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Promoting science and training future scientists2022-2027STRATEGIC PLAN
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3Promoting science and training future scientistsThe School of Life Sciences and the Environment (SLSE) is composed of faculty drawn from Departments of Biology, Psychology, and Environmental Science at Algoma University. We form a collective of like-minded scientists and educators committed to working together to train the scientists of the future through exceptional, hands-on programming and high-calibre research. The global pandemic caused by SARS-CoV-2, the virus that causes Covid-19, has led to death, long-term illness, and declining mental health throughout the world. The pandemic has put a spotlight on science as a critical tool humanity can use to understand and prevent the spread of disease and misinformation. Science isolated the virus causing Covid-19, determined how the disease was transmitted, identied best-practices for reducing transmission, and designed, created, and tested vaccines and drugs to prevent and treat Covid-19. The global pandemic has demonstrated the extreme accuracy with which scientic theory can be wielded to rapidly create vaccines capable of greatly reducing disease transmission and morbidity. Science allowed researchers - in just one year - to document the disease caused by the virus, sequence the viral RNA, design mRNA vaccines based on those sequences, conduct Phase 1, 2, and 3 trials of the vaccine to measure ecacy, determine methods for vaccine mass production, and begin delivery to the people of the world. This is an extraordinary accomplishment, made possible through the practice of scientic research. The creation of eective vaccines through the power of science has undoubtedly saved an incredible number of human lives. This is powerful evidence of the value that science has to society and highlights the importance of training the scientists of the future. The global coronavirus pandemic has also made it clear that science faces two important and related challenges. First, there is a growing distrust of science in segments of society, and second, this mistrust is being generated and/or amplied by the politicization of science. There is a long history of the politicization of science, with prominent examples being the scientic basis for evolution and the human contribution to global climate change. Given the importance of science in society, particularly in the face of a deadly pandemic, the consequences of politicizing science, and growing distrust of science, can be dire. The varied use/misuse of scientic data by public gures and political leaders, and in several cases the spread of misinformation, has contributed to politicizing the pandemic. For ex-ample, rates of mask use and vaccination vary substantially across political divides in many countries, in spite of the fact that scientic understanding of the value of both is scienti-cally uncontroversial. When politicians contradict scientic ndings, trust in science erodes. “This will go down in history as one of science and medical research’s greatest achievements. Perhaps the most impressive.” Dr. Eric Topol on the rapid development of covid vaccines - Director of the Scripps Research Translational Institute, Professor of Molecular Medicine
2022-2027 STRATEGIC PLAN | 4Eroding trust in science has had several negative impacts during the Covid-19 pandemic. It has contributed to the refusal by some to accept that using masks can reduce disease spread, and resistance to vaccination by a portion of the population. Ironically, science has identied an important mechanism by which science is politicized; research in psychology has identied “conrmation bias” which describes the frequent human tendency to seek out evidence and that favours previously held views. Instances of conrmation bias during the pandemic are plentiful. Some politicians, for example, have argued that vaccines are ineective by pointing out that, at some points during the pandemic, more hospitalized Covid-19 patients were vaccinated. This ignored the fact the rate of infection among the vaccinated, a much larger group, was much lower. The negative consequences of misinformation and the politicization of science extend well beyond the Covid-19 pandemic. Science must play an important role in tackling many enormous challenges facing humanity. Global climate change poses a signicant threat, pollution is a growing problem, people are increasingly suering from mental health problems and addiction, biodiversity is in rapid decline, and it remains a challenge to provide resources for a vast and growing human population. Scientists must address misinformation, ensuring that science continues to be trusted to help address the myriad of problems facing human society. These signicant challenges highlight the critical value that university science programming provides to society. The School of Life Sciences and the Environment is well placed to address these challenges. This will be accomplished by:1) - Scientists will be critical in humanity’s response to future challenges, including pandemics, climate change, and biodiversity loss. It is essential that our students receive excellent scientic training.2) - Because science is such an important part of everyday life, it is critical that our programming ensures that students become scientically