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Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 University of Toronto 1. Minor Modification Proposal – New Graduate Courses, or 3. Changes to Existing Graduate Courses 2. This template should be used to: create a new graduate course; reactivate a closed/deactivated course; rename an existing course; renumber an existing course; etc. A complete list of all course changes is available on the Vice-Provost, Academic Programs website If you have questions while you are filling out this document, please contact your Dean’s Office. Graduate Department /Unit/Centre/Institute: For courses offered by collaborative programs list supporting unit. Faculty / Academic Division: Institute of Medical Sciences, Translational Research Program Medicine Dean’s Office contact: Part 1: ROSI Please complete this section. The data will be used to complete the ROSI record. New Course – fill out all fields Course Designator and Number: MSC4000Y FCE Weight: 2.0 Full Course Title for Transcript: Capstone Project in Translational Research Abbreviated Title: TR Capstone Project Available via Student Web Service: No Course Type: Regular Online Course: No Required Course: Yes Grading Scale: pass/fail Course Prerequisites, if yes please list: MSC 2021Y Course Credit Exclusions, if yes please list: none Developed by the Office of the Vice-Provost, Academic Programs Page 1 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Effective Date September 2016 Part 2: Other Changes to Existing Courses Optional Field – This section may be used to describe other types of changes to existing courses your Faculty/Division tracks. These changes are not posted to the GCT. Part 3: New Course Documentation For Faculty / Divisional approval of new courses, please append the approved course documentation, or complete the template below. Course Description Translational Research is defined as the process of systematic investigation, study and knowledge production that turns laboratory and clinical observations into improvements in the delivery and quality of healthcare. Researchers, clinical investigators and other professionals working in this space require unique knowledge and skill subsets in order to bridge the multi-disciplinary gaps that act as barriers to developing health science solutions and innovations. MSC 4000: Capstone Project in Translational Research, is the major mechanism in the MHSc Masters program that allows students to integrate their knowledge into solution-oriented projects that addresses unmet health science needs. The capstone project is both a vehicle for learning mechanisms to integrate knowledge and an opportunity to demonstrate new skills and competencies that are core-learning outcomes for the Masters in Health Science in Translational Research. Since Translational Research spans a wide range of practices and methods from discovery science and clinical investigation to knowledge translation, commercialization and implementation science, students may focus on a range of points along the translational pathway including practice, research, implementation and leadership for the capstone project. Practice-oriented projects engage with the mechanics of ‘moving’ a particular science finding into clinical practice or applying a clinical observation to discovery research. These projects focus on the ‘doing’ and involve one or more stages of translating a finding or insight into a specific tangible benefit for the advancement of human health. For example these may explore the obstacles in designing a specific diagnostic or prognostic tool based on an established biomarker. (These projects will be considered part of the Translational Medicine or Translational Developed by the Office of the Vice-Provost, Academic Programs Page 2 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Research program pathway.) Research oriented projects explore what kind of facilitation, techniques and technologies allow for ideas and knowledge to cross boundaries in a trans-formative fashion. These projects focus on the field of investigation, understanding and operational principles underlying the understanding and evaluation of translational attempts and practices by others. Critical evaluation and analysis of the ‘process’ of mobilizing knowledge for affect across domains as a kind of research. For example, these projects may focus on critically analyzing a specific translational attempt or pathway to reflect and add to a broader body of knowledge about translation. Implementation oriented projects focus on knowledge translation and the evaluation of its communication and implementation. These projects look at the implementation and evaluation of communication strategies associated with knowledge translation and implementation science. These projects can range from developing communication tools and strategies and their prototyping and evaluation, to mix method studies of the success or failure of guidelines, policy or new protocols. For example, these projects may focus on evaluating the impact of interventions for the purposes of evidence-based policy and practice. Leadership oriented projects focus on developing policies and best practices around the identification and implementation of successful translational research initiatives. These projects allow students to identify and advance translational research by identifying existing needs and leading their own initiatives to propose and test translational solutions that try to address them. For example these may include projects that involve changing guidelines or protocols to advance the quality of care. Since the key philosophy behind a capstone project is to help students learn about the process of translation and its supported principles of flexibility and open exploration, each of the foci above are ultimately guidelines subject to the discussion and interpretation of the Project Oversight Committee of any project. These guidelines are intended to allow students to perform different aspects of translational research, and vary slightly in outcomes, milestones, approaches and deliverables; while establishing a set of common learning objectives and core transferable skills. Prerequisite(s): Before being registered in MSC 4000, student project groups must