Strategic Directions 2007-2012 · 2008-11-25 · Strategic Directions 2007-2012 Page 2 1....

York University Faculty of Health

Strategic Directions 2007-2012

May 9, 2007

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York University – Faculty of Health Strategic Directions 2007-2012 Table of Contents

Page 1. Introduction 2 2. Overview of the Planning Process 3 3. Overview of Our Faculty 4

Health Policy and Management 5

Kinesiology and Health Science 7

Nursing 9

Psychology 10 4. Assessment of Our Strategic Situation 12 5. Our Vision, Mission and Values 18

6. Strategic Directions 2007-2012 20

A. Enhancing the Student Experience 21

B. Generating Innovative Research that Makes a Difference 23

C. Connecting with Communities – Local to Global 25

D. Developing our Faculty & Staff 27

E. Building Key Support Resources 28 7. Approach to Implementation and Monitoring 29


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1. Introduction This is an exciting time in the history of York University’s Faculty of Health. In this first year of our existence we have the opportunity to lay the foundation for the future – to set the stage for an innovative and dynamic Faculty that can achieve great results. By building on our collective strengths, addressing our challenges, and developing new and innovative approaches to research, education and service we can make a real difference – locally, nationally and globally. The strategic planning process has been led by a Guiding Coalition of 14 individuals including representatives of each unit within the new Faculty:

Members of the Guiding Coalition

Lynne Angus Professor, Psychology Lesley Beagrie, Director, Nursing Mike Connor, Assistant Professor, Kinesiology and Health Science Adeline Falk-Rafael, Professor, Nursing Laurence Harris, Chair, Psychology Michaela Hynie, Associate Dean, Research Roger Kelton, Chair, Kinesiology and Health Science Joel Lexchin, Professor, Health Policy and Management Janet Morrison, Executive Officer Karin Shortreed, Grad Student, Kinesiology and Health Science Harvey Skinner, Dean Kathy Thomas, Executive Assistant to Dean Susan Vail, Associate Dean, Student & Curricular Affairs Mary Wiktorowicz, Chair, Health Policy and Management Susan Wright, Facilitator, Partner, The Randolph Group

The Guiding Coalition has sought the input of students, faculty members and key stakeholders within York University. Their collective voices are represented in this plan. Our challenge now is to move ahead with implementation.


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2. Overview of the Planning Process The Faculty of Health inaugural strategic planning process involved consultation with a variety of groups and culminated in a Faculty Retreat held on April 5, 2007 which involved approximately 120 individuals. Our work has included input from the following sources:

• 12 key informant interviews

• 6 focus groups involving a total of 36 individuals

• A web survey of all members of the Faculty (students, faculty and staff) – close to 100 responses received to date

• A scan of the external environment The process began with a strategic assessment of the Faculty and its units. This involved the identification of strengths and challenges, as well as a review of the changing environment within which the Faculty is working. This overall strategic plan provides a framework for the Faculty’s evolution over its first 5 years and includes:

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

Vision

Mission

Values

Approach to Monitoring and Implementation

Strategic Directions

• Purpose or raison d’être

• Core beliefs and principles

• Focus areas over next 5 years

• Ongoing approach to monitoring,renewal


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3. Overview of Our Faculty and Units

The idea of a Faculty of Health at York University was first raised in a long-range planning document “2020 Vision” endorsed by the Senate and the Board in 1992. In 2005, Health was identified as a strategic academic priority in the June 2005 University Academic Plan. The Senate and Board of Governors approved the new Faculty of Health in 2005 and the new Faculty came into being on July 1, 2006 with the appointment of the inaugural Dean – Harvey Skinner. 2006/2007 is a transitional start-up year for the Faculty. The Faculty of Health brings together four units and a range of education programs.

