COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Please find below tables and narrative which describe the outcomes of the second planning cycle within the College of
Pharmacy and Nutrition Plan, analysis of the specific environmental factors facing the College, a description of the
priorities and principles that will guide resource allocation within the College during the third planning cycle and a
discussion of the resources used to support priorities during the third planning cycle.
Part I PROGRESS AGAINST THE PLAN AND PLANNING PARAMETERS FOR THE SECOND PLANNING CYCLE
Ratings: completed; good/very progress; some progress; little progress; no progress yet, based on targets and activities.
College Plan Directions and
Parameters (PCIP, CPRC)
Highlights in IP2
Progress
in IP2
Improving the Student Experience
Inquiry-Based Learning
PHAR research options, NUTR Y4 research projects good
Service/Experiential Learning Full Inventory provided to Vice-Provost (T & L)
very good
Interdisciplinary
Some IPE on hold; lack of coordination/funding
some
Alternative Delivery
Developing online Basic Nutrition course
good
Enhance the University’s Research, Scholarly and Artistic Profile
Total & Tri-Council Funding
Overall increase; Tri-Council consistent
not yet
Faculty Engagement, Impact Engagement increasing; working on impact
not yet
Focus Research
3 Research Chairs; working on metrics
good
Resource Base for Research
Priorities Continuing/
Re-emphasized in IP3
Expand for Pharmacy
Continue
Require CHSD funding
Implement
Increase Tri-Council
Increase impact
Work in signature
areas
Continue to expand
Fundraising priority for research support
good
Work Together Across Boundaries
Collaboration & College
NUTR service/minors, graduate co-teaching, IPE,
good
Continue (Associate
Profile
CHSD
Deans, CHSD)
Engage External Partners
Funding agreements, clinical placements, alumni
very good Continue
Supporting Strategies
People Resources
Essential new support staff but not base-funded
not yet
Workload, culture
Financial Resources
Budget adjustments; operating shortfall; clinical
not yet
Critical to increase
support shortfall
base + clinical support
Infrastructure & Capital
Good interim space; HS facility planning; HSEMS
good
Transition plan critical
Quality & Accountability
Program evaluation/CQI started; financial controls good
Continue
Integration of College Initiatives with University’s Second Integrated Plan
Innovation in Programs
Programs, Health Quality Improvement Chair
some
Continue
Aboriginal Engagement
Continuing + new initiatives (eg, Equity brochure)
some
CHSD, CCDE important
International Engagement
Significant involvement of faculty and students
very good Continue
Leadership, Development
Leadership in programs; staff opportunities
good
Continue
Identification of Performance Indicators, Comparator Institutions and Benchmarks
Outward Looking/Compare
Working on benchmarks with comparators
some
Continue to develop
Enrolment Targets
Undergraduate Headcount
Target met; attracting excellent students
very good Growth? Adm process?
Aboriginal Undergraduates
68% target met; not all students self-identify
some
Continue to expand
CUE Equivalents
Target met; question re tuition revenue shortfall? very good Tuition revenue issue?
Graduate & International
Significant increase, including PhD and
very good Recruit more
International
Aboriginal students
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Innovation Checklist
Activities which Address Criteria Described in the 2008 Planning Parameters
Evidence of explicit
Status: good progress.
incorporation of inquiry- based Evidence: opportunities through Pharmacy Structured Practice Experience Program (SPEP)
learning into the curriculum specialty rotations; all Nutrition Year 4 students undertake research projects.
Next steps: aim to expand so all Pharmacy SPEP students will have research experiences.
Evidence of explicit
Status: very good progress.
incorporation of experiential Evidence: inventory provided to Vice-Provost Teaching and Learning of BSP and BSc
learning opportunities into the (Nutrition) experiential learning activities.
curriculum
Next steps: continue to pursue; replacement in 2011-12 of retiring Coordinator of SPEP
and will be reviewing, redefining this position(s) for the future.
Evidence of innovative
Status: some progress, but more resources are needed, as some activities had to be
interdisciplinary programming suspended this past year due to lack of support/coordination.
Evidence: inventory provided to Vice-Provost Teaching and Learning of BSP and BSc (Nutr)
interdisciplinary programming.
Next steps: Council of Health Science Deans is working to redefine Interprofessional
Education (IPE) priorities for HS programs, and to acquire core funding for IPE initiatives.
Evidence of cross-college
Status: good progress.
consultation and/or
Evidence: Nutrition minors, IPE, Academic Deans, SESD committees, Diversity Week,
involvement in academic
‘service’ courses, co-teaching (eg, Animal Science, Public Health, Gerontology and others),
programs
co-sponsoring seminars.
Next steps: anticipate expansion through CHSD and new Health Sciences facility.
Evidence of cross-college
Status: good progress; continuing to grow.
consultation on areas of
Evidence: CHSD and Associate Deans address administrative issues; collaborative research
commonality other than
with other units; outreach and engagement with colleagues locally and internationally.
academic programs
Next steps: continued expansion through the priority goals of the CHSD and new Health
Sciences facility; we will follow up on excellent initial discussions with the College of Arts
and Science regarding interactions with the Humanities in particular, as we work on
curriculum developments in our two professional programs.
Evidence that alternative
modes of delivery for
programs and courses are
being actively explored
Evidence of mutually
beneficial formal external
partnerships
Status: progress.
Evidence: developing distributed courses in pharmacology (regional sites) and nutrition
(regional sites and web/online) for Nursing programs and others.
Next steps: ongoing work with the Centre for Continuing and Distance Education; learn
how it can be utilized for other courses; will purse extending Interdisciplinary Clinical
Pharmacology program to Regina and potentially other sites in the Province.
Status: very good progress.
Evidence: partnerships/funding agreements/clinical placement agreements with health
regions, Tribal Councils, health organizations, community pharmacies; three research
Chair partnerships with government (Ministry of Health and Health Quality Council) and
industry; and working on others (eg, CRC in Natural Health Products, Radiopharmacist).
Next steps: investigating College presence in Regina and northern Saskatchewan (SAHSN
and ministries); continue to formalize partnerships (eg, CHEP Good Food).
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Part II PLAN FOR THE THIRD PLANNING CYCLE
A. Changes in the Environment – specific to the College of Pharmacy and Nutrition and College.
TEACHING
Changes to Professions of Pharmacy and Dietetics (new national educational outcomes and standards)
 Changes in roles, scope and directions of both professions will impact on curricular content and delivery.
Potential Redesign of Professional Programs
 Entry-level Doctor of Pharmacy (PharmD) to replace Bachelor of Science in Pharmacy program as the first
professional degree; expansion of dietetics competencies and potential for Masters in Dietetics.
Expectations for Interprofessional Learning To Meet New and Emerging Professional Competencies
 Increase in experiential learning, interprofessional education, service learning and other enriching opportunities,
facilitated through the new Health Sciences facility and priority outcomes of the HSc project.
Alternate Modes of Course Delivery
 Basic Nutrition course delivered to regional sites as well as online, starting 2011-2012 (Pre-Nursing program and
other students); Pathophysiology-Pharmacology for Advanced Nursing Practice I and II delivered by web
conference, starting 2011; Pharmacology for Nursing delivered in Saskatoon, Regina and PA, starting 2012.
Expanded International and Intercultural Involvement
 Continue to look for opportunities in which Pharmacy and Nutrition students can be involved.
→ IMPLICATIONS FOR TEACHING
Faculty Expertise
 Need to expand expertise/access to expertise in interprofessional education and certain specialty areas.
Information Communication and Technology
 Improved infrastructure for technology required (eg, multimedia, consistent use of PAWS and Blackboard,
technical platforms).
Financial Resources
 Resources for our two professional programs are inadequate as measured against peer universities in Canada
and other U of S health science programs; additional funding is essential for clinical education partners in Health
Regions; funding needs will increase when programs are redesigned; fundraising required for graduate students.
RESEARCH
Increasing Research Focus
 Continued, significant expectations and commitment to expand research enterprise; increased opportunities for
undergraduate students to work with faculty on research; focus on areas and be known for these, notably with
establishment of research chairs in Patient Adherence, Rational Drug Design, Health Quality Improvement
Science, and Natural Health Products; increasing collaborative research and new research environment in the
Health Sciences facility, with the Health Quality Council, MERCURi Group, School of Public Health and CLS.
→ IMPLICATIONSFOR RESEARCH
Faculty Time
 Faculty need more time to devote to research activities such as grant writing, manuscript preparation, managing
research groups and budgets; resources to provide teaching (APA stream) and direct research support.
ORGANIZATION
Growth of College Faculty and Staff Complement
 Has resulted in need for enhanced engagement and communication among faculty, staff and students.
Enhanced Environmental Responsibility
 Environmental responsibility a priority for faculty, staff and students (eg, disposal of lab materials, printing).
Move to the Health Science Facility
 Major physical changes and personnel/organizational changes, beginning 2012.
Centralized Information and Communications Technology in the New Health Sciences Facility
→ IMPLICATIONS FOR THE COLLEGE
 Preparation for move, plus communication and operational challenges (eg, changes to staff roles).
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
B.
Areas of Focus
The University of Saskatchewan community has identified four areas of focus for the third planning cycle. In the
following sections, the College of Pharmacy and Nutrition has indicated how existing and new activities will help the
institution make progress in each of these four areas. In the sections that follow, a description of the human (time and
positions), infrastructure (space/buildings, infrastructure, information and communications technology, equipment) and
financial resources for the activities are indicated, along with resources that may be leveraged, barriers that may exist
due to resource issues, implications for the university’s operating budget, capital budgets and fundraising activities.
Knowledge Creation: Innovation and Impact – Page 1 of 3
Research planning sessions were held with the two streams of researchers in the College: Pharmaceutical and
Nutritional Sciences, and Clinical, Social and Applied researchers. The groups discussed where we are now, where we
need to be and strategies to get there. The groups graded our research “transcript” based on criteria, which are
discussed further in Part II D. Performance Indicators – Research Success. “Building blocks” and “stumbling blocks”
were identified in planning sessions, and these are included in the ‘Barriers’ column. Three strategies were identified
for the College for IP3, which we believe will enable us to contribute to the University’s success in the Knowledge
Creation area of focus.
Existing
Activities
College Support –
support provided
in grant
preparation
through work of
Research Officer,
Research
Facilitator,
Financial Officer
and College Office.
College Strategies
– internal grants
for start-up
research funding.
Faculty Time –
some teaching
relief provided for
new faculty.
University
Support – faculty
and research staff
1. INCREASE RESEARCH ACTIVITIES
New Activities
Further Investment through College Support
 Source grant opportunities, write/coordinating group grants,
developing grant outlines for faculty, and identifying graduate
student and summer student opportunities.
 Increase knowledge of research support staff to understand
ongoing research activities of each faculty member so that research
communications are ‘targeted’ to researchers/graduate students.
 Ensure support for after-grant success activities (eg, ethics,
recruiting and hiring research staff, renewal/ transitional funding).
 Standardize grant preparation process (common CV, deadlines).
Expand College Strategies
 Expand start-up research funding and reinforce the importance of
preliminary data.
 Encourage faculty to increase application and success with TriCouncil funding.
 Increase networking to assist in research competitiveness.
Faculty Time
 College staff to assist faculty more with student matters.
 Faculty need more support at acute times (eg, coverage for some
classes while writing grants for funding deadlines).
 Faculty who are not tenured need assistance managing their
workloads, and more teaching and research support.
 Faculty who are tenured need assistance and support through redistribution of workloads to enhance research activity.
 Improved systems/processes are needed to help researchers who
receive grants to have focused time.
University Support
 Maximize use of University services in place, including sending out
Resources/Barriers
University – provide
funding support for
common CV project.
Transitional funding –
secure through
fundraising initiatives.
Granting agencies –
applications to be more
standardized and
streamlined.
Start-up funding – College
to work with the
University to enhance
start-up research funding.
Faculty role – teaching/
research trade off, mixed
message in standards.
Nature of the College –
level of engagement with
students in professional
programs is high.
Availability of individuals
for teaching relief – this is
a challenge in some areas.
Funding – emphasis on
Tri-Agency funding can be
discouraging as all funding
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Existing
Activities
are making use of
some central
supports and
services.
Mentorship –
Informal
mentoring is
provided to new
faculty.
Motivation –
faculty are
engaged and
committed to
research.
Graduate
programming –
significant
increase in
numbers of
graduate students
and support for
them; concern
about the length
of time in program
for some students.
Undergraduate
students – some
involvement in
research in clinical
education
components of
program.
1. INCREASE RESEARCH ACTIVITIES
New Activities
grants to external and internal reviewers.
Encourage more constructive feedback on reviews.
Encourage University to provide guidelines/consistency.
Resources across campus need coordination (eg, Research Services,
International Office).
Expand Mentoring
 Senior researchers guide grant writing and understanding of how
the new researcher’s work fits within the University’s overall goals.
 College to aid new faculty in defining research niche and emphasize
the establishment of a research program, agenda and line of
research before applying for research funding.
 Support University’s planned research mentorship program.
 Also identify and call on those in other units who have had success.
Research Metrics to Further Motivate
 Establish targets of success that are realistic, achievable.
 Recognize and reward successful researchers to encourage more
success.
 Create database to support metrics/measurement.
Graduate Students and Postdoctoral Fellow Initiatives
 Ensure high standards for graduate students by moving to two
admission points/year and enhanced processes to vet applicants
and determine awards; also pre-selection interview if possible.
 Create publication policy for graduate students, such as requiring
MSc students to produce minimum of 1 paper, and PhD students to
produce minimum of 1-3 papers, depending on journal.
 Increase number of graduate courses, as faculty workloads permit.
 Develop mandatory graduate course for first year that teaches
proposal writing. Proposal for thesis should be completed by the
end of this course. Course will encourage research culture.
 Graduate student research activities to be clearly and frequently
communicated via displays and website so undergraduate students
motivated to think about graduate work (eg, College Research Day).
 Build collaborations, including with interdisciplinary schools.
 Aim to recruit more postdoctoral fellows.
Undergraduate Students
 Research support staff needs to actively search for summer student
research opportunities to enhance faculty research, engage
undergraduate students, and serve as recruitment tool.
 Create a cycle of attracting and rewarding students for their
research (eg, summer students create a manageable small project
through a larger faculty project, with success to motivate them).



