University of Alberta

Course Guide for SPH 533/633 Fall 2016 (Campus)

Risk Communication Monday, 1:00 to 3:50 pm ECHA 1-420

Instructor: Dr. Cindy Jardine Telephone: (780) 492-2626 email: [email protected] Office: 3-295 Edmonton Clinic Health Academy Office Hours: By appointment

Course Description

In recent years, the effective management of risks to human health has commanded more public attention and reaction as risk issues and the related scientific information become more complex and multi-faceted. As various agencies and organizations struggle to deal with a public who are increasingly apprehensive and distrustful about these risks, the critical role of effective communication has become apparent. This course will explore principles, concepts, processes and strategies for the communication of environment and health risks posed by potentially hazardous agents or situations.

Objectives

The overall goal of the course is to become familiar with the concepts and process of risk communication, and the role of risk communication as part of an integrated risk management strategy. The specific objectives are: 1. To understand and apply basic communication theories and concepts to risk communication issues 2. To understand and apply basic risk communication and risk perception theories and concepts 3. To examine the role of the media in risk communication 4. To develop an understanding of the role of ethics and trust in risk communication 5. To better understand how to deal with uncertainty in risk communication 6. To understand and be able to apply methods of crisis communication 7. To understand the risk communication process and how this should be applied under different circumstances 8. To develop critical skills for evaluating risk communication processes and messages 9. To examine the role of risk communication in policy and risk management 10. To explore some of the current key debates and specific issues in the field

Competencies

• •

• • University of Alberta, School of Public Health

Understand risk communication and its role in health risk management. Identify and apply key theories, concepts and models in communication, risk communication, risk perception and risk management that are used in health risk management and policies. Understand current issues, paradigms, debates and dilemmas in risk communication Apply critical thinking to risk communication issues PHS 533/633 Course Syllabus 2016

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• • • •

Library

Apply ethical principles to risk communication planning and implementation Communicate and disseminate data and information about health risks Listen well and encourage open exchange of information (facilitation) Convey information clearly in reports and presentations appropriate to the venue and recipient

The University of Alberta library system’s website www.library.ualberta.ca details the range of services offered to students on and off campus. If you need further information or assistance, contact the Library's Electronic Reference Desk at www.library.ualberta.ca/ereference/index.cfm or call 1-800-2070172.

University of Alberta, School of Public Health

PHS 533/633 Course Syllabus 2016

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Course Evaluation

Mid Point Evaluation:

Final Course Evaluation:

As is the case with all SPH instructors, I am interested in improving the course. I need to hear from you in order to do that well. I will gather feedback and recommendations from you at the mid-point of the course, through; (1) a discussion of the class to date; and (2) asking a student to administer and deliver an anonymous course evaluation back to the instructor. Following completion of the course, you will receive a standardized summative evaluation. Course evaluations will be done online by Test Scoring and Questionnaire Services. An invitation to participate in the survey is emailed to each student. One email will be sent for each start date, i.e., if a student has surveys with different start dates, they will receive multiple messages. Note that the message includes a login button.

Student Evaluation Assignment Class Participation

Percentage 15%

Critical Essay Term Paper Outline and Annotated Bibliography Paper Presentations Term Paper

Date* Entire term

15% 10%

October 17, 2016 October 31, 2016

20% 40%

November 21 and 28, 2016 December 5, 2016

* All written assignments must be handed in at the beginning of the class (in hard copy). Electronic copies must also be submitted by the end of the day. A copy of your presentation must be email to Dr. Jardine prior to the start of class on November 25, 2016. Class Participation 15% As the focus of this class is on an interactive exchange of ideas and information, class discussions are very important and form a major part of the learning process. Evaluation criteria: • Regular class attendance • Have read the assigned class readings, and are prepared to engage in critical discussion on these readings • Participate in assigned class activities (such as formal review of two communication theories and peer review of presentations) • Do not dominate the class - allow others to participate in the discussions • SPH 633 students must lead class discussions on the readings as assigned. University of Alberta, School of Public Health

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Critical Essay 15% A short essay is due on October 17, 2016. The essay question will be provided a week in advance. The question will require integrating the various concepts covered in the course to date as they apply to actual risk communication issues. The essay should be approximately 1000-1500 words in length. Try to be concise to maximize the amount of information that can be discussed for each question. Evaluation criteria: • Comprehensive, concise and well-written • Critical and interpretive thinking, based on materials covered in the course readings and discussions and other materials as deemed appropriate • Use of relevant examples and/or case studies if required in the question Term Paper Outline and 10% Annotated Bibliography Students will be required to prepare a term paper manuscript providing a critical assessment of a relevant risk issue of their choice. The term paper topic must be discussed with Dr. Jardine and approved no later than October 17. Term papers must be prepared as a manuscript for submission to a peer-reviewed journal (such as Risk Analysis, Health Risk and Society and Journal of Risk Research). Students must specify the journal targeted for submission, and prepare all materials in the format specified by the journal. Preparation and submission of the manuscript will involve three separate evaluative components. The first component is the development of a manuscript outline and annotated bibliography to consist of: • Risk communication issue chosen and rationale (~½ page) • Outline of paper and arguments (2-3 pages) • Annotated bibliography of 5 references (2 ½ pages) o ½ page summary of relevance to the manuscript for each reference Evaluation criteria: • Clear and well-thought out rationale for the paper • Comprehensive and detailed outline that clearly indicates how the key concepts/results are organized and collectively argued • References must follow the format of the journal selected for the manuscript submission. University of Alberta, School of Public Health