Kinesiology andHealth Science

Psychology

• Honours BA and BSc in Kinesiology &Health

Science

• MA and MSc in Kinesiology & Health Science• PhD in Kinesiology & Health Science

• Certificates in Athletic Therapy, Fitness

Assessment & Exercise Counselling, Sport

Administration & Coaching

• BA, BA Honours, Specialized Honours in Psychology

• BSc, BSc Honours, Specialized Honours in Psychology

• MA and MSc in Psychology• PhD in Psychology

• Certificate in Rehabilitation Services (York/Seneca)

NursingHealth Policy

and Management

• Post RN Bachelor of Science in Nursing (BScN)

• Collaborative Bachelor of Science in Nursing

(BScN) - 4 Year

• 2nd Entry Bachelor of Science in Nursing (BScN)• Bachelor of Science in Nursing (BScN) for

Internationally Educated Nurses

• Master of Science in Nursing (MScN)

• Primary Health Care Nurse Practitioner Certificate

• BHS Specialized Honours:

Health Management; Health Informatics;

Health Policy

• MA in Critical Disability Studies• PhD in Critical Disability Studies (proposed)

• Certificate in Health Informatics

New

Faculty

of Health


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The new Faculty also brings together a large and diverse group of students and faculty.

Current Enrolment and Faculty Complement

Undergraduate 06 Enrolment

Graduate 06 Intake

Graduate Overall

Tenure CLA Faculty

Part-time Faculty

Health Policy & Management

202 35 62 12* 6

Kinesiology & Health Science

2,733 36 98 41 (+3 hires)

43

Nursing 901 44 66 43 (+4 hires) 120

Psychology 4,537 35 226 78 (+6 hires)

58

Estimated Total 8,373 150 452 174 (+13) = 187

227

* 2 faculty members hold 0.4 appointments with SHPM.

Overview of each Unit: Health Policy & Management The School of Health Policy & Management, founded in 2001, offers 3 major programs at present: a Bachelor of Health Studies with majors in Health Policy, Health Management, or Health Informatics; a Certificate in Health Informatics; and an MA in Critical Disability Studies. The School of Health Policy & Management has a number of key priorities:

• Facilitating the move from: - A singular medical model to a social determinants model of health - Treatment of illness to prevention and equity - A fragmented system into an integrated system

• Interdisciplinary and collaborative research

• Providing critical analysis with relevant insights into health issues of local, national and international significance


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In the Health Policy area, the focus is on governmental and other institutions’ decision-making (laws, policies, funding) concerning health related issues including: the organization and delivery of health care in Canada and elsewhere; critical analysis of the role public policy plays in supporting health and responding to illness; and the political, economic, and social forces that shape these activities. In the Health Management area the focus is on the organization, management, and delivery of health services including: the structure of the health system; health system integration; health care quality and safety; and leadership, decision making and governance of health care. In Health Informatics the focus is on the ways information and communication technologies are changing how health care services are accessed, delivered, and managed including: electronic health records; decision support systems; e-health and telehealth; and integration of Information Systems. The School is currently developing a number of applied program components. It is launching a new Experiential Education course (HLST 4900 3.0) and it provides a full-year applied research methods course which includes a second term applied health services research project. The School is interested in pursuing other avenues for getting students into health settings. The focus of the SHPM Graduate Program in Critical Disability Studies is on examining the systemic social, political, legal and economic barriers to the full societal inclusion of persons with disabilities. The School of Health Policy & Management is currently developing a number of new programs: a Bachelor of Administrative Studies in Health Administration to be jointly offered with School of Administrative Studies; Ph.D. in Critical Disability Studies; and a direct-entry Ph.D. in Health with streams in Health Policy and Equity, and Health Informatics and Decision-making.


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The School’s research areas include: social determinants of health; disability and human rights; pharmaceutical policy; gender and health; patient safety; mental health policy; long-term care policy; mad people’s history; and health information systems and e-health. Kinesiology and Health Science The School of Kinesiology and Health Science has existed in various forms since the early 1960s. Key milestones in its development include:

• 1964: Bryce Taylor hired to create physical education department

• 1967: First entering class, Department of Physical Education and Athletics formed

• 1971: First graduating class

• 1976: Exercise and Sport Science Graduate Program started M.A. and M.Sc.

• 1985: Renamed Department of Physical Education, Recreation and Athletics

• 1992: Graduate Program renamed Exercise and Health Science

• 1994: Renamed School of Physical Education; Undergraduate Program renamed Kinesiology and Health Science

• 1999: Renamed School of Kinesiology and Health Science

• 2006: One of Founding Units of: Faculty of Health; first two Ph.D. students graduate

In addition to its academic programs, the School has a number of service programs including:

• Sport York which runs an Interuniversity (varsity) program (500 athletes in 23 sports)

• Recreation York which runs a variety of intramural programs, instructional programs, and casual recreation programs.