2. COMMUNICATE RESEARCH SUCCESS
Existing Activities
New Activities
Celebrate research
Enhance Marketing of Our Reputation Internally and Externally
success – very good
 Increase efforts to communicate with undergraduate students
Resources/Barriers
is important; shifting
government priorities,
politics in research
funding a concern.
Time – for faculty to
mentor new colleagues.
University – look to
University to centralize
methods and provide
support in metrics/
measurement.
Graduate students –
insufficient resources for
graduate student
recruitment and at
disadvantage with other
universities in bringing
excellent prospects.
Postdoctoral Fellows –
very beneficial to research
success, but funding in the
Province and through
grants limited and
individual faculty cannot
afford to pay for
Postdoctoral Fellows.
Research support staff –
increase efforts to secure
summer student research
funding.
Faculty – devote time to
ensure excellent research
experience.
Resources/Barriers
Marketing/
reputation – of the
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
progress through
efforts of Associate
Dean Research and
Graduate Affairs,
Graduate Programs
Administrative
Assistant, Research
Officer and
Facilitator,
Communications
Officer and College
Office.





Existing
Activities
College faculty –
there are
successful
research
collaborations
with many
academic units
on campus and
externally,
reflecting
demand for
pharmacy and
nutrition
expertise.
about faculty and graduate student research to aid in recruitment
of summer research students and future graduate students.
Hold events for faculty to learn from each other, especially in
knowledge translation through continued support of the Health
and Life Sciences Research Day and holding College Research Day.
Increase our exposure to other Colleges (through seminars, etc) to
increase collaborative, interdisciplinary initiatives.
Target events for practitioners and alumni, at which to promote
College research through displays, handouts (eg, at the Dietitians
of Canada Saskatchewan Research Day).
Expand website to include information on each research
group/lab; provide up-to-date slides (4-5) about College/research
that can be used when faculty give presentations; produce up-todate research brochure/communications piece about faculty
research to distribute.
Celebrate NSERC success (above national average).
College/
University a factor.
3. ENHANCE COLLABORATIVE RESEARCH
New Activities
College Support for Collaboration
 Establish 1 or 2 internal grants specifically for collaborative efforts or the
formation of new collaborations.
 Encourage co-supervision of graduate students to promote collaboration.
 New opportunities through new Research Chairs (Drug Design and Health
Quality), SCPOR Patient-Oriented Research, Cyclotron/PET-CT.
 Address how research Chair groups will affect limited College resources.
College Recognition of Collaboration
 Update College list of collaborations, which is incomplete and underrepresents the collaborative research; many faculty are collaborating with
other colleges, schools and universities and our internal and external
colleagues need to be aware of what we are doing.
 Increase promotion of research collaborations through communications.
University Support for Collaboration
 University has identified its “signature areas” and what type of
collaborative research to support, but need to promote further (eg,
aboriginal health and help support collaboration).
 Encourage University to implement process/model to support and build
other naturally occurring collaborative research taking place.
University Recognition of Collaboration
 Discussion at University level the apparent conflict that exists in Promotion/
Tenure and ability to be independent researcher versus collaborator.
Resources/Barriers
Internal grants –
implement
fundraising plan to
expand grants for
collaborative
efforts.
Communication –
ensure this is a
priority of our
Communications
and Alumni
Relations Officer.
University support
– work with OVPR
on ways to increase
and financially
support productive
collaborations.
Recognition of
collaboration –
address this.
The College of Pharmacy and Nutrition strategies described above will contribute to the University’s goal of increasing
its research profile and achieving academic preeminence. By increasing research activities, communicating research
success and enhancing collaborative research, the College will be able to enhance the University’s strategic directions of
attracting and retaining outstanding faculty, increase campus-wide commitment to research, and establish the
University as a major presence in graduate education. The third strategy will enable the College to further contribute to
working across boundaries, and take full advantage of the opportunities that will be gained through partnerships.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Aboriginal Engagement: Relationships, Scholarship, Programs – Page 1of 3
Division and all-College planning sessions were held to discuss where we are now, where we need to be and strategies
to get there in this area of focus. It is recognized that there is a lack of understanding, both about our current state, and
what to do in the future, and also that this goal involves a long road, beginning in elementary school. Three strategic
themes were identified for the College in IP3, which we believe will enable us to contribute to the University’s success
in the Aboriginal Engagement area of focus.
Existing
Activities
Education Equity
Program for
Aboriginal
Students – the
College
implemented this
program in 1994;
it is approved by
the Saskatchewan
Human Rights
Commission.
Recruitment – a
number of
initiatives are in
place, and there
has been
increased
enrolment
numbers of
Aboriginal
students in the
College and in
specific classes
(eg, NUTR 120.3).
Collaboration –
the College and
our students are
benefiting from
the generous
support of other
programs,
including the
Native Access for
Nursing/Medicine
and the College of
Arts and Science
Aboriginal Student
Advisor.
1. POSITION THE COLLEGE TO SUCCESSFULLY INCREASE ABORIGINAL ENROLMENT
New Activities
Resources/Barriers
Understanding
 Deepen/broaden our understanding of the current College situation
and history in Aboriginal engagement (eg, student applications and
enrolment in last 10 years).
 Deepen/broaden understanding of the current University situation (ie,
recent University reports that explain about barriers for Aboriginal
students, such as housing, child support and finances that need to be
addressed broadly).
Knowledge – need
comprehensive
University initiative
about knowledge and
best processes in
recruiting Aboriginal
students.
Recruitment and Admission
 Increase spaces in our Education Equity programs for Aboriginal
students; remove provincial residency requirement.
 Seek input directly from Aboriginal students in the College around
recruitment initiatives.
 Using distributive learning, such as the offering of the Basic Nutrition
course, throughout the province as a recruitment tool.
 Work more closely with Pre-Health Professions Clubs (Regina, Prince
Albert) and English River/U of S Centre programming.
 Build on connections with dietitians in Tribal Councils to assist in
recruiting Aboriginal students.
 Identify potential barriers for admission of Aboriginal students (ie,
review admission criteria and process).
University-wide Collaboration
 Recommend to University that uniform strategies and initiatives be
implemented across campus through Academic Deans, CHSD.
 Collaborate with other academic units who are working with Aboriginal
communities (eg, Nursing, Medicine) to access and share resources.
 A newly funded Aboriginal Recruitment Officer will be very valuable in
making contacts, presentations in Aboriginal communities, liaising with
successful programs and staff from Education, Nursing, Law, etc.
 Become more involved with interprofessional initiatives that focus on
Aboriginal topics.
Pre Health Sciences
Clubs – have more
students than spaces
available, so need to
expand capacity of Pre
Health Sciences Clubs.
College resources –
additional funds and
staff time for
enhanced recruitment
initiatives.
Central Funding – for
recruitment and
collaborative
initiatives, including
administrative
support.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Existing
Activities
Resources – the
College has had
recent success in
creating
scholarships for
Aboriginal
students (Rx&D).
1. POSITION THE COLLEGE TO SUCCESSFULLY INCREASE ABORIGINAL ENROLMENT
New Activities
Resources/Barriers
Resources
 Travel funds essential to enable placements in rural and remote areas.
Travel Funds – limited
money available for
placements.
2. FACILITATE THE SUCCESS AND LEADERSHIP DEVELOPMENT OF ABORIGINAL STUDENTS
Existing Activities
New Activities
Resources/Barriers
Understanding – have
Seek Understanding from Aboriginal Students
Self-Identification –
pursued initiatives in
students may not self Encourage current Aboriginal students to self-identify if they
past years to learn about
identify because feel
have not, and advise us on things we can be doing to recruit
the challenges of
possible stigma.
and support Aboriginal students.
Aboriginal students,
 Do this through general invitation to all students, asking
including language and
Aboriginal students to attend an event/focus group to
culture and how to
discuss.
support Aboriginal
 Increased Aboriginal course topics/content through use of
students by better
resources, such as through the Gwenna Moss Centre for
understanding their
Teaching Effectiveness.
cultures.
 Work with the Aboriginal Students’ Centre to ensure better
understanding of Aboriginal cultures and potentially
collaborate on programming/initiatives.
Support – have pursued Support and Retention Strategies
Flexibility – ability to be
assistance from existing  Continue to rely on the generous expertise of Aboriginal
flexible in didactic and
resources (eg, Aboriginal
clinical placements so that
support programs in other units.
Students’ Centre, Native  Develop a program similar to College of Law model for
students can extend their
Access Program for
programs if needed
Aboriginal students prior to beginning the Pharmacy or
Nursing).
Nutrition programs, and potentially be a national site for such (scheduling, cost
implications of high
a program.
student enrolment in
 Establish mentoring program.
clinical placements in a
 Examine College policies to achieve increased flexibility for
Aboriginal students in undergraduate and graduate programs particular year).
(ie, enable the program to be more spread out for those
students whose family responsibilities may prevent full-time
studies).
 Review and revise policies that currently prevent allocation of
summer student awards to Aboriginal students.
Existing Activities
Curriculum – education
about Aboriginal culture
and communities is
included in some
3. PROMOTE UNDERSTANDING OF ABORIGINAL CULTURE
New Activities
Curricular Review and Development
 Understand the current situation in terms of content in
classes and experiential learning (review College inventory of
Aboriginal initiatives).
Resources/Barriers
Understanding – need to
understand Aboriginal
culture and specific health
care needs of Aboriginal
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Existing Activities
Pharmacy and Nutrition
courses. Pharmacy and
Nutrition students are
encouraged to enroll in
Native Studies electives.
Faculty and Staff
Development – have
held events and forums
in the past on Aboriginal
culture and topics, with
presence of Aboriginal
guest speakers, but not
recently.
Recruitment – College
aims to recruit from a
diversity perspective.
Currently have two
Aboriginal employees