literate. This includes statistical literacy. Both will ensure that students are better equipped to critically assess scientic information, and better recognize and speak out against misinformation and disinformation.3) - Scientists need to speak more directly to the public to build and maintain trust. Emphasizing communication skills in our science program can ensure our students are ready to speak up. 4) - Science is a powerful tool for learning about physical reality. Like so many things, it is easy to forget and take for granted. Scientists must play an active role in reminding the public of the value that science provides. The above lessons from the Covid-19 pandemic highlight that science can help navigate challenges as large as a global pandemic. These same lessons also remind us that scientic misinformation can lead to mistrust, preventing humanity from enjoying the full benets of scientic advances. These lessons directly inform the School of Life Sciences and the Environment’s Vision and Mission.“Humans learn about the world by collectively acquiring information, ltering it, and sharing what we know. Misinformation undermines this process. The repercussions are extensive. Without reliable and accurate sources of information, we cannot hope to halt climate change, make reasoned democratic decisions, or control a global pandemic.” J.D. West and C.T. Bergstrom. 2021. Misinformation in and about science. Proceedings of the National Academy of Sciences USA
5Promoting science and training future scientistsTo promote the value of science in addressing global challenges through research and training of future scientists.To provide a high-quality science education, train the next generation of science professionals, and advance scientic knowledge through innovative and environmentally responsible research.The priorities in the School of Life Sciences and the Environment’s strategic plan were developed in consultation with students, graduates, employers, and faculty, as we sought to understand the priorities of the dierent stakeholder groups we serve. As we laid out our blueprint, we aligned our priorities with Algoma University’s Strategic Plan 2016-2021 and Strategic Plan Extension 2021-23, which prioritize the student experience; vibrant programming; sustainability; equity, inclusion and diversity (EDI).We recognize that growing our impact and our commitments to modern programming, increased research capacity and high-quality teaching and learning will require investment from the University. At the same time, we commit to ensuring those investments will help the School and the University achieve sustainability by making evidence-supported, strategic choices. Over the next ve years, we will focus on ve priorities that address our mission and vision. Our plan will be a living blueprint that will allow us to grow and adapt in response to new evidence.“I’m hopeful that one of the legacies of the pandemic is a growing recognition that the spread of misinformation really does incredible harm. It really is a public health concern, and we need to use a range of tools to ght it. The good news is that we also have growing evidence that tells us that debunking does work, that we can make a dierence.”Dr. Timothy Cauleld. Canada Research Chair in Health Law and Policy, University of Alberta. Interview at Healthing.ca, Jan. 12, 2022
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7Promoting science and training future scientistsAlgoma University is a teaching-oriented university. We are committed to doing so by working continually to improve existing programs, add relevant courses, and make our programs widely accessible to students. We are committed to using an evidence-based approach when introducing new science programming. We are focused on developing additional science programming at Algoma University, with a particular focus on addressing Algoma’s goal, articulated in the Special Mission, of serving the needs of Northern Ontario. As scientists, we are committed to using market studies to identify evidence-supported options for program development. Data point: Over the past ve years (2016-2021) the SLSE has grown its enrolment by 40.5%. Our goal is to continue this enrolment growth through the next ve years.Continue to grow enrolment in the sciences at Algoma University by: 1. The has been approved by Algoma University’s Senate and will be submitted to Ontario’s Quality Council for review as soon as that body accepts the University’s newly revised Internal Quality Assessment Protocol (IQAP). We look forward to this program launching soon.2. . This program development is in process. We anticipate submitting this program for approval within the next two years. This program will serve Brampton students, students living in remote communities in the north, and international students. 3. The School will explore introducing new programming at Algoma’s Brampton campus (Biology and/or Environmental Science).4. The School is committed to working with Algoma’s administration to explore additional Graduate Certicates that we deem to be of value and that market studies indicate would be of interest. 5. . The School is committed to having discussions with other programs at Algoma University to explore the development of multi-disciplinary programming in this area. 6. . This is a longer term goal that we will work towards, requiring further investment in relevant faculty in Psychology.