The Undergraduate Program currently offers 3 Certificate Programs: Athletic Therapy; Fitness Assessment and Exercise Counselling; and Sport Administration. A unique aspect of York’s undergraduate program is its Physical Activity Practica (PKINs).


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The Graduate Program includes 3 specialization areas: Integrative Physiology; Neuroscience and Biomechanics; and Health and Fitness Behaviours. Areas of research include:

• Neural control of skeletal muscle and motor activity

• Role of cell cycle in muscle and breast cancer development

• Vascular angiogenesis in exercise and disease

• Skeletal and cardiac muscle biochemistry

• Exercise and stress effects in diabetes

• Neuroimaging and motor control rehabilitation

• Biomechanics of human injury and rehabilitation

• Epidemiology and prevention of childhood injuries

• Physical activity patterns across the lifespan

• Fitness assessments of various population groups

• Behavioural cardiology and cardiac rehabilitation

• Health behaviour change in prevention and treatment of chronic disease

• Adipokines contribution to carbohydrate and Lipid metabolism and insulin resistance

• Muscle stem cell development in exercise and disease

• Spatial perception

• Repetitive strain injury

• Psychological factors in sport injuries

• Epidemiology of chronic diseases

• Eating disorders

• Chronic pain and health

• Race and gender in sport and society

• Vaccine programs in developing countries

• Physical activity and successful aging


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Nursing The School of Nursing prepares nurses for practice (both entry to practice and advanced practice); advances nursing knowledge; and integrates knowledge into practice. The School of Nursing has grown and changed rapidly over the past 20 years. The evolution of the School includes the following key milestones:

• 1988: B.A. Liberal Studies in Health Studies for Post-RN’s

• 1991: Post RN B.Sc.N. degree (first admits 1993)

• 1995: Post RN B.Sc.N. & Primary Health Nurse Practitioner Certificate

• 1997: Collaborative B.Sc.N. (first graduated 2001)

• 2005: Internationally Educated Nurses (B.Sc.N.)

• 2005: Masters of Science in Nursing (M.Sc.N.)

• 2005: Second Degree Entry (B.Sc.N.)

• 2006: Became part of the Faculty of Health All nursing programs require clinical placements. Sixteen courses require placements with direct and indirect supervision. Current practicum partners number well over 300 including: acute care hospitals, rehabilitation and complex continuing care centers, public health departments, visiting nursing, corrections system, community mental health system, seniors' programs, daycares, schools, occupational health, parish nursing, street nursing, hospices, shelters, at risk youth programs, soup kitchens, early years programs, community health centres, etc. The Nursing Resource Centre supports students in clinical courses and offers clinical simulation and videoconferencing infrastructure. Nursing Faculty have expertise in: Clinical Specialties in gerontology, mental health, acute and critical care, pediatrics, chronic care, oncology, street health, maternal/child; Women’s Health, Feminism, & Empowerment; Curriculum Development & Caring Pedagogies; Social and Administrative Justice; Healing & Natural environment; Complementary Therapies; Student-teacher Relationships; Innovation, Change, & Leadership; Distance Learning and e-Health/learning; and the Arts & Health.


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The School of Nursing is currently undergoing accreditation for its 2nd degree and Internationally Educated Nursing programs. Key current priorities include: development and expansion of MScN program delivery options; enhanced and sustainable funding for IEN program; building of research infrastructure for the School; development of Chairs/other major funding; and development and extension of strategic alliances with external partners. – e.g. UHN, York Region. Psychology The Department of Psychology at York dates back to the early 1960s. The Department’s Research Programs include 6 key areas:

1. Clinical

2. Clinical/Developmental

3. Brain Behaviour and Cognitive Sciences

4. Developmental and Cognitive processes

5. History and Theory

6. Social and Personality The Adult Clinical area adopts a scientist-practitioner training model and is accredited by both the Canadian and American Psychology Association. Research interests include:

• Health psychology: HIV- related behaviours; Heart disease & depression; and Pain perception

• Psychological Assessment and Intervention: Personality and depressive mood disorders; Eating disorders and body image; Anxiety disorders; Autobiographical memory and emotion processes in depression; and Process-outcome and qualitative research methods

• Neuropsychology: Schizophrenia; Rehabilitation; Memory and aging; Spatial ability; and Higher order cognition and memory