successfully complete MSC 2021Y and obtain written approval from the TRP Program Committee of: The composition of the Project Oversight Committee; The Project Proposal. The Project Proposal may be the major Translational Project proposed collaboratively by groups of 2-5 students as part of MSC 2021Y or with the approval of the TR Program Committee a proposal developed individually or outside of MSC2021Y. All Translational Project Proposals for Capstone Projects must outline: The project team and individual roles The members of the Project Oversight Committee; Project goals, scope, outcomes and deliverables; Developed by the Office of the Vice-Provost, Academic Programs Page 3 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Plan, Milestones and timeline; Individual roles and responsibilities; and Evaluation metrics. Course Structure The Capstone experience is designed to be flexible, milestone-driven, and collaboratively driven. Students in the course must participate in a monthly group meeting with the course director to present and critique the progress and trajectory of each translational project. Project teams will also have monthly Project Oversight Committee Meetings during which they will receive feedback and suggestions from the committee. Each Project team will also be required to submit to the Project Oversight Committee and the Course Director a milestone report at each defined milestone as outlined in the approved Project Proposal. The Course Director and the Project Oversight Committee, upon completion of the project, will schedule a final presentation during which the Project team will present their work and answer questions about the project and their learning experience. Roles: The capstone course is the focus of the program and must provide both the plasticity and continuous accountability to ensure the integration of program goals and experiential learning indispensable for students to accomplish the program learning outcomes and their own learning objectives. The course employs a number of key support roles for monitoring and evaluating student progress to ensure the success of the students’ capstone experience. These roles include academic oversight, domain expertise and administrative support. Academic Oversight: TRP Program Committee: The TRP Program Committee, composed of: the TRP Director or designate, the IMS Graduate Coordinator assigned to TRP, and at least one other TRP faculty member is responsible for ensuring that the project proposals meet established academic rigor within the TRP Program and the Department. The TRP Program Committee will also review the final Capstone assessment before approving final grade decisions. Course Director (SGS Appointed) To ensure academic rigor and conduct the Capstone course is directed by an SGS appointed Course Director. The Course Director is responsible for all student evaluation and didactic oversight. The Course Director is responsible for confirming milestones and directing monthly group presentations and discussions from all students. Course TA To facilitate productivity, networking and project progress the course TA services as an academic expeditor for student activities. The TA coordinates project cohort meetings and serves as the bridge between student teams, Project Committees and the Course Director. Content/Domain Experts Students will require significant content expertise to execute their project ideas. The expertise must be layered. Students will need access to casual mentors, continuous Developed by the Office of the Vice-Provost, Academic Programs Page 4 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 mentors and project specific mentorship through the Program Oversight Committee. Project Oversight Committee(s) Each Capstone project must have a Project Committee composed of domain experts who are able to evaluate and contribute to the rigor and depth of the domain content or subject area of a particular project. Each Project Committee must have at least three members and at least one member must be an SGS appointed faculty member. The role of the faculty member is to ensure the educational contribution and rigor of the project. Other committee members may include scientists, clinicians, professionals, or informed members of the community whose knowledge, expertise or experience can contribute to the success of the capstone project. The TR Program Committee, at the beginning of the Capstone Project, must approve the structure and membership of the Project Oversight Committee. Administrative and TA support To track Project team meetings, reports and evaluations, the course will have devoted administrative support. The Administrator and or TA will also help organize student presentations, community interactions and coordinate student resource needs like, labs, equipment and expenditures. Learning Objectives & Transferable Skills To accomplish the Translational Research Program Objectives, in addition to demonstrating domain content expertise as negotiated with and determined by the Project Oversight Committee, students in MSC 4000 must be able to demonstrate the following core learning objectives: 1. Relationship & Network Building; Involves activities to promote and strengthen partnerships and network cohesiveness for present and future effectiveness. 2. Collaboration and Teamwork; Involves articulating the merits of alternative ideas or proposals and engaging team members in ways that facilitate and synthesize the contributions of others; Includes strategies of negotiation and constructive conflict resolution; 3. Implementation Skills; Includes strategies for management that help accomplish and advance the project; 4. Communication Skills; Involves using positive vocal or written channels to convey clear messages to specific audiences; 5. Creativity / Problem Solving; and Involves the capacity to combine or synthesize existing ideas, thinking, and working in imaginative ways characterized by a high degree of innovation, divergent thinking, and risk taking 6. Risk Management Involves recognizing consequences and assumptions, and carefully evaluating the challenges and opportunities of a choice or position. Objectives: TRP Skills Developed by the Office of the Vice-Provost, Academic Programs Outcomes: Page 5 of 11 Developed by the Office of the Vice-Provost, Academic Programs 1. 