2022-2027 STRATEGIC PLAN | 8 New program and course development, and the additional students that come with them, require resources. As enrolments grow, we will need the following resources:New faculty hires will be requested in support of: We propose the following hires to support these objectives: 2022 ENVS Stability: Program is new and growing. Faculty numbers are low to support the program. Expertise gaps limiting course oerings and stability. Anticipated growth from expanded college transfer agreements. (ADVERTISED)2022 BIOL Growth/Strategic: A large number of Biology students have expressed an interest in Health Sciences. We wish to expand our expertise in this area to train students and facilitate greater partnerships with various northern health agencies. (ADVERTISED)2022 PSYC Strategic: PhD in Counselling or Clinical Psychology (supports strategic interest in Mental Health and Addictions) (ADVERTISED)2023 PSYC Strategic: Research Chair in Mental Health and Addictions (supports strategic interest in Mental Health and Addictions)2024 PSYC Growth/Strategic: Behavioural Neurobiology (supports strategic interest in Mental Health and Addictions and the deployment of the online BIOL/PSYC degree being developed)2025 ENVS Stability/Growth/Strategic: Environmental Exposures and Mental Health (Supports strategic interest in Mental Health and Addictions)2026 PSYC Strategic: PhD in Counselling or Clinical Psychology (opposite of rst hire) (supports strategic interest in Mental Health and Addictions)
9Promoting science and training future scientistsPROJECTED FACULTY GROWTH 6.2 7.2 7.2 7.2 7.2 7.2 0.6 1.6 1.6 1.6 2.6 2.6 6.2 7.2 8.2 9.2 9.2 10.2 13 16 17 18 19 20 New hires and growth will require new space. We are committed to working with Algoma University administration to conduct a space analysis and develop a plan. 1. We are hiring three faculty for the School in 2022. As we continue to grow, we will need more oce space for these faculty. New oce space should also support moving Psychology faculty to the Convergence Centre. 2. We will need additional lab space as we continue to grow in enrolments. We currently have three teaching labs; however, we will need two more to accommodate projected growth. 3. To deliver quality programs, we require specialized equipment and space for it. a. This virtual anatomy table will serve Biology and Psychology students across over ten courses. This will require a secure room with space for students to work around the table. 4. We will need oce space for graduate students. This space may be cubicle oriented, with a central table for group discussions and meals.
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11Promoting science and training future scientists 1. The School of Life Sciences and the Environment has begun constructing this new course, in which students will learn about research methods while working together on a larger research project that benets from many hands working together. The class portion will include lessons on research methods, as well as teamwork on writing a research paper for publication. The lab portion of the class will include any lab work warranted by the specic research project. This course will be dierent each time it is taught, with dierent instructors. This may be created as a special topics class. This course focuses on teamwork, research, and written communication of science. 2. Psychology will work to develop an internship course in which students can either participate in research projects with faculty or those working in Psychology outside the University. Development of this course is a direct response to student and employer feedback. 3. The School is committed to exploring new courses that are:a. Of interest to our students (e.g., Biomedical Engineering, Climate Change Biology, Parasitology);b. Suggested by stakeholders: Indigenous Knowledge and the Environment, Scientic Illustration, Entomology;c. Address gaps in our programming (e.g., Computational Biology, Develop-mental Biology, Indigenous Psychology); andd. Are of societal interest/importance.New courses may require support. The Research Projects course will require a small yearly operating budget for supplies and equipment to support the research project. 1. The Environmental Science Program benets from pathways established for college graduates. This will be expanded to ensure these agreements apply to students at all relevant Ontario colleges that host relevant programming. 2. We will explore the viability of pathways for college students into our Psychology program. For example, graduates of college Police Foundations programs in Brampton could be supported in continued learning through a 2+2 option to complete degree studies with a focus on criminology or forensic science through the expertise across the School’s programs. Pathway development may require support from internal departments such as the Registrar’s Oce and/or Recruitment. 2022-2027 STRATEGIC PLAN |