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Key initiatives in the adult clinical area include: the HIV Prevention Lab; Anxiety Disorders Lab; emotion processes in treatments of depression and emotional harm; boredom and depression; and culturally-sensitive couples therapy. The theme of research in Clinical/Developmental is to take a developmental approach to understanding clinical issues in children, adolescents and families. Key research areas include: Clinical psychopathology and treatment approach (trauma therapy, pain assessment, parenting, attachment disorders); Professional function (neuropsychological assessment, expert witness issues, program evaluation); and Diagnostic populations (autism, ADHD, developmental and learning disabilities, conduct disorders) The Brain Behaviour and Cognitive Sciences focuses on: Neurophysiology; Psychophysics and Action; Clinical Populations (stroke, migraine, Parkinson’s Muscular Degeneration, Alzheimer’s); Computational Modeling; Animal Behaviour; Neuro-imaging; and Orientation in Unusual Environments (e.g. space). The themes of research in Development and Cognitive processes include: Cognitive & Social Processes in Infancy; Cognition & Language; Neuropsychology; and Educational Applications. Initiatives in the History & Theory area include: classics in the History of Psychology; web resource; “This Week in the History of psychology”, podcast; Changing face of Feminism; International Society for Theoretical Psychology Conference in 2007; and History of Race Psychology. The Social and Personality Psychology Area trains students to conduct basic research related to the effects of social and cognitive processes and personality on the way in which people perceive, influence and relate to others and themselves. Focus areas include: culture; forgiveness; health and coping; legal decision making; personality processes; and stereotyping, prejudice, and discrimination. The Psychology Department is working on a number of potential future directions including: developing an on-site fMRI facility; forming a CIHR Team for Spatial Cognition and Sensorimotor Control; developing a Psychology Research and Training Clinic; PREVNet (Promoting relationships and eliminating violence Network); establishing a Child Health Institute in collaboration with Hospital for Sick Children; and the Vision Science Research Program at the Toronto Western Hospital.


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4. Assessment of Our Strategic Situation

Our new Faculty brings together a diverse range of programs from 3 previous faculties. One of our initial challenges has been getting to know each other and identifying common ground in terms of our collective strengths and challenges. The following assessment of our strengths, challenges and the changing external environment has been drawn from the key informant interviews, focus groups, web surveys, unit discussions and Guiding Coalition discussions. Strengths Collectively the Faculty has a number of overall generic strengths:

• The size of the Faculty and the breadth of programs offered

• Diversity (in terms of programs, faculty and students)

• Newness – and the opportunity to be nimble and innovative In addition, the Faculty has a number of cross-cutting strengths (i.e. areas where there. is critical mass and more than one unit is involved). Our initial identification of these cross-cutting strengths includes (in no particular order):

• Health psychology: related to Pain; HIV; Cardiovascular (experience with health and illness); and Chronic health

• Vision research and cognitive science

• Neuropsychology and trauma

• Mental health: across the lifespan; Diversity issues; Policy and advocacy

• Health promotion: individual, community, policy, global

• Epidemiology

• Disease research – acute and chronic

• Determinants of health; factors affecting/impacting health

• Health services and health systems


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• Rights, justice, violence, inter-personal, bullying

• Evidence-based practice and evaluation

• Innovative educational strategies

• Partnerships with communities

• Inter-disciplinary approaches

• Experiential education and community service Challenges Some of the Faculty’s current challenges reflect the realities of being a new Faculty:

• The need for a shared vision (the Faculty is considered by many to still be “a sum of the parts”)

• The need to build internal understanding and respect

• The need to build the visibility and awareness of what the Faculty is and what it has to offer

Other areas of concern relate more directly to the student and faculty experience:

• The need to enhance the student experience (e.g. experiential education, class sizes, counseling and support)

• The need for appropriate space and equipment to support research and teaching (e.g. wet labs, space for post-docs and grad students)

• The need for enhanced research infrastructure and support (e.g. to identify and secure grant opportunities and manage grant finances)

• The need to develop and support faculty and staff and create an environment that supports intellectual exchange

• Concerns related to workload overall and equity in teaching loads across the different units

• The need to secure sufficient resources to invest in all of the above-noted areas.