who have self-identified.
3. PROMOTE UNDERSTANDING OF ABORIGINAL CULTURE
New Activities
 Increase content of Aboriginal culture and health in classes so
continuous through all four years of the two curricula
(positive feedback received from students on Aboriginal
content but they say that more is needed).
 Cultural competency training for students needs to be framed
as professional, client-centered.
 Provide students with “Help Become Leader” and Health
Sciences Role Models’ video.
 Plan ‘community plunge’ for students in urban and rural
communities where high numbers of Aboriginal people.
 Pursue interprofessional clinical placements in Aboriginal
communities.
 Build connection to the Institute for Northern Governance
and Development, and consider developing pharmacy
specialty rotation and dietetic internship for the North, by the
North, from the north, and involve Tribal Councils/Elders in
the process of planning this.
Faculty and Staff Development (and Include Students As Well)
 Provide more opportunities to acquire knowledge about the
educational, research and service needs of Aboriginal
students and Aboriginal communities. Invite Aboriginal
Elders and healers to the College to facilitate greater
understanding, which can also improve engagement with
Aboriginal communities.
 Expand collaboration with Aboriginal communities and
organizations, including research initiatives.
Faculty and Staff Recruitment
 Aim to increase representation of Aboriginal people in faculty
and staff complement.
Resources/Barriers
people.
Funding and/or
reassignment of
resources – to develop
curricula, faculty release
time and administration
to support curricular
enhancements and
sponsor special events
and potential
internship/experiential
placements in Aboriginal
communities.
Funding – University to
allocate specific funding
for development
opportunities; review
College staff
responsibilities to support
these goals.
Assistance – seek advice
and help from Human
Resources Division.
The College of Pharmacy and Nutrition strategies described above will contribute to the University’s goals around
Aboriginal Engagement: Relationships, Scholarship and Programs. Through understanding of Aboriginal cultures,
enhanced curriculum, increased recruitment efforts and leveraged resources and collaborations on campus, the College
will be able to improve the student experience and work together more effectively across unit barriers. These strategies
will move the College beyond support and accessibility programs toward the development of compelling undergraduate
and graduate curricula and increased community-based learning and research to improve the ability of Aboriginal
students to access the fields of pharmacy and nutrition.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Innovation in Academic Programs and Services – Page 1 of 3
Divisional and all-college planning sessions were held to discuss where we are now, where we need to be and strategies
to get there in this area of focus. Three themes were identified for the College in IP3, which we believe will enable us
to contribute to the University’s success in the Innovation in Academic Programs and Services area of focus.
Existing
Activities
Continuous quality
improvement (CQI)
– the College is in
the process of
implementing
program evaluation
and quality
assessment
processes.
Student selfreflection – the
programs employ
student group work
and formative
evaluations/selfreflection.
1. IMPLEMENT ONGOING CURRICULUM REVIEW
New Activities
CQI As Applied to Curricula
 Revise programs’ knowledge content to align with accreditation
requirements and future professional directions on ongoing-basis.
 Revise programs’ skill development, including expanding key areas
such as leadership development, interdisciplinarity, integrating
appropriate technologies, life-long learning skills (eg, learning
communities where students are peer leaders). Have more
integration of skill labs/practical activities earlier in the curricula.
 Focus on strengthening interprofessional education (aligning with
the National Interprofessional Competency Framework endorsed by
the health science programs at the U of S) and subsequent
Interprofessional Health Education Accreditation Standards Guide.
 Review balance between theory and practice; investigate the current
balance and whether it is appropriate or needs work.
 Continue to review choice and flexibility of electives.
 Address students’ lack of knowledge of professional requirements.
Student Feedback
 Create more opportunities for feedback in curriculum review and
development, including surveys and Town Hall meetings with
students.
 Work with University to make improvements to the SEEQ process.
 Implement regular surveys of graduates on exit, two years out and
five years out (upcoming survey contracted and very costly).
Resources/Barriers
Faculty time – realign
responsibilities to allow
faculty to be involved
in review and revisions.
Year 4 Nutrition and
Pharmacy SPEP –
under-resourced;
Health Region staff
need time to
participate.
Council of Health
Science Deans – more
resources essential for
IPE and other
collaborations.
Faculty/staff time – to
establish plan to obtain
regular feedback.
SEEQ tool – work to
improve.
Survey costs – work
with the IPA to conduct
in-house surveys.
2. ENSURE ADMISSION PROCESS RESULTS IN STUDENT SUCCESS
New Activities
Resources/Barriers
Undergraduate Admission Processes Assessment
Faculty and staff time – to
 Determine if our students provide evidence that they
conduct this assessment.
possess the characteristics needed to succeed in the
program and become good pharmacists or dietitians (ie,
are we selecting the right students).
 Determine the above by analyzing correlation between
students’ scores on various admission tools and their
success in the program (eg, the TOCS do not appear to be
correlating).
 Investigate use of other admission tools (eg, Multiple Mini
Interviews).
Students with Disabilities – Students with Disabilities
University support and
College is working to
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Existing Activities
Undergraduate admission
processes – current process
designed to assess
academic ability (60%
decision on academic
average); critical thinking
(30% decision on Test of
Critical Skills [TOCS]); and
suitability (10% decision on
Personal Profile).
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
2. ENSURE ADMISSION PROCESS RESULTS IN STUDENT SUCCESS
New Activities
Resources/Barriers
 Continue to work within College, with University (eg, SESD, advice – this is essential as
colleges cannot do this on
Services for Students with Disabilities) and our
their own.
professions, with the goal of determining requirements
and addressing to what extent accommodations can be
provided to enable students to succeed.
Graduate Admission
Graduate Admission Processes
Processes – College follows  Changing processes, including having 2 times/year entry
College of Graduate Studies
points to better vet applications; reviewing minimum
and Research requirements
English language requirement.
with the exception of
higher average required for
PhD candidates.
Existing Activities
identify program and
occupation requirements,
so we can fairly advise
students.
Existing
Activities
Enrichment
experiences – for
more details,
please see
Inventory of
Pharmacy and
Nutrition
Experiential
Learning, Update
May 2011.
Year 1 – PHAR
280.2 and 230.3
Year 2 – PHAR
380.4, NUTR 310.3,
330.3, 365.3
Year 4 – PHAR
480.4, NUTR 425.3,
430.3, 440.6, 450.3
Year 4 – PHAR
580.16, NUTR
530.33
Additional – IPE
experiences;
Cultural
Competency in
Health Care
Showcase;
Nutrition Project
Fair; Nutrition
Research Day;
volunteer and
3. INCREASE INNOVATIVE EXPERIENCES TO ENHANCE STUDENT LEARNING
New Activities
Resources/Barriers
Pharmacy Professional Program
 Include practice sites that reflect other than traditional
roles, and in nontraditional practice sites such as
Aboriginal communities and Northern communities.
 Study changes needed with move to PharmD.
Nutrition Professional Program
 Revise program to address revised competencies.
 Provide distance education, distributed learning
through maximizing use of technology to help
recruitment and Aboriginal engagement.
 Develop flexibility in course opportunities (eg,
Northern communities, links with programs in other
provinces).
 Explore joint clinical/public health/food services
faculty appointments with Health Regions.
Both Programs
 Ensure experiential learning and clinical experience
from Year 1 through virtual placements, shadowing,
peer mentorship, practice based experiences (some
virtual).
 Enhance experiential learning to reflect new roles of
pharmacists and dietitians.
 Continue to pursue enriching experiences (eg,
workshops, seminars, culturally based experiences in
community, interdisciplinary and international).
 Pursue new technology to support program
enhancements.
Determine directions – determine
where we want to place strengths of
programs and what activities need to
be discontinued.
Expectations – recognize challenges
between teaching and research, and
implications for professional college.
Funding – curriculum development
and delivery costs; administrative
support (eg, need ‘Curriculum
Manager’); hiring a practice-based
PhD faculty in dietetics field is crucial.
Time – organization of collaborative
work more time consuming.
Logistics – how to distribute course
material in light of copyright
restrictions and costs of printing.
Distributed learning – transfer credit
issues.
Preceptor availability – determines
capacity for clinical training.
Regulatory issues – affect clinical
education opportunities for Pharmacy.
Student responsibility – students
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Existing
Activities
student society
events such as
Professional
Enhancement Day.
3. INCREASE INNOVATIVE EXPERIENCES TO ENHANCE STUDENT LEARNING
New Activities
Resources/Barriers
need to take more responsibility for
their programs; raise level of
expectations.
4. PROVIDE OPTIMUM SUPPORT AND SERVICES TO STUDENTS
Existing Activities
New Activities
Resources/Barriers
Continuous Quality
Continuous Quality Improvement
Resources – do not expect
Improvement – program  Modify/add services and supports as indicated through
major costs involved, as
evaluation and quality
student surveys and other feedback.
academic support staff
assessment processes
and processes are in
and accreditation
place.
reviews include
assessment of support
and services provided to
students.
The College of Pharmacy and Nutrition strategies described above will contribute to the University’s goals around
Innovation in Academic Programs and Services. Through continual review of the quality of our programs, the College
will be able to innovate its programs and add special value to programs through interdisciplinary aspects and
experiences, as well as offer course content that is relevant in current areas of priority for both disciplines. Through the
above strategies, the College will be able to respond to student interest in a wider variety of learning environments,
such as traditional classroom-style teaching to distributed learning and distance education.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Culture and Community: Our Global Sense of Place – Page 1 of 3
Divisional and all-college planning sessions were held to discuss where we are now, where we need to be and strategies
to get there in this area of focus. The following three themes were identified for the College in IP3, to enhance overall
cultural competency of our faculty, staff and students and enable us to contribute to the University’s success in
Culture and Community area of focus.
1.
Existing
Activities
Cultural