1. Relationship Building & Networking 2. 3. 4. Work with and include others; Establish and Maintain partnerships; Work in a team; and Establish networks. Collaboration and Team work 1. Demonstrate the ability to accept different approaches & points of view; 2. Establish mechanisms and practices that promote intradisciplinary trust; and 3. Understand and communicate your goals, challenges and needs within the group; and 4. Negotiate effectively to resolve problems. 1. Implementation Skills 2. 3. 4. Set realistic goals and priorities; Analyze a specific problem and apply knowledge; Recognize and reward success; and Test & measure impact. Communication Skills 1. Ability to reach a target audience; 2. Share information and knowledge; 3. Give and receive feedback; Last updated October 2, 2014 Engage with others to make use of their skills, knowledge and abilities; Build & maintain relationships with people from diverse backgrounds internal and external to the project team; Demonstrate reciprocity in maintaining relationships (contribute to the work of others); Demonstrate information sharing between group and external to it. Define and communicate roles and expectations of others clearly to establish and maintain effective teams; Demonstrate an ability to share ideas, approaches and contributions of others; Demonstrate ability to mediate, communicate and negotiate within a team to problem solve unanticipated circumstances or resolve conflict; Use, design & develop appropriate team processes and tools to facilitate effective workflow, feedback and evaluation; Demonstrate ability to account and track individual and group contributions towards project implementation. Demonstrate initiative, responsibility and accountability; Access and Apply Knowledge to a specific need; Demonstrate an ability to device, plan and carryout solutions; Demonstrate ability to use appropriate tools, strategies or technologies to accomplish goals, tasks and milestones; Show initiative, commitment and persistence to get a job done; Demonstrate ability to evaluate outcomes; Demonstrate ability to accept and provide feedback; Demonstrate the ability to translate complex ideas to diverse audiences; Demonstrate ability to communicate through multiple channels; and Demonstrate the ability to test and Developed by the Office of the Vice-Provost, Academic Programs Page 6 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 evaluate the effectiveness of communication strategies. 1. Creativity / Problem Solving 2. 3. 4. Identify problems and potential solutions; Foster open-mindedness and encourage people to bring up new ideas; Recognize opportunities; Apply iterative thinking; Risk Management 1. Assess, identify, quantify and qualify risk; 2. Take suitable risks to achieve goals; 3. Learn from experiences (to mitigate future risk); 4. Experiment with new ideas; Demonstrate the ability to act on opportunities new opportunities for improvement; Show ability to adapt to changes or unforeseen events; Demonstrate ability to overcome barriers; Show ability to question assumptions; Allow, encourage and mentor others to share ideas and speak freely; Demonstrate an ability to tolerate and deal with mistakes when trying new ideas; Plan for contingencies and Show ability to recognize opportunities for change and improvement throughout a project Demonstrate the ability to keep focused on goals and try alternatives to manage unforeseen risk; Demonstrate the ability to commit to an action without knowing every consequence or outcome; and Demonstrate ability to accept and learn from failure. Assessment Graded Item Weight Activity Type Assessment Milestone Reports 25% Group Individual Advisory Committee Reports 20% Group Individual Final Presentation & Deliverables 40% Group Individual Final Reflection 15% Individual Individual Milestone Reports (25%). Each Project Team must submit reports on key milestones as described in the Project Proposal. However, milestones and dates may be adjusted with the Program Committee and Course Director as appropriate to achieve the overall goal(s) of the project. All Milestone reports must include: A description of the milestone including a breakdown of its components and significance to the project; A breakdown of activities, roles and individual contributions; Developed by the Office of the Vice-Provost, Academic Programs Page 7 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 A description of key external partnerships or collaborative interactions; An assessment of risks, opportunities and progress to date; and An individual reflection on challenges, lessons learned and team dynamics. Advisory Committee Reports (20%). Advisory committee reports represent the primary method by which advisory committees will monitor group progress and evaluate the rigor, intellectual contribution and depth of thought of the capstone project. Each project team will consult formally with their advisory committee once a month. The consultation and resulting report should include a summary of: Group and individual activities; Challenges and opportunities; Progress and going forward plan; and Committee feedback and recommendations; The reports are to be submitted by the Committee Chair (on behalf of the team) within a week of the consultation. Final Presentation and Deliverables (40%). The Final presentations will be scheduled during the final week of classes of the term during which the Project Oversight Committee determines that the Capstone project has achieved the established goals, deliverables and evaluation measures of the project proposal. The course director will evaluate the presentation while members of the Project Oversight Committee will evaluate the final deliverables and project outcomes. All members of the group should contribute to the presentation. All members of the group will be required to individually submit a confidential, signed and sealed assessment of group dynamics, individual member roles and specific contributions to the project. The final presentation must also contain a report and should include the following Sections: Summary, Background, Problem (including medical need); Goals, Objectives and Constraints of the Capstone; Approach, Team and individual Tasks, Project Process