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Environmental Trends We recognize that we are planning for the future within a changing and complex environment. Our scan of the broader environment reveals the following trends that have significant potential implications for our Faculty in the future – in terms of both potential opportunities and threats: • Significant demographic changes are underway locally, nationally and

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

A snapshot of the population served by the Central Local Health Integration

Network (LHIN) (largely made up of York Region) gives us a sense of the demographics locally:

Indicator Central LHIN Province

Visible Minorities 36% 19%

Immigrant Population 46% 27%

Francophone Population 2% 5%

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

Aboriginal Identity Population 1% 2%

Population Age 65 and over 11% 13%

Female Lone Parent 17% 19%

Low Income Economic Families 15% 12%


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• Changing health and physical activity levels of the population: While major improvements in health have been made in some areas, there continue to be significant health concerns which have long-term implications for our overall health locally and globally. There is a concern that current health and physical activity behaviours are creating the conditions for growing long-term health issues. For example, according to the 2004 Chief Medical Officer of Health Report: Healthy Weights, Healthy Lives: In 2003, almost half of Ontario adults (18 years and older) were overweight or obese. According to data collected in 2000, about 25% of boys and 15% of girls (ages 12 to 18) in Ontario were above a healthy weight.

Over half of Ontarians do so little that they are classified as “inactive”. According

to the 2000 Canadian Community Health Survey (CFLRI, 2002), 56% of youth ages 12 to 19 were not active enough for optimal growth and development. In another national survey of children ages 5 to 17 (CFLRI, 2000), over half were not active enough to support optimal growth and development and, once again girls were less active than boys.

• Emerging health system priorities: There are growing concerns about the costs

of our current health care system – and a recognition that a disease focus is not sustainable. We are well-positioned as a Faculty to address emerging local and provincial health system priorities – particularly in terms of health promotion and prevention and a focus on wellness vs. illness. Local planning priorities for the Central Local Health Integration Network include: Seniors and specialized geriatric services; mental health and addictions; neurological health services; chronic disease prevention and management; emergency services; wait lists and cancer care (Central LHIN Integrated Health Service Plan, 2006).

The Provincial Ministry of Health and Long Term Care Health Transformation

Strategy includes four key initiatives: Local Health Integration Networks (LHINs) to better plan, coordinate, integrate and fund the delivery of health services at the local level; Primary Care Reform to improve access to doctors and nurses in communities across Ontario; Information Management to support planning, performance measurement and evidence-based decision making; and Reduction of Wait Times to improve access to hip and knee joint replacements, diagnostic imaging, and cataract, cancer and cardiac surgical procedures.


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The Provincial Ministry of Health Promotion is focused on 5 key priority areas: Smoke-Free Ontario includes prevention programs designed to help youth remain smoke free, cessation programs to help people who smoke quit and protection initiatives designed to help Ontarians avoid second-hand smoke; Healthy and Active Living will include comprehensive initiatives that target two of the primary risk factors for chronic disease – physical inactivity and unhealthy eating. Our goals include working collaboratively with our partners to make healthy eating choices easier and increasing physical activity participation to 55% by 2010; Injury Prevention will include programs to prevent and reduce injuries and to enable Ontarians to safely enjoy healthy and active lives where they live, work, learn and play; Mental Health and Addictions initiatives will focus on mental wellness, including the prevention of addictions and problem gambling, in an overall approach to wellbeing; Our first priority will be our children and youth. Behaviours and attitudes -developed in childhood last the rest of our lives. Healthy, active children become healthy, active adults.

Other broad shifts occurring in health systems include: a growing focus on community capacity-building (population health, determinants of health); growing focus on privatization; Increasing recognition of alternative health approaches; changing regulations affecting health professions e.g. proposed provincial legislation regulating four more professions – naturopathy, homeopathy, kinesiology and psychotherapy; growing emphasis on evidence-based approaches; growing emphasis on health informatics; and growing emphasis on “knowledge mobilization” – “from the bench to the hospital/community”.

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

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


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

• Strong interest locally in research, development and linkages: We know from

consultations locally that there is a strong interest in strengthening the innovation, research and development infrastructure and building linkages with York University. Specific examples include: the proposed NRC Lab in Markham; the Innovation Synergy Centre in Markham; a proposed school in Markham focused on athletics and healthy active living; and the interest in partnerships among regional hospitals and health-related organizations.

As we look ahead we are aware that we are operating in a global environment. Global concerns that may affect health increasingly in the future include political volatility, the shift in power towards the East, the threats of terrorism, pandemics, global warming and climate change. As we develop our strategic directions for the future we need to consider our role in addressing these issues globally and locally.