competence –
cultural sensitivity
and cultural
competence
learning is
included within
the professional
programs; the
College maintains
an inventory of
current activities.
Experiential and
Service Learning –
opportunities
have increased for
students to work
with diverse
communities
within
Saskatchewan,
including with new
immigrants, innercity, rural and
Aboriginal
communities.
Support – faculty
and staff inform
students about
support programs
(eg, PAL).
PROMOTE CULTURAL SENSITIVITY AND CULTURAL COMPETENCE IN OUR CURRICULA
New Activities
Resources/Barriers
Pharmacy and Nutrition Curricula
 Embed further cultural competency material
in curricula, and expand to include more areas
(eg, Westwinds, Healthy Moms).
 Ensure programs include information on
diversity of practice and health care in other
countries.
 Encourage faculty to take advantage of
supports on campus to help implement
cultural competence in the classroom (eg,
Gwenna Moss Centre for Teaching
Effectiveness).
Experiential and Service learning
 Continue to work to increase opportunities for
students to work with diverse communities.
 Establish innovative cultural experiences with
professionals as supervisors.
 Develop selected clinical practice
opportunities which are outside of
Saskatchewan/international.
 Expand service learning (eg, Saskatoon’s
Global Gathering Place for visiting scholars,
refugees and immigrants, such that 3-5 senior
students could staff it at all times in a team
environment).
Classroom Climate
 Continue to foster welcoming environment in
the classroom by accommodating differences,
while maintaining program quality.
 Offer extra tutorials to help those who may
need help, without drawing attention to
particular group or culture.
 Provide flexibility in permitting part-time
studies within reason.
Faculty/academic staff time – needed for
course development.
Council of Health Science Deans – adequate
funding for interprofessional learning.
Preceptor availability – for experiential
learning in intercultural settings.
Regulations – professions (eg, preceptor must
be pharmacist); University (insurance, liability).
Financial resources – funding to facilitate
placements, costs of remote and international
placements (eg, travel, immunization).
Scheduling issues – students moving between
experiences, impact of international
placements on length of program, flexibility in
terms of part-time result in student overloads
in clinical placements.
Assumptions – top assuming that all learners
are identical in how they learn or how they are
best assessed. Pay attention to student
evaluations including quantity of material. Stop
assuming all students have the same priorities
and issues (eg, childcare, housing).
Faculty/academic staff time – provide
additional support to students from
other cultures.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
2. PROMOTE CULTURAL COMPETENCE AND UNDERSTANDING IN OUR FACULTY, STAFF AND STUDENTS
Existing Activities
New Activities
Resources/Barriers
Cultural competence –
Additional Efforts to Promote Cultural Competence
Support staff – need to
the College is providing
realign roles of support
 Increase faculty and staff knowledge through more training
opportunities for
staff to ensure there is
opportunities, such as those provided by the International
faculty, staff and
support for these
Pharmaceutical Federation and other venues.
students to be culturally  Plan more opportunities to celebrate the cultural richness
activities.
competent (see College
within the College (eg, presentations and increased
inventory).
Funding – required
engagement of our international graduate students, faculty
overall, through
and staff).
fundraising and
 Promote events in the College that focus not just on content
sponsorship, to support
but the culture of diversification (eg, Hannon Travel
events and initiatives.
Scholarship presentations by recent Nutrition graduates, the
International Pharmaceutical Students’ Federation student
exchange, faculty and staff presentations on international
projects in which they are involved).
 Encourage the Saskatchewan Pharmacy and Nutrition
Student Society to hold cultural events.
 Enhance efforts to increase engagement of our students
internationally.
3. SEEK ADDITIONAL OPPORTUNITIES TO PROMOTE CULTURE AND COMMUNITY
Existing Activities
New Activities
Resources/Barriers
Events and initiatives –
Additional Efforts to Promote Cultural Initiatives and
Funds – needed, through fundpromoting international Partnerships
raising and sponsorship, to assist
and cultural
with travel costs and initiatives.
 Identify new opportunities, new partnerships for
opportunities to faculty,
summer student employment and volunteering with
staff and students.
Support staff – realign roles of
different cultural groups and locations.
staff to work on these activities.
 Develop processes to increase engagement of our
students internationally.
 Promote to students the relevance of their programs Processes – recognize excellent
and opportunities to get a job anywhere in the world. work being done by the
 Provide dedicated space in the College for displays
International Student and Study
for that celebrate and promote diverse cultures.
Abroad Centre; encourage
continued work on streamlining
the contract process.
The College of Pharmacy and Nutrition strategies described above will contribute to the University’s goals around
Culture and Community: Our Global Sense of Place. The College invests in the internationalization for the student
experience and the building of international research partnerships through sponsorship of student volunteer positions,
student travel and exchange opportunities and faculty research. Through increased investment (time, talent or
resources), the College will be able to increase its cultural contributions within Saskatchewan and around the world.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
C.
College-Specific Priorities
The College has identified college-specific priorities for the third planning cycle, both existing and new, which are related
to but outside the University’s four areas of focus. For each, human (both in terms of time and positions), infrastructure
and financial resources that we will be allocating are described. As the College has been in a period of some growth and
aims to continue this growth, there will be efforts to realign responsibilities to achieve priorities but not disinvestments.
The following principles will guide the allocation of College resources in the next planning cycle.
1. Our Mission and Values
The College’s Vision, Mission and Values are indicated below. These will be re-examined in light of the College
Strategic Plan 2012-2016 and launch of the Health Science facility and its priority goals.
Vision
To learn, seek, discover, and share knowledge in pharmacy and nutrition that advances the
health of the people of Saskatchewan and beyond.
Mission
To develop skilled and caring pharmacy and nutrition professionals and scientists, and to create
knowledge –through excellence in teaching, research, scholarship, outreach and engagement –
for the health of individuals and communities.
Values
Excellence – Innovation – Collaboration – Commitment – Respect – Integrity – Initiative –
Responsibility
2. Identification/Confirmation of Importance of University Commitments (2008-2012) to the College
At College planning sessions held in January 2011, faculty and staff discussed the importance of the IP2
University commitments. The following goals will continue to guide the College’s resource decisions:
Improve the Student Experience – our programs are recognized for their distinctive and innovative approaches
on the discovery-learning continuum; we will implement a comprehensive evaluation framework which assesses
program, instructor and course quality; student evaluations tell us our courses are delivered effectively,
efficiently and are intellectually stimulating; graduates tell us that we have delivered a high-quality program,
relevant to the workplace, with current ideas and methods plus the fundamentals required for innovation.
Work Together Across Boundaries – our College is working with academic and non-academic units to achieve
common objectives; it is important that timelines associated with processes for faculty appointment, student
recruitment and program approval be reduced; evaluation of academic leaders should include willingness to
advance interdisiplinarity.
Enhance Research, Scholarship and Artistic Profile – the College is offering more opportunities for
undergraduate and graduate students to participate in discovery; we will continue to improve research
performance in key indicators, which are jointly developed and widely communicated; and we have and will
leverage additional funding for strategic research initiatives.
3. Additional Principles Identified in College Planning and the 2009-2011 Budget Adjustment Process
Professional Programs – ensure alignment of our programs with the future directions of the professions, as
outlined in The Blueprint for Pharmacy and Association of Faculties of Pharmacy Educational Outcomes, and
Dietitians of Canada Vision 2020 and integrated competencies, and as well with the Interprofessional Health
Education Accreditation Standards; these efforts will require significant additional financial resources.
Resources – we must work to ensure adequacy of resources, and best practices in all aspects of financial
operations, including frugal, efficient use of funds. If at all possible, we will not make cuts to personnel.
College Culture and Identity – we will ensure a positive climate for our people and take steps to safeguard the
College’s identity, while entering into the new physical structure and interdisciplinary culture of the Health
Sciences facility.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
The College-specific priorities that will guide the allocation of human, financial and infrastructure resources
over the next planning cycle are described below. Details on how the College proposes to use resources in support of
the priorities are described in the following section.
College Divisions met in January 2011 to discuss future directions for our undergraduate programs. This topic was
revisited at an all-College planning session in May, at which time discussion also focused on College functions and
operations, engagement and future growth. Four College-specific priorities were identified for the 2012-2016
planning period.
1. ALIGN PHARMACY AND DIETETICS PROFESSIONAL PROGRAMS WITH FUTURE DIRECTIONS OF PROFESSIONS
See Blueprint for Pharmacy and Dietitians of Canada Vision 2020.
Action Plans
How
1.1 Continue to Focus on Strengths
While Ensuring Alignment of Programs with the Professions
For Pharmacy, secure clarification
 Increased focus for faculty, staff and students on the key professional documents from leaders in the profession and
(Blueprint for Pharmacy and DC Vision 2020 and articulated outcomes and the
peer universities (through the
Interprofessional Health Education Accreditation Standards Guide).
Association of Faculties of
 Develop greater alignment of curricular content with focus and competency
Pharmacy of Canada, National
requirements arising from the Blueprint and Vision documents.
Association of Pharmacy
 For Pharmacy, revise course requirements and courses to reflect pharmacy
Regulatory Authorities) on areas
professional focus and improve graduates’ ability to counsel patients, including
of the Blueprint where there is not
provision of complex cases elective to all students, and begin planning redesign
yet consensus (ie, cultural
of professional program (ie, Doctor of Pharmacy curriculum).
competency, access to services,
 For Nutrition, ensure the Nutrition program fully reflects the change in dietetics
communication, patient-centred
professional focus from services supervision to more progressive dietetics