2022-2027 STRATEGIC PLAN | 12The School of Life Sciences and the Environment recognizes that scholarship is an essential function of universities, and a valuable way to teach research methods to the next generation of the world’s scientists. Scientic research has been used to address critical problems for humanity, and will remain an important tool for addressing challenges in the future. Universities must nurture and promote scientic research to ensure that science continues to uncover nature’s truths. Finally, university science programs must teach students both what science has already learned, and give students the chance to develop the tools to move science forward. We encourage our students to see their education as part of the process of becoming a scientist. We are committed to providing rich research opportunities for our students so each has the opportunity to experience the thrill and pride that comes with scientic discovery. 1. Build and fundraise for the SLSE Research Fund.a. Build principle and eventually draw upon interest.b. This fund will be used to support research and research equipment.2. Begin project-based fundraising (common at other universities).3. Explore the nancial ecacy of non-prot status for the School. We will continue to request budgetary funds to build the SLSE Research and Equipment Fund. The School will continue to work with the oce of the Director of Strategic Advancement to develop and deploy a project-based fundraising platform. No resources are required to explore the value of non-prot status.
13Promoting science and training future scientists 1. Explore and support eorts to expand the Convergence Centre, and make this the home base of the School of Life Sciences and the Environment.a. Psychology faculty require lab space to conduct research and work directly with students. New faculty in Biology and Environmental Science will also require lab space to develop successful, productive research programs.b. We anticipate that some of our research on Mental Health and Addictions will use animal and cellular models. Our current animal research facility cannot accommodate this research. Thus, expanded animal facilities in a new wing are required. These must have secure access, a cage washing room, proper animal housing quarters, and research laboratories with the necessary equipment (housing and research cannot be conducted in the same location/room). c. Ideally, this space should have limited access and perhaps even direct access from outside. Space should be designed for privacy. This space will be critical in helping attract a Clinician and Counselor and in proposing graduate programming in mental health (e.g., clinical/counseling). d. This important tool for understanding neural activity in real time (high temporal resolution) will be essential for research by existing faculty as well and incoming faculty studying Mental Health and Addictions, as well as for medical education and psychological research applications. It works by recording electrical impulses in the cortex of the brain following exposure to various stimuli. This is essential for understanding the neural underpinnings of normal and abnormal (those with mental health disorders) behaviour. Signicant fundraising will be required for this work. The School will work to ensure faculty members can apply for Canadian Leadership in Innovation grants to support research infrastructure, and continue to work with the Oce of the Director of Strategic Advancement and the Algoma University administration to support larger funding applications to support infrastructure development.
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15Promoting science and training future scientists 1. This grant will incentivise and facilitate collaborations and network building in the north. We will build and fundraise to initiate this investment fund. Once the fund’s value attains a minimum size, we will use annual interest to support grants that encourage collaboration in various sectors:a. (Northern Ontario School of Medicine, Sault Area Hospital)b. (Bioforest/Lallemand, Ontario Forest Research Institute, Natural Resources Canada)c. (Sault Area Hospital, NOSM, Alzheimer’s Society, Algoma Family Services, Algoma Public Health, Canadian Mental Health Association, Nogdawindamin Family and Community Services)d. 2. Sault Ste. Marie has a wealth of research expertise. Inviting them to serve as adjunct faculty will better connect our ranks, opening the door to future collaborative research, and more collaborative research grant applications.3. We currently have MOAs with the Ontario Forest Research Institute, Natural Resources Canada, and Sault College. These should be maintained and expanded where necessary. Other such MOAs, perhaps with the Sault Area Hospital and Northern Ontario School of Medicine, should be explored. The School will continue to request budgetary support for our proposed Research Funds. We believe that this is a sustainable long-term strategy for supporting the growth of research at Algoma University, and that our approach can be a foundation for what other Schools and groups at Algoma University may adopt. 