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5. Our Vision, Mission and Values Our vision describes the desired end state we are working towards – what we hope to be known for…

Vision for the Faculty of Health

Global leaders in redefining and advancing health and human science.

Our mission describes our purpose or raison d'être:

Mission of the Faculty of Health

Our mission is to provide an innovative and supportive environment for learning, teaching and discovery.

• Our Research addresses health and human science at all levels – from molecular to global. It encompasses basic to applied and theory to practice. Our research builds on both disciplinary depth and inter-disciplinary breadth.

• Our Education includes a full spectrum of lifelong learning opportunities from undergraduate and graduate through to continuing professional development and community-based education.

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


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Our Values Our values define who we are and the key principles that will guide everything we do. These values (not listed in priority order) are:

Excellence & Integrity

We will value and support excellence and quality in all areas whether they be research, teaching or administration. We will account for our results and make decisions in a transparent way

Respect & Diversity

We will work together as one Faculty. We will ensure the student voice in our planning and decision-making. We will respect and celebrate the diversity of contributions of all members of our Faculty (students, staff, faculty). We will work to enhance access and to uphold the University’s commitment to the rights and freedoms of all members. We will work to understand and eradicate barriers, discrimination and harassment.

Innovation & Creativity

We will “dare to try”, think “out of the box” and strive to do things that are creative and adventuresome. We will encourage strong connections across disciplines and among teaching, research and service/community outreach.

Collaboration & Responsive Partnership

We will learn from our partners and engage in true and meaningful collaboration with them. We will ensure that our work responds to critical needs and results in sustainable improvements for the communities we serve.

Leadership & Action

We will play a proactive role in advancing the University’s mission and addressing societal concerns. We will foster leadership at all levels. We will create a model work, research and study environment.


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6. Strategic Directions 2007-2012 Over the next five years, we will focus on 5 strategic directions (not listed in priority order):

A Enhancing the Student Experience

B Generating Innovative Research that Makes a Difference

C Connecting with Communities – Local to Global

D Developing our Faculty & Staff

E Building Key Support Resources


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Strategic Direction A. Enhancing the Student Experience

Over the coming years we recognize the importance of enhancing the student experience. As noted in the University’s Academic Plan: We have not been as attentive as we should to understanding our students’ lives, their needs, and their expectations. As a large university with a large population of students who commute daily, York faces a special challenge in engaging students and multiplying their opportunities to engage faculty and their peers in learning circumstance co-curriculum situations. Students consulted in this planning process to date indicated their hopes that the new Faculty would provide distinctive programs and unique experiential learning opportunities. They hope that the new Faculty will ensure high academic standards and rigour, enable truly innovative and cross-disciplinary study and equip them for future success whether it be in further learning or employment. Key areas of concern identified include: class sizes and the availability of tutorial assistance; insufficient opportunities to be exposed to emerging research; and insufficient counseling and support for future opportunities (e.g. graduate school and employment). Ensuring a strong student voice and representation are seen as critical for the future. Focus Areas for 2007-2012

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

A2. Improve educational quality and delivery of teaching (e.g. review class sizes)

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

A4. Explore new modes of program and course delivery (e.g. how and when courses are offered)


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A5. Create defining experiences for all Faculty of Health students (e.g. an overview course in integrative health issues, unique community experiences)

A6. Enable more student-faculty formal and informal interaction (e.g. mentorships and lunchtime discussions)

A7. Enhance the student voice in the Faculty (e.g. through support for student associations)


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Strategic Direction B. Generating Innovative Research that Makes a Difference

The Faculty of Health has a breadth of research excellence upon which to build. The highest priority in the University’s Academic Plan is the enhancement of the research culture at York. As noted in the Academic Plan, “The impact of our efforts must be felt by individual researchers, students, and the wider communities with which York is engaged”. The bringing together of diverse research strengths under one umbrella sets the stage for enhanced innovative research that can make a difference locally and globally. Along the same lines a recent profile of health research in Ontario the authors noted: “We believe that there is a world of potential to be released if the Province can move beyond an individual hero model of scientific discovery to a model of shared accountability for results and for creating the world’s most innovative society.” The authors also noted the following with respect to research and the rate of discovery: “Success is more easily discovered by working at the interface between disciplines, and by moving back and forth from the “Bench” to the “Bedside”. (CAHO, A Profile of Health Research from Ontario’s Academic Hospitals and Health Research Institutes, November 2006). Faculty members are excited about future research opportunities but indicated that if the Faculty is to be successful a number of key concerns must be addressed including: enhanced research infrastructure and support (e.g. for grant applications, grants management); sustained support for research in areas that are not purely health-focused; and sustained linkages with others at York conducting related research.