versus patient-focused care and
practice, and reflects ‘critical dietetics’; develop strategy around an advanced
access to clinical information).
professional degree in Nutrition.
Ensure full understanding of the
Blueprint to achieve educational
 Increase awareness, collaboration and dialogue between the two programs.
outcomes.
1.2 Further Create Culture that Supports New Roles, New Settings for Graduates
 Integrate knowledge of Blueprint and Vision 2020 on a continual basis
For Nutrition, work with Dietitians
throughout the program using it to guide decisions and actions.
of Canada and peer universities
 Socialize students to the professional culture.
 Further develop leadership and advocacy for the professions among faculty, staff (through Association of Canadian
Human Nutrition Programs) to
graduate students and undergraduates.
ensure full understanding and
 For Pharmacy, work to anticipate changes and different paths that graduates will
implementation of revised
take to 2025 and beyond.
program to ensure students
 For Nutrition, promote knowledge of dietitians within health care and equip
achieve integrated practice
students to be more politically astute.
competencies.
1.3 Generate and Maintain Partnerships and Strategies to Support Enhanced
Delivery of Innovative Experiential and Interprofessional Education
For both programs, work with
 Increase numbers of preceptors and clinical/innovative practice sites.
partners in the professions and
 Improve inter-professionalism in education, practice and collaboration through
with health science programs to
the Council of Health Science Deans and with communities.
ensure sufficient resources for
 For Pharmacy, implement the Interprofessional Clinical Pharmacology initiative.
experiential and interprofessional
 For Nutrition, continue to pursue partnership with Medicine.
education (ie, currently losing
 Integrate practice and clinical rotations earlier in the program.
ground in IPE as result of lack of
 Explore integration of the model where senior students teach junior students.
resources to coordinate).
 Ensure preceptors are fully aware of students’ preparation for placements.
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
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2. ENHANCE COLLEGE OPERATIONS
Ensure College operations and functioning supports our people and our programs.
Action Plans
How
2.1 Governance
A thorough collegial review of the
College’s governance structure is
Review current organizational structure and the processes for decision-making.
underway, in part the result of a
Ensure representation of stakeholder groups in organization/committee
request from University Council to
structure (eg, staff, students).
review and/or establish bylaws for
Increase links with clinical education partners and professions in organization
the Pharmacy and Nutrition
structure where appropriate and through other means.
Faculty Council.
Establish process to regularly assess effectiveness of governance structure and
modify as needed.
The Template for Faculty Council
Clarify roles and expectations of support staff.
Bylaws is guiding the review.
Clarify roles and expectations of College representatives to University and
external bodies.
Develop by-laws as per University Council.
2.2 Communication
With students – improve communication between students and faculty/staff
through more effective use of current committees and establishment of exit
interviews with graduate students.
With faculty and staff – improve distribution of information and outcomes from
Executive and committees; develop strategies to increase understanding of both
Division and College specific issues; communicate progress made on issues;
ensure greater connection with support staff.
With preceptors – provide communication that is tailored to the preceptors and
the work they do with students.
With other external stakeholders –improve overall proactive communication,
including employers.
Redesign College intranet site to ensure it is an effective communication tool.
Establish formal communication
channel(s) between faculty/staff
and the leadership team of the
College. Ensure information is
shared with faculty/staff in a
timely manner.
2.3 Orientation
Assess orientation needs for all new employees, graduate and summer students
and ensure orientation is consistent; provide follow-up.
College Employee Handbook has
been revised and will be made
available to all faculty and staff.
2.4 Recognition and Celebration
Seek input from students around ceremonies that have significance and the
timing of these, and implement changes where appropriate.
Plan/implement major fundraising initiative to celebrate College’s Centennial.
Be more proactive in nominations of faculty, staff and students for local,
provincial, national and international awards.
Further develop recognition strategies for preceptors.
Consider developing College research awards for faculty, graduate students and
summer research students.
Faculty and staff responsibilities
for specific recognition processes
and celebratory events will be
clearly outlined.
The College Communications and
Alumni Relations Officer has
developed a Communication Plan
2011-2012, which is being
implemented.
Aim to host two College
celebrations a year (Christmas
Party and Summer BBQ).
Ensure all College awards and
celebrations are communicated
widely with all stakeholders
(website, newsletters, reports).
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
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3. FOSTER COLLEGE CULTURE AND IDENTITY
Create and maintain a culture of engagement and one that fully supports all stakeholders.
Action Plans
How
3.1 College Engagement
Implement regular (at least once a year)
Town Halls for all stakeholders.
Host more events with broad representation of all stakeholders, and
ensuring inclusion to Town Hall meetings and College ceremonies.
Provide other methods for getting to know each other, building a
Implement annual meeting of faculty and
community, including encouraging informal get-togethers.
staff to review new results of Employee
Plan structure to ensure sharing innovations between Divisions can
Opinion Survey and address issues.
occur (eg, annual meeting on pedagogy and methodology).
Plan structure to ensure sharing and engagement between bench
Hold the first College Research Day during
sciences and professional programs.
2012; review and revise the College Research
Hold a College Research Day for the faculty and graduate students to
Day based on feedback received and
present their research (help to engage faculty, staff and students in
continue as an annual event.
research and graduate studies).
3.2 Student Engagement
Improve engagement between undergraduate and graduate students. Associate Dean Academic and Associate Dean
Research and Graduate Affairs and their
Encourage increased faculty involvement in student events.
support staff will follow through on these
Increase funds for hiring summer students as these positions provide
objectives.
excellent connection and involvement in College and interest in
graduate studies and research.
Better support incoming graduate students (eg, mentorship).
Re-institute a faculty advising system (faculty mentors assigned to
specific students at beginning of Year 1).
Continue good representation of students in governance, including
direct link with the Saskatchewan Pharmacy and Nutrition Student
Society (SPNSS) Council.
Hold more Town Halls for all years as key way to engage students;
very positive feedback on recent Town Halls.
Develop practice opportunities for students early on in their
programs, to reinforce relevance to their future careers.
3.3 External Engagement
Arrange for preceptors to come together to evaluate the experiences
of their students and recommend improvements.
Increase involvement of external partners (the profession) reviews to
discuss goals of successful experiential learning and other issues.
Provide a more active role for health regions in the College, especially
related to the Structured Practice Experiences Program (ie, similar to
Nutrition Partnership Committee).
Continue to expand opportunities for connecting with alumni.
The quality improvement/program
evaluation process that is being put in place
will provide further opportunities for student
engagement.
The Pharmacy Structures Practice
Experiences Program Advisory Committee
will be revamped and strengthened.
Continue to encourage annual alumni
engagement through strategic
communications (newsletters), events
(alumni receptions, reunions, town halls) and
solicited feedback (input into Centennial
activities).
3.4 Inter-College and Interprofessional Engagement
The Council of Health Science Deans and its
Maximize opportunities of the new Health Sciences facility in interEducation Committee will facilitate these
professionalism opportunities and also growth in IP practice and
initiatives.
reducing territoriality.
Within College work on more ways, as is currently done with
Speechcraft and IPE, to bring Pharmacy and Nutrition students
together (eg, model Nutrition mentorship process for Pharmacy
students; potential common classes; Nutrition joining Pharmacy in the
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COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
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3. FOSTER COLLEGE CULTURE AND IDENTITY
Create and maintain a culture of engagement and one that fully supports all stakeholders.
Action Plans
How
business plan event competition). Ask SPNSS to assist with this.
Host joint meetings with other units (eg, Chemistry, Toxicology).
3.5 College Relocation and Identity
The Council of Health Science Deans and the
Planning and attention is required by College leadership team around AHS facility will provide outstanding
opportunities for interprofessional initiatives.
the physical move to the Health Sciences facility to ensure effective
overall communication, faculty, staff and student support and
College faculty and staff representatives are
services, and day-to-day management, and how individual faculty,
closely involved in planning both the physical
staff and students may be affected (eg, potential for support staff job facilities as well as operational aspects.
changes).
Significant attention must be given to the
Need to ensure there is “glue” to keep us together as a College by
transition and move-over plans, especially
continuing old and starting start new customs, traditions, refining and how faculty, staff and students will be
creating interactions, mechanisms to keep people thinking together
impacted in the transition to the new
and identifying as a College, while appreciating the potential for more location and new ways of operating (eg,
intercollege/interprofessional benefits of the new facility.
location of people by function).
4. LOOK AHEAD TO THE FUTURE
Create a future vision for the College, including through exploring of growth opportunities.
Action Plans
How
4.1 Opportunities for Growth in Size and Reach
Opportunities for growth and
collaboration will be considered
Thoroughly explore all elements for potential enrolment growth in professional
through the College’s professional
programs to determine areas of greatest need and priority.
programs evaluation process (CQI
Consider/implement appropriate growth in research and graduate education.
plan) and accreditation reviews.
Expand pharmacy residencies in the Province (eg, specialties, primary care).
The College’s leadership team will
Develop priorities and general strategic directions for fundraising – alumni,
develop fundraising priorities for
corporate, professions.
the College at the beginning of
each fiscal year and work with
University Advancement to ensure
strategic directions for fundraising
will be successful.

