HC FT HC PT FTE HC FT HC PT FTE MPH – Applied Biostatistics

1 1 1.5 1 2 2 1 2 2 2 3 3.5

MPH Environmental & Occupational Health

8 3 9.5 7 1 7.5 5 4 7 6 4 8

MPH - Epidemiology 2 11 7.5 4 9 8.5 4 5 6.5 8 3 9.5

MPH – Global Health 9 3 10.5 13 0 13 11 4 13 10 2 11

MPH – Health Policy & Management

9 5 11.5 7 2 8 4 4 6 10 7 13.5

MPH – Health Promotion 11 55 38.5 21 52 47 26 41 46.5 26 45 48.5

MPH –Unspecified 0 0 0 1 0 1 1 0 1 0 0 0

MPH – Public Health Leadership

9 1 9.5 5 6 8 5 5 7.5 6 2 7

MSc – Clinical Epidemiology

13 3 14.5 7 4 9 16 2 17 14 5 16.5

MSc – Environmental Health Sciences

1 1 1.5 2 2 3 1 1 1.5 3 1 3.5

MSc - Epidemiology 16 4 18 20 5 22.5 25 7 28.5 23 10 28

MSc – Global Health 6 1 6.5 7 0 7 5 2 6 9 0 9

MSc – Health Policy Research

1 0 1 2 1 2.5 4 2 5 7 4 9

MSc – Health Promotion 15 5 17.5 7 4 9 8 6 11 8 5 10.5

MSc – Health Technology Assessment

0 0 0 0 0 0 1 0 1 1 0 1

MSc – Occupational Health 0 0 0 1 0 1 1 0 1 1 0 1

MSc – Population Health 2 3 3.5 2 1 2.5 1 0 1 1 0 1

MSc – Unspecified 0 2 1 3 2 4 5 1 5.5 0 0 0

PGD – Health Promotion 0 1 0.5 0 2 1 0 0 0 0 0 0

PhD - Epidemiology 0 1 0.5 1 0 1 4 0 4 8 0 8

PhD – Health Promotion & Sociobehavioural Sciences

0 0 0 0 0 0 1 0 1 3 0 3

PhD – Health Services & Policy Research

0 0 0 1 0 1 0 1 0.5 1 0 1

PhD – Public Health 0 0 0 0 0 0 1 1 1.5 4 1 4.5

PhD – Public Health Sciences

31 4 33 30 5 32.5 23 6 26 21 2 22

MD / PhD 1 0 1 1 0 1 1 0 1 1 0 1

TOTAL 135 104 187 143 98 192 154 94 201 173 94 220

NOTE: Degree conferred refers to MPH, MS, PhD, DrPH, BS, etc. Specialization refers to biostatistics, epidemiology, health education, etc. HC = Head Count FT = Full-time students (nine credit units or more per semester) PT = Part-time students FTE = Full-time equivalent students



f. Identification of outcome measures by which the School may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the School against those measures for each of the last three years. Please refer to page 173 for the outcome measures by which the School evaluates success in enrolling a qualified student body.

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Five-Year Target Monitoring and Feedback

Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11


Number of qualified applicants 540 FGSR1 data system

Associate Dean (Education)

Annual 305 307 416

Number of completed applications 600 FGSR data system Associate Dean

(Education) Annual 321 319 481

Number of accepted applications 150 FGSR data system Associate Dean



(Education) Annual 3.5 3.5 3.6




Strengths 1) Students with strong academic credentials are applying to the program.

2) The numbers of applicants are increasing and applicants are coming from diverse backgrounds and communities.

Weaknesses 1) The School only allows enrollment in graduate programs for the fall term.

2) The School does not attract a large number of public health practitioners to its campus based programs

Opportunities for Improvement 1) The School needs to increase its applicant pool of qualified students.

2) Course offerings could be more flexible (i.e. intensive, modularized, more eLearning courses) to attract more public health practitioners.

3) With further improvements to the professional development program offerings there will be the opportunity to encourage professionals in the field of public health to segue into formal graduate programs.