1. We will take the following actions:a. Work with the Research Oce to build a database of grants relevant to each researcher within the School, along with deadlines and links to details. b. Continue distributing information on new grants and opportunities to faculty.c. Work to identify potential industry partners that faculty can cooperatively apply with for Natural Sciences and Engineering Research Council of Canada (NSERC) Industrial funding.2. We will take several relevant actions:a. Pair applicants with a researcher who has been successful previously for advice and feedback.b. Distribute advice on grant writing, with a particular focus on Tri-Council funding.c. Continue distributing information on new grants and opportunities to faculty.2022-2027 STRATEGIC PLAN |
2022-2027 STRATEGIC PLAN | 163. From 2017 through 2021, faculty in our School published a total of 121 Peer-reviewed papers, averaging 24 papers per year, with rates per faculty member trending upwards over time. With faculty growth, and eorts to better capture research funding, our goal is to improve this to 30 papers per year. 4. We have purchased a poster printer that will help to lower costs. We will continue to explore ways to lower barriers to conference participation. We will work with the Research Oce to nd optimal strategies for supporting research in the School. Additional support will be provided by the Administrative Assistant to the School of Life Sciences and the Environment and support for the position of the Head of the School. In keeping with our goal of training future scientists, we are committed to increasing student involvement in the scientic process. 1. Run a research seminar series that exposes students to dierent research topics and avenues. 2. Increase the number of student research positions through both program-related (e.g. internship courses, course-based individual and group research projects, volunteerism for co-curricular record credit) and employment-related opportunities (e.g., work study, summer employment, NSERC Undergraduate Student Research Award (USRA), research assistantships). We will organize and expand this. 3. We will continue to support and encourage undergraduate students to publish their student research. We will explore a fund to explore covering publication costs. 4. In addition to using the Dean’s budget for conference participation, we will explore introducing a fund to support increased student participation in conferences. Biology has purchased a plotter, which can be used to lower the cost of poster printing, further encouraging student conference participation. The Head of the School and the Administrative Assistant to the Head of the School will organize a matching program to help students nd research opportunities that match their interests. We will explore funding some of these initiatives through our budgetary process, and potentially through fundraising.
17Promoting science and training future scientists 1. Be a teaching-oriented university that provides programs in liberal arts and sciences and professional programs, primarily at the undergraduate level, with a particular focus on the needs of Northern Ontario; and2. Cultivate cross-cultural learning between Aboriginal communities and other communities, in keeping with the history of Algoma University College and its geographic site.The School welcomes students from a variety of backgrounds. This includes international students who come with varied educational experiences, and college transfer students, who often arrive without the typical background courses that students arriving directly from high school have. The School is committed to ensuring that students from these backgrounds have the resources needed to succeed within our programs. Ensuring students with diverse backgrounds can succeed in our program directly addresses Algoma’s Special Mission. We are committed to making our programming welcoming to, and inclusive of, diverse perspectives. We are further committed to making our programs welcoming and supportive of Indigenous students, and including examples of relevant Indigenous research and knowledge. It is our hope that these eorts ensure that students within our program learn from examples that are relevant to them, and can see themselves as active members of the scientic community. We will continue to consult with Algoma University’s Vice-President Nyaagaaniid – Student Success and Anishinaabe Initiatives and other Indigenous faculty, sta and administration to full the University’s Special Mission.