and Endpoints; Discussion and Conclusions; and a discussion of Translational Research learning Outcomes. The final mark for the Final Presentation and Deliverables will be assigned individually by the Course Director upon review of the evaluations of the presentation, deliverables and project outcomes, and the individual assessments of group dynamics and individual contributions to the project. Final Reflection (15%). The Final Reflection will be an opportunity for individual students to provide their personal perspective on the Capstone process and their individual learning progress. The reflection must discuss major lessons learned and their contribution to personal learning objectives of the student. The reflection should summarize how the project group functioned, specific problems or barriers that were encountered and the strategies used to overcome them. Finally, the reflection should analyze the relationship and relevance of the project towards Translation and Translational thinking. Summary of Evaluation Mechanisms, Objectives & Learning Outcomes Objectives Evaluation Learning Outcome Developed by the Office of the Vice-Provost, Academic Programs Page 8 of 11 Evaluat W Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Mechanism Milestones or Advisory Committee Reports Implementation Skills Communication Skills Risk Management Relationship Building & Networking Implementation Skills Creativity / Problem Solving Risk Management Final Presentation & Deliverables Individual Reflection and Team Assessment Implementation Skills Communication Skills Collaboration Collaboration Risk Management Communication Skills t. Work with and include others; Establish and Maintain partnerships and networks; Assess, identify, quantify and qualify risk; Take suitable risks to achieve goals; Foster open-mindedness and encourage people to bring up new ideas; Learn from experiences (to mitigate future risk); Experiment with new ideas; Demonstrate iterative design thinking; Accept different approaches & points of view Course Director Demonstrate initiative, responsibility and accountability; Identify problems and potential solutions; Rethink ‘the ways things are done’ Recognize opportunities; Analyze a specific problem and apply knowledge; Recognize and reward success; Give and receive feedback; Course Director 20 % Demonstrate an understanding of the broader goals and implications of TR; Test & measure impact; Reach a target audience; Share information and knowledge; Allow for questions and feedback; Project Committee 40 % Course Director 15 % Accept different approaches & points of view; & Project Committee Negotiate effectively to resolve problem; Understand an communicate your goals, challenges and needs; Give and receive feedback; Academic Rationale The capstone project is a key component of the Translational Research Program. It is the mechanism for the integration of content and skills for the program by allowing students to combine the lessons of the masters (breadth) and their own interests and domain expertise (depth). The Capstone is also the prime mechanism in the program for experiential learning, collaboration and directed learning. It provides students with the opportunity to execute a defined, milestone-driven project using both knowledge and skills acquired through program coursework and their own knowledge base. Developed by the Office of the Vice-Provost, Academic Programs Page 9 of 11 25 % Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Learning Outcomes (if applicable) At the end of this course, students must demonstrate a range of skills associated with project management, effective communications, collaboration, design thinking and reflective evaluation. Students should be able to demonstrate initiative, leadership, accountability and responsibility through the successful execution of Capstone deliverables. Upon completion of the Capstone course students must be able to: Establish conceptual approaches to Translational projects in health science; Articulate thinking that bridges disciplines or domains in health science; Indicate an understanding of planning and executing TR related projects; Exhibit the ability to collaborate on TR related projects; Exhibit initiative, responsibility and accountability for a TR related project; and Display evidence of Networking and Collaborative strategies. Similarity/Overlap with other Courses & Consultation To ensure that the Capstone Project outline was in line with the mission of the program, the program teaching staff, two senior Academic TRP Board members, and two current students in the program reviewed the document. Feedback and suggestions was incorporated iteratively. Resource Requirements (if required) Although a capstone course does not have the same instructional requirements as s a lecture or seminar based course, it relies heavily on continuous accountability, assessment and facilitation. As a result the course has much heavier coordination, organization and administrative requirements. The Course requires a course director to coordinate resources and assess learning objectives. The Course requires a Teaching Assistant to coordinate and facilitate interaction between students, the Course Director, the Advisory Committee and the TRP Program Committee. The Course also requires administrative support to coordinate and administer Advisory Committee meetings, reports, expenses and student progress. Although the course will not require traditional teaching space more than once a month for project critiques, students will require space for group and committee meetings, collaborative workspace for brainstorming, ideation and prototyping. Finally, depending on the nature of the Capstone project, students may need seed funding for consumable materials, professional services, or other project associated expenses that are not covered by grants or accessible forms of funding. Governance Approval Developed by the Office of the Vice-Provost, Academic Programs Page 10 of 11 Developed by the Office of the Vice-Provost, Academic Programs Last updated October 2, 2014 Unit Sign-Off (Committee name and meeting date) Faculty/Division Council (or delegated body) approval, if applicable (Name and Date) Developed by the Office of the Vice-Provost, Academic Programs Page 11 of 11