4.2 Impact on Our Professions Provincially, Nationally and Globally
Further pursue engagement with our professions and other stakeholders,
including our students, on the College’s vision of health care, and how we are
addressing the professional directions in the Blueprint and Vision 2020.
Examine potential for expanded research partnerships with professions.

4.3 Strengthen and Leverage our Reputation
Identify our reputation strengths and promote and build on these.

Continue to ensure dialogue with
professions.
Consultations with internal and
external stakeholders to identify
the College’s reputational
strengths before the end of 2012.
Ensure internal and external
communications are promoting/
building on reputational strengths.
19
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
The following section describes how the College proposes to use existing human, financial and infrastructure resources
to support the four College-specific priorities. As applicable, we have indicated any resources from other units that we
will leverage, any barriers that may exist due to resource issues and any implications for the university's operating
budget, capital budgets or fundraising activities. An additional 5th topic has been added below, which summarizes
resource needs identified in Section II.B. Areas of Focus, and how College activities in the coming cycle will contribute to
these priorities.
1.
ALIGN PROGRAMS WITH FUTURE DIRECTIONS OF PROFESSIONS
Ensure program delivery and graduates contribute to the future direction and vision of respective professions of
Pharmacy (see Blueprint for Pharmacy) and Dietetics/Nutrition (see Dietitians of Canada Vision 2020). This
includes continuing to focus on strengths while ensuring alignment of programs with the professions; further
creating culture that supports new roles and new settings for graduates; and generating and maintaining
partnerships and strategies to support enhanced delivery of innovative experiential and interprofessional
education.
1.1
Resources Required or to be Leveraged





1.2
Interprofessional education funding – through the Council of Health Science Deans is essential in
order to deliver interprofessional education (ie, require dedicated faculty position and facilitator).
College operating funding – the College has determined that its current operating fund budget is
inadequate to support the current enrolment levels of its two professional programs, as measured
against peer comparator universities in Canada and other Health Science programs at our University.
The results of this analysis will be presented shortly to the Provost. Further additional resources will
be required in the future as we move ahead with redesigned curricula.
Additional clinical education support from the Province for current programs – following intense
lobbying from the College, in 2006 Saskatchewan Health provided much appreciated, but modest
direct support to the College, which was directly diverted to the health regions, primarily the
Saskatoon Health Region and the Regina Qu’Appelle Health Region to enable institutions in the
regions to provide clinical education for the current programs. This funding has been reduced in the
last two years, rather than increasing as is urgently needed.
Multi-year, major, one-time funding for curricular review and development – an amount of
$750,000 is required over the next 6-7 years for curriculum design consultation, faculty release time,
and related technology support. This funding is essential as we work to establish a Doctor of
Pharmacy program in place of the Bachelor of Science in Pharmacy program, and to incorporate new
integrated competencies for Dietetics into the BSc (Nutrition) degree, and pursue establishment of a
Master’s in Dietetics program.
Additional support from the Province to establish a Doctor of Pharmacy program – this is primarily
to fund the new faculty positions that will be required to deliver this program.
Resource Barriers or What to Disinvest/Restructure


Didactic teaching – need to reduce didactic teaching so faculty can focus more on professional
practice experience; use the new Faculty Association APA stream, and lobby to expand the number
of such positions.
For Pharmacy – once the profession determines which professional has responsibility for drug
distribution and compounding (ie, pharmacy technician or pharmacist?), then may delete some
dispensing content from the curriculum, to allow room as program expands when it becomes a
PharmD. Also, consider deleting or reducing analytical chemistry subject matter so that more
20
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016



1.3
Implications for University Operating or Capital Budgets or Fundraising

2.
clinically-relevant content can be added.
Time – an issue for faculty and staff in planning to align and comply with future vision documents.
Dietitian shortage – Year 4 Nutrition program (dietetic internship) is particularly difficult to plan, as
there are not enough dietitians in the Province due to dietitian shortages in some areas of the
Province as well as a need for more funded positions; even one additional student puts a strain on
this workforce.
Summer clinical placements – scheduling these for both programs are especially challenging
because of vacation schedules of pharmacists and dietitians who serve as preceptors.
As noted above, there are implications for the University operating budget. This priority is not
expected to affect capital budgets or fundraising, as we believe that these are areas that should be
fully supported by the University and Province.
ENHANCE COLLEGE OPERATIONS
Ensure College operations and functioning supports our people and our programs, in the areas of governance;
communication; orientation; and recognition and celebration
3.
2.1
Resources Required or to be Leveraged – we believe there are opportunities to partner with Health
Region Authorities and the Ministry of Health to enhance Pharmacy and Nutrition preceptor education
and support. Other goals and objectives in this section will be achieved through current human
resources, with some redistribution of work plans to concentrate on governance review and follow
through. An exception to this will be if the two Divisions should become Departments, in which case
there will be operating budget implications.
2.2
Resource Barriers or What to Disinvest/Restructure – no barriers have been identified as it was clear
from the planning sessions that faculty and staff are keen to work on enhancing our operations.
2.3
Implications for University Operating or Capital Budgets or Fundraising – see 2.1.
FOSTER COLLEGE CULTURE AND IDENTITY
Create and maintain a culture of engagement and one that fully supports all stakeholders, through attention to
overall College engagement, student engagement, external engagement, inter-college and interprofessional
engagement and College relocation and identity.
3.1
Resources Required or to be Leveraged – an amount of $100,000 is requested, primarily through in-kind
support from University Advancement, to fund the College’s Centennial celebrations in 2013.
3.2
Resource Barriers or What to Disinvest/Restructure – as in 2.2 above, faculty and staff are looking
forward to devoting their attention to achieve the goals and objectives in this section.
3.3
Implications for University Operating or Capital Budgets or Fundraising – the funding request to
support the College’s Centennial is noted in 3.1. The University and the Health Sciences project will be
providing funding and related support to the College in our move over to the new HSc facility. No other
University or capital resource requirements are anticipated. It has been proposed that we hold a
College Research Day, and this would be supported through fundraising initiatives.
21
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
4.
LOOK AHEAD TO THE FUTURE
Establish a future vision for the college by exploring opportunities for growth in size and reach and creating
impact, which leads to enhanced reputation of our programs and professions provincially, nationally and
globally.
4.1
Resources Required or to be Leveraged (see 1.1 above)


4.2
Resource Barriers or What to Disinvest/Restructure





4.3
5.
Current programs – lobby University and government to address operating shortfall and clinical
education needs for current professional programs in Pharmacy and Dietetics.
Future programs – need to ensure expanded resources from University and government to fund
PharmD, renewal of Nutrition program and pursuit of a Master’s in Dietetics degree.
Size of province – overall this limits growth, as only so many people and tax base, also location in
Canada means we are away from large population centers.
Faculty/clinician recruitment in pharmacy – PharmD implementation and growth expected to be
constrained by finding qualified new faculty and sufficient numbers of practicing clinicians; this may
affect impact.
Preceptors in health regions – limiting factor to growth of both Pharmacy and Nutrition programs.
Faculty workloads – this cannot increase when programs grow, as this affects ability to be researchintensive. The College needs to look at processes to address both current and future teaching
workloads.
Research – constrained by increasing competitiveness in federal granting; lack of research
personnel/ technicians; need more graduate students and need to recruit students who are
excellent academically, however there is significant competition among universities; for clinical
research, there is a lack of research facilities and research subjects in some areas (due to small
population of Saskatchewan).
Implications for University Operating or Capital Budgets or Fundraising – please see 1.1 and 4.1 above.
COLLEGE CONTRIBUTIONS TO THE UNIVERSITY’S FOUR AREAS OF FOCUS
In Section II.B, the College has indicated how existing and new activities will help the institution make progress
in each of these four areas. Below is a summary of the human (time and positions), infrastructure and
financial resources required to achieve these activities, barriers that may exist due to resource issues,
implications for the university’s operating budget, capital budgets and fundraising activities.
5.1
Knowledge Creation: Innovation and Impact