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19Promoting science and training future scientists 1. We have begun to develop a series of videos and quizzes to help students arriving in our programs without the requisite mathematics and chemistry background. We will continue this process to help improve the retention and success of college transfer and international students.2. We will continue to direct college transfer students to Ontario’s online Chemistry and Math programming as a way to ensure they are prepared to enter our programs.3. We will meet with incoming students to make recommendations about course selection and schedules that best set these students up for success. The School will continue to request budget support for these initiatives, and will continue to seek support from grants such as the Ontario Postsecondary Access and Inclusion program (OPAIP), which is currently providing early support for this initiative. The School is committed to testing the ecacy of this approach, and is therefore creating entry and exit tests that determine how useful these tools are, and identify where further eort is needed. 1. Employers frequently report that university graduates are weak in the area of written communication. The School has already developed online quizzes for more than 20 of our courses that students must take weekly to develop their English and scientic communication skills. Quiz questions, when students get them wrong, give them feedback. While completing these quizzes, students learn about grammar as well as the general content of the course they are working on. We intend to continue developing these tools across our pool of courses2. Employers also report that university graduates have insucient numeracy skills. We plan to develop online quiz questions that will be integrated into the literacy testing platform described above, for our courses. We have begun to develop these for several courses. Up until now, this work has been mostly supported by the Ontario Postsecondary Access and Inclusion Program (OPAIP), with a recent contribution from Algoma University. We hope to continue to access funds from both in support of this work, which we believe is important to student success, and Algoma’s reputation as a destination for students from non-traditional academic backgrounds and international destinations.
2022-2027 STRATEGIC PLAN | 20 In our experience, many students come to university not knowing where they want it to take them, or what they wish to get out of the experience. Additionally, students often expect that university will simply prepare them for the world of employment, and sometimes neglect other aspects of their lives that could contribute to their growth and success. We have begun working to develop the foundation of a tool that students can use, with our assistance, to set personal goals, and receive suggestions and guidance on activities that they can take on to work towards those goals. Suggestions will include academic and non-academic options. We have been working in conjunction with the Department of Academic Development and Quality on this project, and hope to deploy this tool in the near future. Students will use this tool to track and review their progress towards their goals. Tracking will increase student investment in their own success and allow faculty to ensure students are getting the most from their courses. Upon graduation, students can download and use the contents of this tool to develop their resumes, and apply for jobs. This work is being undertaken by the Head of the School with support from the Administrative Assistant to the School, along with members. Support for the School and the Department of Academic Development and Quality will ensure this program proceeds. This project is also currently supported by the Ontario Postsecondary Access and Inclusion Program (OPAIP). Through contact with respected members of the Indigenous community, we have learned that a principle way to address distrust of science by Indigenous peoples is to ensure that members of the Indigenous community become scientists and conduct research on topics that are relevant to, and serve, their communities. To accomplish this we must ensure that Indigenous students feel welcome and at home in our programming. We proposed the following to accomplish this:1. . We wish to hire someone with relevant expertise to consult on our course materials, and to work with faculty to:a. Ensure that Indigenous students see examples in courses that are recognizable and relevant. b. Add examples of Indigenous scientic research.c. Include Indigenous names for species. We require the relevant funding to support this hire. We will request this in budgetary talks going forward. This is a priority at Algoma University so we anticipate being able to secure these funds. We will also seek funding opportunities to address these goals.
21Promoting science and training future scientistsWe will continue to meet with Indigenous leaders and Elders, as well as colleagues from Shingwauk Kinoomaage Gamig and the oce of the Vice President Nyaagaaniid Anishinabe Initiatives, Equity Student Success. The Head of the School of Life Sciences and the Environment, in coordination with the Administrative Assistant to the School, will create a proposal for an Indigenous Consultant, and organize meetings and consultations with our partners, colleagues, and faculty as we work towards including more Indigenous content in our curriculum. These grants give Indigenous students the chance to conduct research with faculty at Algoma University, while earning an income. This gives the opportunity for Indigenous students to gain research experience, providing a path for training for Indigenous scientists. 1. These positions generally require faculty nancial support, although Algoma U now provides some support. We will budget to fund faculty who support these student grants. This will ensure that Indigenous students may work with a wide spectrum of faculty, rather than just those with research grant funding. 2. We will continue to advertise these positions to our students, making sure that Indigenous students, whether self-identied or not, are aware of these opportunities. We will request budgetary funds to support these positions. The Federal government will support an unlimited number of these positions, providing the bulk of nancing. This is a great program that the university should continue to take as much advantage of as possible.