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4.5 Student Diversity. State application, admission, and degree-granting requirements

and regulations shall be applied equitably to individual applicants and students regardless of age, gender, race, disability, sexual orientation, religion or national origin.

a. Description of policies, procedures and plans to achieve a diverse student population. The School has developed a strategy to create and promote a culture of diversity. In July 2010, the associate dean (education) assigned a faculty member to undertake initial consultation on diversity issues within the School, in response to an email to all students requesting participation on an initial working group, four students volunteered to work on developing a plan for consultation, and facilitating student engagement on this issue. Several meetings were held by this Student Diversity Working Group, which in November 2010 created a background document on diversity issues identified within the School. (Refer to Appendix 4.5a, School of Public Health Diversity Working Group, Background Document, Issues and Strategies, a report based on issues emerging from the planning meetings and student consultation, as well as individual, confidential input to working group members). This document, intended to be a first step in promoting broad and ongoing discussion among all members of the School community, was presented to a School Town Hall session, and faculty and staff responded to a short survey. Results indicated a high level of support for initiatives in this area. It was recognized that there is, among faculty, staff and students, limited awareness about what “diversity” means, and the scope of diversity initiatives. The Student Working Group expressed concern that diversity would be seen as an issue only of concern to international students, rather than an issue of concern and interest to all within the School. Early activities, therefore, have included developing and communicating a definition and vision of “diversity” and a “culture of diversity”, as well as clearly articulating the rationale for the School focusing on this issue. The working group has proposed a definition of diversity that recognizes, respects, and celebrates a broad range of characteristics and differences among people. These differences include ethnicity, race, language and national origin, as well as include gender, sexual orientation, age, educational background, family status, religion, socio-economic standing, ability (physical, mental, cognitive), group affiliation, and individual ways of being and thinking. According to this view, each person has multiple, and often evolving, cultural identities. The School has also defined a culture of diversity as one that creates and supports an environment where each person is valued, and is confident in contributing his / her insights and skills. It is not that differences are tolerated, but that diversity is seen as a source of strength, allowing organizations to be more innovative, flexible and adaptable, as they benefit from the contributions of all their members. All students, including students from the majority culture, benefit academically and socially in an academic environment that values and promotes diversity, and are better prepared to think, live and work in our global society.



In January 2011 a Diversity Action Planning Group, consisting of students, faculty and staff, was formed: this group further developed plans for responding to issues identified in the November document (refer to Criterion 1.5c for terms of reference), with an emphasis on preparing for the fall 2011 student intake. In September 2011, as a further stage in the evolution of these initiatives, the dean appointed Dr. Bowen as diversity advisor, and instituted a process of working groups (consistent with the organizational process used in other School development activities) to continue the process of developing, and integrating with other organizational activities, diversity initiatives within the School.

b. Description of recruitment efforts used to attract a diverse student body, along with information about how these efforts are evaluated and refined over time.

Our overall approach to date has been to recruit widely with the intent that this strategy will attract a diversity of students, from whom we can select the most qualified. Skype and long distance phone interviews are conducted with promising international applicants. Our efforts are directed at recognizing and supporting all members of our School community once they are here. However, it is anticipated that addition of our diversity initiative as a separate webpage, will promote interest in the School by a wide range of students.

We know that word of mouth is also an important recruitment strategy. Therefore, our

actions to promote and support the organizational diversification are anticipated to provide an environment attractive not only to a diverse student body, but to students interested in experiencing and learning about diversity.

a. Quantitative information on the demographic characteristics of the student body, including data on applicants and admissions, for each of the last three years. Data must be presented in table format. Please note there are no systematic metrics of student diversity at the University of Alberta other than self report of Aboriginal heritage and international student status.