University resources – central support for common CV project; increased start-up funding; central
support in metrics/measuring progress; increase support to graduate students; increase support
for/recognition of collaboration.
College resources – determine way to ‘equalize’ and adjust teaching and administrative workloads
to enable faculty to expand research activities, including mentoring new faculty; work to secure
more summer research student funds;
External resources – fundraising for the College to provide transitional funding to faculty between
grants, increased start-up funding, and funds for graduate student recruitment and additional award
support; lobby Province and granting agencies to provide more funding to attract and appoint
22
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Postgraduate Fellows.
5.2
Aboriginal Engagement: Relationships, Scholarship, Programs



5.3
Innovation in Academic Programs and Services



5.4
University resources –enhanced, comprehensive University initiatives to recruit Aboriginal students
and funding to support faculty, staff and student understanding of Aboriginal health, culture and
communities; funding to support curricular development (see request for funding in 1.1 above).
College resources – re-allocate College staff time for recruitment (disinvest responsibilities in lieu);
re-allocate faculty time for curricular enhancements.
External resources – raise and allocate fundraising dollars for recruitment initiatives and travel funds
for student practicum placements in rural and remote areas; seek additional funding from the
Province for clinical placement support in Aboriginal communities.
University resources – funding support to the Council of Health Science Deans to enable
interprofessional education; central support from the IPA to conduct surveys of graduates in-house
(cost of contracting this externally is prohibitive); support from SESD and DSS to determine program
and occupational requirements to better advise students with disabilities; funding to support
curricular development (see request for funding in 1.1 above).
College resources – redistribute faculty and staff responsibilities to focus on CQI/Program Evaluation
and curriculum development.
External resources – not applicable, as activities in this areas focus should be fully supporting
through the College operating fund.
Culture and Community: Our Global Sense of Place



University resources –as above, funding support to the CHSD to enable interprofessional education
in diverse communities; work with University to streamline administrative processes for students,
faculty and staff to be involved in international projects and placements.
College resources – as above, redistribute faculty and staff responsibilities to focus building cultural
competency in students, faculty and staff, and providing additional support to students as needed.
External resources – secure increased clinical placement support from the Province to facilitate
increased opportunities for students to work with diverse communities in the Province; raise and
allocate fundraising dollars and to pursue opportunities for international placements, cultural
learning events and initiatives.
23
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
D.
Performance Indicators
The University of Saskatchewan has established enrolment and research goals through the Strategic Directions,
Foundational Documents, and the Areas of Focus for the third planning cycle. In the president’s Strategic Directions
update, the following goals were articulated:
•
•
•
achieving Tri-Agency funding performance above the national average for medical-doctoral universities in all
competitions and in all academic units of the university
20 per cent of the student population composed of graduate students by 2015
15 per cent of the student population in each college and school composed of Aboriginal students by 2020
This section is an opportunity for the colleges and schools to articulate their role in achieving these institutional goals.
Following submission of these plans, the office of Institutional Planning and Assessment (IPA) will compile the
information from all of the plans and will facilitate the development of multi-year enrolment, fundraising, and research
projections for the university. The development of these projections will include discussions between PCIP and colleges /
schools.
Enrolment Planning
Headcount at October Census Day
2010/11 Headcount
2015/16 Headcount
(possibly small number
of visiting students)
2019/20 Headcount
Non-degree
Total
0
Self-declared Aboriginal
0
International
0
Out-of-Province
0
Undergraduate
Total
454 (PHAR quota =90; NUTR quota = 28) 460 (minimal attrition)
Self-declared Aboriginal
28
50
International
2
2+**
Out-of-Province
91*
72+*
Graduate
Total
53
79
Self-declared Aboriginal
1
6
International
26
35
Out-of-Province
1
10
Masters (thesis-based)
36
48
Masters (course-based)
0
0
Masters (project-based)
0
0
Doctoral
17
31
*This figure includes students accepted within our out-of-province categories (14 Pharmacy and 4 Nutrition per year),
plus children of U of S alumni, who, for the purpose of admission, are considered in-province.
** The College does not recruit international students, primarily because there is a specific pre-program required.
Because of plans to redesign the College’s two professional programs and possibly introduce a new Masters program in
Dietetics, it is not possible to predict headcount enrolment numbers at this time.
24
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Research Success Planning
Fred, Heather and Lori to add below
Tri-Agency Funding
Total funding received
Non-Tri-Agency Funding
Total funding received
Other Indicators – please see below
2009/10
2015/16
$469,136
$600,000
$934,230
$1,200,000
Number of national and international faculty awards and honors*
*For a complete definition of this indicator and a list of individuals receiving awards, please see
http://www.usask.ca/achievementrecord/2-2-faculty-awards-detail.php.
2006-2010
5
Dr. Derek Jorgenson received the Canadian Pharmacist of the Year Award for 2010. Mr. Bev Allen received the Canadian
Foundation for Pharmacy Pillar of Pharmacy Award for 2010. Additional awards received in the past four years include
the Gattefosse Canada Award to Dr. Ildiko Badea for the best research paper in the area of lipid chemistry, and CPhA
Honorary Life Membership to Dr. Dennis Gorecki. College professional practice coordinators Jane Cassidy and Doreen
Walker are members of an interprofessional health sciences team that recently received the prestigious Alan Blizzard
Award, in recognition of collaborative teaching and disseminating scholarship in teaching and learning.
It is noteworthy that Pharmacy and Nutrition faculty have received high recognition from the University in recent years.
Dr. Jane Alcorn was honored with the Distinguished Researcher Award. Dr. Susan Whiting has been recognized with the
Distinguished Graduate Supervisor Award, and the Award for Distinction in Outreach and Engagement. For two years
running, College employees have been recognized with the University’s annual Safety Recognition Award – Dr. Ed Krol in
2008 and Norma Greer in 2009.
The College has nominated faculty for national and international awards in the second planning cycle, including for the
American Association of Pharmaceutical Sciences New Investigator in Pharmacokinetics, Pharmacodynamics and Drug
Metabolism; the Action Canada Fellowship; and membership in the Canadian Academy of Health Sciences. As noted
earlier in this Plan, we will redouble our efforts to nominate colleagues for award and honors, including those provided
through the Association of Faculties of Pharmacy of Canada.
The following provides an indication of research outputs which best reflect the Pharmacy and Nutrition environment, for
the period 2008-2010.
Number of publications = 140
Number of workshop proceedings = 138
Number of published abstracts = 15
Number of chapters and/or books = 20
Number of presentations at conferences = 63
Number of technical reports relevant to field = 1
25
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
The following section identifies how impact of research will be measured and the evidence of impact where available.
The College plans to further implement research metrics as a way to measure the impact of research. This
implementation will be completed by the end of 2012. Some of the metrics that will be measured are citation factors,
impact factors for journals, publication records and presentations at national and international conferences. The faculty
in the College will be asked to keep track of their publications, citations and impact factors, as well as involvement in
clinical and community engagement and policy change.
The College will continue to pursue the curriculum vitae database that has recently been implemented in other colleges
on campus. This electronic CV will aid the College in measuring and providing evidence of research impact. The foreseen
barrier to the electronic CV will be the cost of initiating the database in the College.
Dr. Karen Chad, AVP Research, has shared highlights of the OVPR strategic plan with colleagues. We look forward to
working with the OVPR in the planning cycle ahead, most notably in the following areas: food security signature area;
faculty mentorship; discipline-appropriate start-up packages; support for cross-unit, multidisciplinary research
collaborations; effective internal, client-oriented services to support research success; and undergraduate student
research engagement
Fundraising Success Planning
2005-2010
$1,014,525
14-27%
3 Yr Fundraising Average*
Donors/Year as % of Living Alumni
2011-2016**
$1,000,000
20-25%
*This number was calculated by looking at the year-end fundraising totals for the college between 2005/06 and
2009/10, removing the highest and lowest amounts, and averaging the remaining three years. Please note that this
figure is skewed as the result of 2-3 years of higher than average activity related to campaigns and chair endowments; a
figure more reflective of College’s annual fundraising activity is in the $600,000 range.
**There is a strong likelihood that, in the near future, Pharmacy and Nutrition fundraising initiatives will be more closely
integrated through the Council of Health Science Deans and the extended Health Sciences campaign.
Additional Indicators
Additional indicators the College will use to measure progress and success of our plan over the third planning cycle are
indicated in the table below, with comments on the goals described in the section following.
Indicator
Baseline Measure
Target/Plan
Adequacy of College Resources to Deliver Programs
Continuous Quality Improvement/Program Evaluation
Accreditation and Graduate Programs’ Review
Cultural Competence of Faculty, Staff and Students
Employee Engagement
EEmployee Satisfaction with Move to New HSc Facility
Stakeholder Engagement Initiatives
Operating budget/clin support Resources line with comparators
Results 2011 surveys, other
Areas for improvement
Results of upcoming reviews Address standards not meeting
Number of events/initiatives Increased numbers, surveys
EOS scores 2010
Aim for 80% agree/strongly agree
Current concerns
Concerns addressed by 2015-16
Current initiatives to engage Increase number and consistency
26
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
Adequacy of College resources – the College has identified significant deficiency in operating funding as measured
against peer programs. Additional, permanent funding is needed to support both current and future programs.
Continuous Quality Improvement/Program Evaluation – these processes use a number of tools, some of which are in
place (national exam scores, annual course/instructor evaluations, occasional surveys of students, graduates and
preceptors), and some to be developed (eg, surveys employers) or used more consistently (eg, graduate surveys).
Accreditation and Graduate Programs’ review – results and recommendations from accreditation processes for
Pharmacy and for Dietetics, and the graduate programs’ review will be used to measure our progress.
Cultural competence of faculty, staff and students – see Aboriginal Engagement, Culture and Community (Part II.B.).
Employee engagement – faculty and staff review the results of the annual EOS, and take action if areas of concern.
Employee satisfaction with move to the Health Sciences facility – as part of transition plans to move to the new facility,
the College needs to find a way to address challenges related to both the physical and emotional aspects of the move.
Stakeholder engagement – see College-specific priorities on engaging and supporting stakeholders (Part II.C.).
Comparator Institutions for Pharmacy – there are 10 schools of Pharmacy in Canada. Our closest comparators are UBC,
Alberta, Manitoba, and Waterloo, with Toronto and Memorial also used for some comparison purposes. Dalhousie
University is not included because its Pharmacy school does not offer a graduate program. Laval and University of
Montreal are not included because funding models for Quebec universities are quite different from other provinces.
Strengths of our peer programs include the depth of their faculty and structured practice experience staff; key funding
these positions and other essential administrative staff; and the offering of preceptor development programs.
Through the Association of Deans of Pharmacy of Canada, which advocates for academic pharmacy education and
research in the country, our College compares benchmarks and sets targets, with the goal of ensuring the highest
standards in our operations.
Comparator Institutions for Nutrition – there are 16 human nutrition/dietetics programs in Canada. Our Nutrition
programs compares most closely with the programs offered in Quebec, in that the practicum training required for
licensure as a dietitian is included within the program (as opposed to competing for a post-graduate dietetic internship
of which there is a significant lack of placements). Recognizing the Quebec programs are larger than ours and funded
much differently, they offer many features that we are interested in emulating. The School of Dietetics and Human
Nutrition at McGill is the oldest teaching and research institution in Human Nutrition in Canada, and includes a
Centre for Indigenous Peoples' Nutrition and Environment; internship experiences are integrated earlier in the
program. Laval offers an outstanding model for human nutrition research through its innovative and multidisciplinary
Institute of Nutraceuticals and Functional Foods. The program at University of Montreal is allied with Medicine and
Rehabilitative Sciences. A new national body called the Association of Canadian Nutrition Programs is providing an
excellent forum to share best practices, ideas and information.
E.
Financial Planning to Inform the Multi-Year Budget Framework
Tuition Rate Preliminary Projections
Tuition rates in our undergraduate programs in recent years have been directed by a tuition revenue sharing program in
IP1, the Province’s tuition management and the University tuition principles establishing in 2009. We will continue to
follow these principles, while recognizing that professional programs with significant clinical practice experiences are
more expensive to deliver. We do not know the extent to which tuition will be affected at such time as we move to a
PharmD, however there will be more credit based tuition attributed to Pharmacy. We will also be investigating offering
a ‘non-traditional’ PharmD to enable BSP graduates to attain PharmD-equivalent credentials and Master’s in Dietetics.
Type of Tuition (credit based)
UNDERGRADUATE
Nutrition
Pharmacy
2010/11
2012/13
2013/14
2014/15
2015/16
$163.50
$235.00
27
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
F. Complement Planning
Complement/people planning is part of a comprehensive and strategic overview of the people resources required by the
College to fulfill its mission. The success of the University and College is highly dependent on whether faculty and staff
are engaged, aligned and working to their full potential.
The Pharmacy and Nutrition Complement Plan was developed using the following information: College results from the
University’s 2010 Employee Opinion Survey (EOS) (in quotations below); input from faculty, staff, students and other
stakeholders at the May 2011 College Planning Day; and the People Planning Guide and assistance provided by
colleagues in the Human Resources Division.
1. Principles Governing People Planning in the College
The following principles that guide the University’s Human Resources People Strategies align closely with the College’s
culture. Please also see Section C. regarding College-specific priorities to Enhance College Operations and Foster
College Culture and Identity during 2012-2016.