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23Promoting science and training future scientists The School is committed to building a brand that is recognizable in the community, and within Algoma University. To ensure that our community recognizes the value we bring to students, and to our community, we will build a structure to better publicise who we are, what we stand for, and to ensure the community is aware of our accomplishments. We are further committed to ensuring that we consult students, alumni, employers, Indigenous community members and leaders, for feedback on our work. We currently collect and maintain a database on our alumni and their post-graduate careers. We will continue this process to gain valuable insight into what we have done well and where we can improve, but also as a means of fundraising. As scientists, we are committed to having a presence in our community as public intellectuals, who can speak to complex issues from a place of knowledge and as individuals highly trained in applying critical thinking to evidence. In this way, we hope to serve our community. The School will leverage Algoma University’s communications and marketing expertise to develop and market a unique brand, aligned with University brand guidelines, that will allow it to stand apart from competitors in Canada. This will further build the School’s reputation and reach by increasing our online, social media, and earned media presence.1. This will help build and publicize our identity in alignment with Algoma University brand guidelines.2. This will inform the public of who we are, what we stand for, and what we have accomplished.3. This will improve our ability to eciently publicize our successes, and broadcast our shared position on issues of scientic relevance.4. . The School actively participates in Recruitment events and is committed to continuing this practice. This will require expanded collaboration with the Department of Communications to support design work, web development and other related eorts Social media will be handled by the Administrative Assistant to the School, in coordination with the Head of School.2022-2027 STRATEGIC PLAN |
2022-2027 STRATEGIC PLAN | 24Prior to the pandemic, the School began the process of merchandise purchasing to better publicize the School. Without an online purchasing venue, we were unable to do much in terms of sales since then, but we have talked with the Finance oce about setting up a Paypal system where merchandise can be ordered and paid for online. We will continue to pursue this. Support from Financial Services to set up the online sales platform. 1. Speak at Sault Ste. Marie Science Festival, ARTIE, etc. 2. Contribute expertise to local committees (e.g. Ferrochrome Plant). None.Continue to grow our network of companies and researchers that support our students in our Internship courses. None.The pandemic has made clear the value that unbiased, carefully curated data can contribute to decision making that can greatly impact our communities. We are committed to providing expertise where available, to promote the use of data and clear logic in decision making. None.
25Promoting science and training future scientists University is an important period of growth for students, intellectually and socially. Experiences within the classroom are essential, but must be complemented by those beyond the class where students can further develop responsibility, leadership, organizational skills, and cultivate healthy recreational habits. The natural world is awe inspiring. We believe that inspiring awe helps students connect with their subject matter. Other universities have beautiful exhibits of dinosaur bones, excavated grassland root systems, large mammal skeletons, and murals of extraordinary natural landscapes, habitats, and organisms. These exhibits can inspire students and connect them with their chosen eld of study. They are also memorable show-pieces for prospective students. We have no such exhibits at this time, and we wish to address this. 1. A company in Ontario sells fossil casts of multiple animals that once frequented this region, several that were strongly connected with native peoples (e.g., Wooly Mammoth, Stag Moose, Dire Wolf). An exhibit of one of these skeletons can transport students back thousands of years, and better connect students with life in the Americas as it was experienced by native peoples. 2. Exhibits of taxidermied local animals, with details about their lives, can allow students to see rarely spotted wildlife up close. 3. Most students will never see a tropical rainforest, or a mountain meadow. You can now purchase murals that cover a large wall, giving students the chance to glimpse what it is like to stand in such habitats. We envision whole classroom walls covered in such vistas. 4. Posters explaining and illustrating important scientic discoveries that we have come to take for granted. 5. A large sculpture of the human brain, with information on the regions of the brain and how they contribute to human behaviour. 6. Old scientic equipment can be displayed in glass cases, with explanation of how it was used, and where the equipment falls in the history of scientic development (e.g., polygraph machine). Funds for these initiatives will be requested through the budgeting process, sought through fundraising eorts (with the oce of the Director of Strategic Advancement), and executed in coordination with those at Algoma responsible for deploying Algoma’s Campus Plan.