Table 4.5c Demographic Characteristics of Student Body from 2008 – 10 (Template L)

2008 2009 2010

M F M F M F Aboriginal Applied 1 3 2 7 1 3

Accepted 1 1 0 4 0 2

Enrolled 1 1 0 4 0 2

Canadian

Applied 48 215 49 212 57 228

Accepted 21 75 20 91 19 86

Enrolled 19 58 18 62 15 64

International

Applied 69 40 60 46 57 69

Accepted 9 6 6 4 5 11

Enrolled 8 4 3 3 4 6

TOTAL

Applied 117 255 109 258 114 297

Accepted 30 81 26 95 24 97

Enrolled 27 62 21 65 19 70

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b. Identification of measures by which the School may evaluate its success in achieving a demographically diverse student body, along with data regarding the School’s performance against these measures for each of the last three years. Please refer to page 178 for the outcome measures by which the School evaluates success in achieving a demographically diverse student body.

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Five-Year Target


Where? Data Source

Who? Responsibility

When? Timeframe

2008-09 2009-10 2010-11

E2.2 – Develop strategies to increase the enrollment of qualified Aboriginal, visible minority and international applicants

Number of applications from international students

150 FGSR data system Associate Dean


Visa students as percent of total enrolment

15% FGSR data system Associate Dean

(Education) Annual 11% 9.9% 10.8%

Number of aboriginal students 15 FGSR data system Associate Dean


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c. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) As indicated in Criteria 4.5 a-c the School has implemented a number of strategies to

create a culture supportive of diversity. The initiative has strong support from the Executive Management Committee (EMC) and from the faculty / staff body.

2) The University of Alberta has a well-developed program of orientation and support services for international students (http://www.gradstudies.ualberta.ca/intl/). Students are referred to orientation for international students via SPH 101, and writing seminars are built into the extended orientation program.

3) The University of Alberta has an Office of Safe Disclosure and Human Rights. (http://www.osdhr.ualberta.ca/). This is a resource to all faculty, staff and students and this office has provided workshops to the School.

4) The School has developed and publicized its definition of diversity and made a commitment to promoting a culture of diversity for the benefit of all students.

5) There is an active Student Diversity Working Group, which has developed the initial plan for organizational change in collaboration with the diversity advisor. The first meeting of the 2011-12 academic year was held on September 16, 2011. This Student Working Group is open to all students and elects its own representatives to Student Council and Diversity working groups.

6) A diversity advisor, with extensive experience in leading organizational diversification initiatives has been appointed, reporting directly to the dean.

7) Diversity initiatives are integrated into new student orientation including: awareness of the diversity initiative, initial introduction to diversity concepts and activities, and greater participation of international / new Canadian students in leading discussions of adaptation to student life.

Weaknesses 1) The School has had limited success in recruiting Aboriginal students: Recruitment of

Aboriginal persons is a challenge faced by many academic institutions in Canada.

2) There is no data on the actual ethnic makeup of the School’s students.

3) There is currently no diversity training available for faculty, staff or students.

Opportunities for Improvement 1) The School will be developing a student recruitment strategy that will take into account

the objective of increasing enrollment of qualified Aboriginal, visible minority and international students.

2) The School diversity initiative has identified several areas for improvement: these proposals have been met with strong support from the Executive Management Committee (EMC) and faculty / staff of the School. Attention will be needed to ensure

http://www.osdhr.ualberta.ca/

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that both the initiatives underway, and those still in planning stages, are adequately supported and resourced.

3) The development of annual diversity survey will provide information about the success of diversity initiatives to identify needs of international and Aboriginal students.

4) A diversity education initiative is currently under development which will address diversity training for faculty, staff and students.

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4.6 Advising and Career Counseling. There shall be available a clearly explained and

accessible academic advising system for students, as well as readily available career and placement advise.

a. Description of the advising and career counselling services, including sample orientation materials such as student handbooks. Who conducts the orientation? Orientation is planned and coordinated on the day, by an Orientation Planning Committee that consists of the associate dean (education), student services coordinator, graduate program administrators, Academic Advisor for Distance Students and student representatives as appointed by School of Public Health Students Association (SPHSA). This orientation is in two parts: 1) pre-orientation is conducted through a web-based site (SPH101) that enables you to find information and interact with other students, faculty members and graduate program staff, and 2) on-campus Orientation is held in the first week of class in September. The Orientation in the School is for all students (campus and distance-based).