RECRUIT: Hire the right people – attract and hire faculty and staff to be successful and contribute.
ALIGN: Contribute to the strategic directions – focus people, activities, priorities and resources.
DEVELOP: Grow Potential – support faculty and staff development.
ENGAGE: Create a safe, healthy, positive and inclusive work environment – people are at work, healthy and
well, confident and working to their full capacity in challenging and supportive work environments.
REWARD: Recognize and appreciate success and commitment – people are valued by various means.
2. Ensure a Positive, Productive and Diverse Work and Learning Environment
Criteria
Overall – the 2010
Employee Opinion
Survey indicated
barrier to being fully
engaged = workload
Engage faculty and
staff in planning,
problem-solving
Engage faculty and
staff in College
governance
Ensure communication
Celebrate diversity
Enhance partnerships
with community,
professions
Establish accountability
across the College
What is Working
● “Real sense of achievement;
satisfied with progress; know
what is expected; opinions
count; someone cares;
celebrate success; diversity.”
● Recent focused meetings
and student Town Halls very
valuable.
● Overall programs run well;
decision-making reasonable;
opportunities for input.
● Communications improved;
students well informed.
● Good initiatives (eg, cultural
competency).
● External partners note
College operations seem
effective and issue-free.
● Growth of support staff;
communicate roles through
position descriptions and goto list.
What Could Be Improved
● “Don’t have opportunity to
do what do best every day;
have not received recognition/
feed-back on progress; do not
confront problems openly.”
● Not enough planning and
single-issue discussion events,
with broad representation.
● Lack communication to/from
Executive; some support staff
do not feel connected.
● Inconsistency in communication; E-mail overwhelming.
● Not maximizing opportunities
(eg, international students).
● Preceptors find PAWS
difficult, our communications
too generic, want closer ties.
● Still not always clear who
does what; grandfathering of
duties causes confusion.
Actions Going Forward
● Faculty/staff meet each
January to review EOS
and address areas where
engagement low; report
on actions each Sept.
● Project underway to
revise governance by
January 2012.
● Revise governance and
monitor each January to
ensure engagement.
● Develop/distribute
guidelines and monitor.
● Enhance, as described
in Section II. B.
● Enhance engagement
with preceptors (eg,
messages, meetings).
● Clarify and
communicate roles by
April 2012; update each
September.
28
COLLEGE OF PHARMACY AND NUTRITION PLAN FOR THE THIRD PLANNING CYCLE, 2012-2016
3. Implement Evidence-Based Actions to Support Faculty and Staff Engagement
Criteria
Assess work
culture and
climate
Assess
organization,
ensure input
Establish role
clarity, re
priorities
What is Working
● Respect and value individual
and cultural differences (high).
● Honest, supportive, fair (good).
● Programs run well.
● Decision-making is reasonable.
● My opinions seem to count.
● Know what is expected (high).
● Coworkers committed (high).
● See how my work aligns (good).
What Could Be Improved
● Confront problems and issues
directly and openly (low).
● Innovation, creativity (medium).
● More events with broad
representation and single-issues.
● Involve staff in governance.
● Communication of roles to
everyone – who to ask for what?
● Report progress on priorities.
Assess safety,
health and
wellness
● HSEMS implemented and
active College Workplace Safety
and Environmental Protection.
● Some gaps in training of faculty,
graduate students and other
instructors.
Actions Going Forward
● Faculty and staff meet
each January to discuss
previous EOS results.
● Revise governance by
2012, with input faculty/
staff + process to monitor.
● Review roles and
responsibilities, especially
re HSc facility by April
2012.
● Develop plan for
training ongoing
monitoring, 2011-12.
4. Apply Strategies to Support Learning and Development, and Reward Success
Criteria
Leadership
development
Customized
learning and
development
Formal rewards
and
recognitions
Spontaneous
recognitions
Merit
processes
Milestones
What is Working
● College support of ASPA staff,
leadership development.
● “Opportunities to grow (high);
someone encourages me (good).”
● Customized training sessions.
● Faculty and staff nominated and
receive recognition.
● Communicate successes.
● “Sense of achievement (high); my
supervisor/someone cares (high).”
● Faculty merit process changing.
● ASPA merit process working.
● Celebrate promotions, awards.
What Could Be Improved
● Increase support for and
scope of leadership training.
● “Someone talked to me about
progress and how to improve so
I do what I do best (low).”
● “Regular recognition (low).”
● Increase nominations and
consistency communications.
● More recognition of CUPE
staff is needed.
● Need process to recognize
CUPE staff.
● Ensure consistency.
Actions Going Forward
● Develop/implement plan
for leadership.
● Broadcast opportunities,
customized mentoring,
skills match.
● Implement recognition
initiative in-house.
● Implement recognition
initiative in-house.
● College to develop ways
to recognize CUPE staff.
● Guidelines by Jan 2012.
5. Identify Priorities for Faculty and Staff Recruitment and Retention
Criteria
Current State
Succession
Planning
Future Plans
Candidate
Pools and
Selection
Orientation,
Startup
College
● Recruiting HQI Chair and 2
administrative staff vacancies
● Review upcoming clerical/
administrative retirements.
● Confirm administrative
support positions and secure
base-budget funding for these.
● Work with HRD re hiring of
staff and succession planning.
● Selection processes are solid.
● Follow-up processes needed
following initial orientation.
Division of Pharmacy
● RDD Chair, 2 faculty vacancies
joint or adjunct Radiopharmacist.
● Review upcoming retirements
and develop succession plan.
● Phcol position for Nursing?
● PharmD faculty, SPEP needs.
● Other potential opportunities.
● Address difficulties recruiting
clinical faculty (use APA stream).
● Selection processes are solid.
● Follow-up on orientation.
● Ensure ample start-up funds.
Division of Nutrition & Dietetics
● Dr. Bandy Sabbatical in 2012.
● Recruit CRC Nat Health Prod.
● Review upcoming retirements
and develop succession plan.
● Clinical position with Medicine?
● NUTR service course support.
● Pursue Biofortification Chair.
● Selection processes are solid.
● Follow-up on orientation.
● Ensure ample start-up funds.
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