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27Promoting science and training future scientists1. Data show that a student is less likely to change programs if they talk to a professor in their department. Hosting events like these, where students have the opportunity to interact with faculty, can help build trust, and improve student experience. 2. The School will provide organizational and limited nancial support to clubs that build community among our students. 3. The School is working to plant trees on campus, and eventually out in the community. This is a great opportunity to bring students together in a productive way.4. Bringing students and scientists together to share their research is a great way to introduce students to what a future path in the sciences could look like. Events like a Faculty Introduction night and nancial contributions to clubs would require budgetary support. Tree planting will be supported through fundraising (with the oce of the Director of Strategic Advancement), in coordination with Physical Plant Services and in cooperation with those at Algoma responsible for executing the Campus Plan. Conferences, such as the student Thesis Conference, will be supported by departmental budgets. 1. Host workshops for students interested in progressing to Medical School.2. Host First Aid training for students, supporting student training that increases a student’s general expertise and contributes to building a larger community of life savers.3. Host a workshop to help students prepare to apply for graduate studies in the sciences. Include current graduate students, where possible.4. Host program-specic workshops to highlight careers that are open to those with degrees in Biology, Environmental Science, and Psychology. We will continue to budget for these workshops. 2022-2027 STRATEGIC PLAN |
2022-2027 STRATEGIC PLAN | 281. This will allow us to provide more diverse opportunities for students to gain experience and explore their interests.2. Co-op is not common among students in our programs (2018 - 1 student in PSYC; 2019 - 1 student in each of ENVS and PSYC). We will explore opportunities to increase uptake in all three of our programs. This work will be undertaken by the Head of the School and the Administrative Assistant to the Head of the School. This document represents a road map for the School of Life Sciences and the Environment to take to address our collective goals. We commit to working with Algoma University’s administration to ensure that our goals contribute to the larger goals of the institution, as laid out in our Strategic Plans. We will ensure open communication with the administration as we implement our plan. This document reects extensive consultations with the communities we serve; we are committed to continuing to connect with external partners going forward. Our plan is ambitious, practical, and responsive to the needs of our students and community. As scientists, we will remain responsive to evidence. While our programs are growing, we will continue to examine how to ensure this growth continues responsibly, ensuring that our students have a positive experience and receive the support they need. We will continue to collect and analyze relevant data needed to make evidence-based decisions. The School of Life Sciences and the Environment, through our actions, will continue to promote the value of science in society, and to train the next generation of scientists.
29Promoting science and training future scientistsPHOTO CREDITSCover photo compilation – DNA image: Arek Socha, Pixabay (also used on back cover); and brain image: Pete Linforth, Pixabay Page 3 – Covid image by Gerd Altmann, PixabayPage 4 – Globe image by Pete Linforth, PixabayPage 9 – Anatomy image by Monoar Rahman Rony, PixabayPage 11 – Fingerprint image by Emilian Robert Vicol, PixabayPage 12 – Research image by Belova59, PixabayPage 12 – Book image by Alicia Christin Gerald,UnsplashPage 16 – Note-taking image by disher, PixabayPage 18 – Chemistry imageI by Skica911, Pixabay Page 19 – Student with mask image by Alexandra Koch, PixabayPage 19 – Writing image by StockSnap, PixabayPage 24 – Man in t-shirt image by SnapwireSnaps, PixabayPage 24 – Presentation image by kherrmann, PixabayPage 26 – Plant image by supratimdas054, PixabayPage 27 – Stethoscope image by Bruno/Germany, Pixabay
2022-2027 STRATEGIC PLAN | 30SAULT STE. MARIE CAMPUS1520 Queen Street EastSault Ste. Marie, Ontario P6A 2G4BRAMPTON CAMPUS24 Queen Street EastBrampton, Ontario L6V 1A3TIMMINS CAMPUS4715 Highway 101 EastSouth Porcupine, Ontario P0N 1H0T. 1.888.ALGOMA.UE. slse@algomau.caalgomau.ca/schoolsle