Orientation Schedule

Day 1 Tuesday September 6, 2011

8:00 - 8:30 Registration Name tag, handouts, etc.

8:30 - 8:45 am Welcome Welcome to School of Public Health and orientation overview

8:45 - 9:30 am Activity Focus on teambuilding

9:30 - 9:45 am Introduction/Overview of Faculty What's going on in School of Public Health

9:45 - 10:45 am Break Refreshments to be provided

10:45 - 11:00 am Spotlight on Faculty Meet individual faculty, course overviews

11:00 - 12:00 pm Activity Get to know your cohort

12:00 - 12:45 pm Lunch Refreshments to be provided

12:45 - 2:00 pm Activity Focus on diversity

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2:00 - 2:15 pm Break Refreshments to be provided

2:15 - 2:45 pm Adapting to Graduate Studies School of Public Health student association

2:45 - 4:15 pm Panel Discussion Learn from current student experiences

5:00 - 7:00 pm Welcome Back BBQ All students, faculty, staff and their families are welcome

The School has established an Education Office as the “go-to” spot for student services. This office is responsible for ensuring that students have an academic program advisor, provides oversight to the graduate education programs, and coordinates practicum and culminating project experiences. The orientation is in two parts: 1) pre-orientation is conducted through a web-based site (SPH101) that enables you to find information and interact with other students, faculty members and graduate program staff, 2) on-campus orientation is held in the first week of class in September, and 3) extended orientation activities that are scheduled over the first several weeks of classes. These include:

Student diversity;

Effective writing for graduate school;

Refworks- library orientation;

Career panels.

Objectives of Orientation Overall goal: To contribute to building a strong and cohesive School community.

Principles: Activities will provide opportunities for interaction and two / multi-directional sharing of

information rather than one way conveyance of information.

All activities, events and presentations will be designed to reflect the diversity of the School (e.g. students, faculty, programs, disciplines, areas of expertise).

The objectives of the orientation will guide the timing, time allotment and structure of both formal orientation and associated orientation activities.

Orientation will be conceived of as multi-faceted, and extending both before, and following, formal “orientation days”.

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Orientation is to meet the needs of all students – MPH, MSC, PhD and Postgraduate Diploma (PGD) and students in all specializations, as well as both campus and distance students.

Orientation activities will actively promote appropriate participation of faculty, staff and returning students.

Objectives: To promote integration of new students into the School community;

To build student confidence in participating fully in the School’s academic and social activities;

To facilitate students in developing the knowledge, skills, and confidence to effectively plan and navigate their academic career;

To ensure that students have information on the resources available to them, and know who to contact for additional information or to address problems they may encounter in their future life within the School;

To strengthen and facilitate trusting relationships between faculty, staff, and new and returning students;

To provide opportunities for returning students to provide leadership and mentoring to new students;

To provide opportunities to explore and share cultural expectations and assumptions as they relate to the School, specific specializations, graduate education, public health and specific student life experience (e.g. mature, part-time, international, distance students);

To model an organizational culture that celebrates diversity. The School of Public Health Students Association (SPHSA) holds an annual wine and cheese event to introduce students to prospective employers.

The Canadian College of Health Leaders (CCHL) held an event in 2011 to introduce students to the College and make information available on the CHE credential that the can acquire through the joint efforts of the School and the Canadian College of Health Leaders (CCHL) MOU. In addition, the role of student advisor (for course based students) and supervisor (for thesis based students) involves guiding students in the selection of courses (electives), choice of practicum placement, choice of thesis topic, in line with career interests. Professional degree students are guided in their choice of practicum placement by the practicum coordinator. This process involves discussions of interests, competency strengths and areas for growth, learning goals and career interests. Students submit an up-to-date CV and complete a self-assessment of their competencies. As of fall 2011, students will be required to submit a written summary of their competencies for review and discussion with the Practicum Coordinator. They will also participate in an individual and group reflection on