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Focus Areas for 2007-2012

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

B2. Build specialized research partnerships with local and provincial organizations (e.g. Local Health Integration Networks/LHINs, hospitals, schools, primary health care, provincial ministries and agencies)

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

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

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

B6. Expand the range of research funders and partnerships (e.g. local biotechnology and information & communication technology sectors, foundations, government ministries)


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Strategic Direction C. Connecting with Communities – Local to Global

A recurrent theme throughout the planning process to date has been the importance of connecting – within the Faculty, within the University, with the Greater Toronto Area (particularly the local Jane/Finch and “905” communities), and with national and global partners. The new Faculty has many strong community connections upon which to build. For example the Nursing program alone has connections with over 300 health care organizations for community placements. During the consultation process a number of messages related to connecting with communities emerged: York is well positioned to help address the needs of the increasingly diverse local community - given its reputation for embracing diversity; there is significant interest and potential to do community-based research and provide services; students are interested in having more experiential education opportunities and field experiences – both locally and internationally; there is an interest in contributing locally through some type of community-based presence (e.g. a multi-disciplinary clinic); and there is a growing recognition of the importance of connecting globally. A key concern identified during the consultation process is the current lack of visibility and awareness of the Faculty of Health Focus Areas for 2007-2012

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

C2. Build on linkages within the Faculty, with York’s existing Centres (e.g. Centre for Vision Research, Institute for Health Research, LaMarsh Centre for Research on Violence and Conflict Resolution, Psychology Research and Training Clinic), and with research partners in other faculties

C3. Enhance external communications and marketing efforts


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

C5. Sustain and extend existing community partnerships

C6. Develop and maintain connections with our alumni


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Strategic Direction D. Developing our Faculty & Staff

Our success as a Faculty will be driven largely by the people within it – the faculty and staff who make things happen. Attracting, retaining and developing the best faculty and staff will be critical to our future. This will be particularly challenging as the competition for qualified staff and faculty grows, and we experience ongoing retirements and change. We recognize the need to create a healthy and supportive working environment which enables people to do their best. During the consultation process a number of key concerns related to the development of our faculty and staff were identified: the need for more opportunities for intellectual and idea exchange; the need for improved mentoring and development of faculty and staff; the importance of recognizing and appreciating different types of contributions to the Faculty’s success (i.e. research, teaching, service and administration); concerns related to inequitable workload; and the need for enhanced internal communications. Focus Areas for 2007-2012

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

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

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

D4. Enhance internal communications and cooperation

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


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Strategic Direction E. Building Key Support Resources

Resources help to support excellence. If we are to build a great Faculty we will need to develop the necessary resources to support it – in terms of space, technology and equipment, and the underlying financial resources that will enable us to pursue all of the above-noted strategic directions. At present the Faculty of Health is spread across multiple buildings on campus. During the consultation process concerns were expressed about the adequacy of laboratory, teaching and clinical space and in some areas the lack of appropriate equipment and technology to support research. Looking to the future we recognize that if we are to work towards our vision we will need to secure additional financial resources. Focus Areas for 2007-2012

E1. Develop expanded and improved spaces for research and teaching

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

E3. Expand our alternate revenue streams (e.g. partnerships, self-funded)

E4. Access appropriate equipment and technology

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

E6. Develop a comprehensive advancement strategy (including guidelines for fundraising, relationship development, etc.)

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


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7. Approach to Implementation and Monitoring The true test of our strategic planning process will be the results. Our challenge now is to fulfill the trust of those who participated in this process, by moving ahead with implementation of the strategic directions. The academic plan will come to life through the work of the individual Units within the Faculty and the work of the Dean’s office (in cooperation with others both within the University and externally). The Dean’s office and each Unit will prepare a yearly plan (e.g. 2007/2008) showing the specific strategies it will undertake to support achievement of the Strategic Directions and how it will measure this progress. In addition, task groups will be established to address priority issues that require a Faculty-wide approach. This strategic plan is a dynamic document. We will monitor our progress and the changing environment annually, and adjust our directions as necessary.

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