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their practicum experiences, and revisit their competencies at the end of the culminating experience. Career and Placement Services (CAPS) staff will facilitate the process of designing a relevant professional CV. The School will be instituting strengthening the expectations of academic program advisors (faculty) for supporting students during their professional degree programs, based on recommendations of the Working Group on Academic Program Advising.

b. Description of the procedures by which students may communicate their concerns to School officials, including information about how these procedures are publicized and about the aggregate number of complaints submitted for each of the last three years. The School’s Education Office hosts a monthly brown bag lunch with representatives of the School of Public Health Students Association (SPHSA) to surface and discuss student and School concerns. Graduate program administrators advise students to utilize the University of Alberta’s neutral Ombudsman when relevant to receive an informed unbiased hearing on any issue they feel may not be adequately addressed internally. The School has asked its recently graduated students to complete an anonymous survey evaluating the overall program of study. This survey was developed internally by the Education Office and reviewed and endorsed by both the Professional Degrees Committee (PDC) and RDC. The survey asks questions related to whether they were satisfied with the graduate education they received; if they would recommend the School; the flexibility; clear expectations; balance between practical and theoretical; relevance of program to career; preparation for employment; practicum experience; relationship with advisors or supervisors; capstone course; and academic degree requirements (thesis exam). The scoring was on a 5-point scale ranging from ‘strongly agree / satisfied’ to ‘strongly disagree / dissatisfied’. The question, How satisfied are you with the graduate education you received?, received an average response of ‘somewhat satisfied’ to ‘very satisfied’. The question, How satisfied were you with the flexibility of the program?, received an average response of 4.0 / 5.0 and How satisfied were you with the balance between practical and theoretical focus?, received an average response of 4.05 / 5.0. The question, How satisfied are you with the relevance of the program to career choice?, received an average response of 4.48 / 5.0. The question, How satisfied are you with how the graduate program prepared you to find related employment?, received an average response of 3.85 / 5.0.

c. Information about student satisfaction with advising and career counseling services. The University of Alberta provides students with advice through Career and Placement Services (CAPS) (http://www.caps.ualberta.ca/) offers a variety of career services to University of Alberta undergraduate and graduate students, postdoctoral fellows, alumni

http://www.caps.ualberta.ca/

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and the University of Alberta community by helping students to explore career options, connect with employers, write a resume, find work, ace a job interview and stay in the loop about career-related issues. The School asked questions on the recent graduated student survey , one for MPH students, To what extent do you agree that your academic advisor served as a mentor in matters pertaining to my public health career and profession?, received an average response of 3.61 / 5.0. For MSc / PhD students, To what extent do you agree that your supervisor provided advice and constructive feedback?, the score was 4.50 / 5.0. A survey of recently graduated students (within 12 months of graduation) is done each summer that asks questions about satisfaction with support provided for / by:

planning and implementing the field practicum experience;

supervisor;

final thesis examination process;

candidacy exam process; Are any surveys administered to students before graduation? No, yearly Progress Reports are done by the student and their advisor/supervisor that are submitted to the Education Office and reviewed by the appropriate Education Committee.

d. Assessment of the extent to which this criterion is met. This criterion is met.

Strengths 1) The School has good support with career counseling from the University of Alberta

Career and Placement Services (CAPS) Office.

2) Faculty members are willing to support students with career counseling as they are able.

3) The practicum provides opportunities for students to engage with leading public health practitioners and researchers.

Weaknesses 1) The School has no dedicated resources to career planning and ongoing engagement of

graduates;

Opportunities for Improvement 1) Assessment of models for developing services through the Education Office to support

career planning.

2) Clear expectations, along with orientation and training for faculty on student supervision and advising.

3) Integration and enhancement of diversity services, especially services for new Canadian and International students.

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Documents

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deanschool of public

public health core knowledge

master of public health

selfstudy document

public health800 eye

amanda schwalbe

faculty qualifications