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Term Paper 40% The term paper will consist of a critical analysis of the chosen risk communication issue. It should include implications for risk management and public policy, and recommendations for improvement. It may include some original analysis of data, depending on the risk issue and the intent of the paper, but this is not required. The term paper must be written as a manuscript for submission to a specified journal and follow all the journal requirements for submission (including length and formatting of the manuscript and references). The submission requirements for the selected journal should be attached to the paper. Evaluation criteria: • Well-organized, well-conceived with a clear and supported message • Demonstrates understanding and application of theoretical and practical concepts discussed in class • Follow journal submission requirements • Clearly articulated, grammatically correct English • Manuscripts will be judged according to potential for actual publication in the selected journal Paper Presentation 20% The second part of the term paper will be a PowerPoint presentation of the manuscript contents. Presentations should be no longer than 15 minutes, with an additional 5 minutes for discussion. Presentations will be evaluated by both the instructor and classmates (peer review). Evaluation criteria: • PowerPoint presentation (use of graphics, minimal use of words, visually appealing ) • Presentation style (clear, easy to follow, within time limit) • Content (complete information, clear message) Policy Regarding Late The penalty for all late assignments is 10% per day. Requests for Assignments late submission due to illness or bereavement must be made in advance of the due date and may require supporting documentation.

University of Alberta, School of Public Health

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See ‘Evaluation Criteria’ above.

Grading University of Alberta Calendar Section 23.4 Regulations and Information for Students Evaluation Procedures and Grading System The University of Alberta Grading System: The University of Alberta uses a letter grading system with a fourpoint scale of numerical equivalents for calculating grade point averages. Grades reflect judgments of student achievement made by instructors. These judgments are based on a combination of absolute achievement and relative performance in a class. Some instructors assign grades as intervals during the course and others assign marks (e.g. percentages) throughout the term and then assign a letter grade at the end. Instructors must adapt their approaches to reflect the letter grading system. Grade distribution should reflect those shown in this document. (EXEC 03 FEB 2003)

Descriptor Excellent Good Satisfactory Failure

University of Alberta, School of Public Health

Grading in Graduate Courses Letter Grade Grade Point Value A+ 4.0 A 4.0 A3.7 B+ 3.3 B 3.0 B2.7 C+ 2.3 C 2.0 C1.7 D+ 1.3 D 1.0 F 0.0

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Writing Help

Student Success Centre: http://www.studentsuccess.ualberta.ca/ Centre for Writers: http://c4w.ualberta.ca/

Academic Integrity

Plagiarism is a serious offence. The University of Alberta is committed to the highest standards of academic integrity and honesty. Students are expected to be familiar with these standards regarding academic honesty and to uphold the policies of the University in this respect. Students are particularly urged to familiarize themselves with the provisions of the Code of Student Behaviour (online at http://www.governance.ualberta.ca/CodesofConductandResidenc eCommunityStandards/CodeofStudentBehaviour.aspx) and avoid any behaviour which could potentially result in suspicions of cheating, plagiarism, misrepresentation of facts and/or participation in an offence. Academic dishonesty is a serious offence and can result in suspension or expulsion from the University. See Appendix A for further information.

University of Alberta, School of Public Health

PHS 533/633 Course Syllabus 2016

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Schedule at a Glance (2016) (Subject to Change) Date

Topic

Sept. 5

Labour Day - No Class

Sept. 6 (4:00-6:50)

Course Introduction and Overview

Facilitator

Assignment

Jardine

(Rescheduled from Sept. 12) Sept. 19

Communication Theory Overview

Sept. 26

Risk Communication Evolution, Theories and Concepts

Jardine

Oct. 3

Risk Perception Evolution, Theories and Concepts

Jardine

Oct. 10

Thanksgiving – No Class

Oct. 17

Topics in Risk Communication I - Risk Communication and the Media - Risk Communication & Social Media - Trust and Risk Communication

Jardine

Oct. 24

Topics in Risk Communication II - Uncertainty in Risk Communication - Public Participation in Risk Decision Making

Jardine

Oct. 31

Risk Communication Process and Planning Risk Communication Policy and Risk Management

Nov. 7

FALL READING WEEK

Nov. 14

Topics in Risk Communication III - Crisis Communications - Ethics and Risk Communication

Nov. 21

Class Presentations

Jardine

Presentation

Nov. 28

Class Presentations

Jardine

Presentation

Dec. 5

Case Studies - BSE outbreak in Alberta - Listeriosis outbreak in Canada

McClellan Weatherill

Term Paper

University of Alberta, School of Public Health

Jardine/Thomas

PHS 533/633 Course Syllabus 2016

Critical Essay

Outline and Bibliography

Jardine/ Covenant Health

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DETAILED COURSE OUTLINE BY WEEK WEEK 1 (Rescheduled to September 6) – Course Introduction and Overview

Instructor: Dr. Cindy Jardine

Learning Objectives: 1. To understand the nature and objectives of the course and course requirements 2. To understand the definitions of basic risk terms such as “risk”, “risk communication”, “risk perception”, “risk assessment” and “risk management” Required Readings 1. “Risk” definitions (supplied) 2. Jardine, C.G. 2008a. Role of risk communication in a comprehensive risk management approach. In: Encyclopedia of Quantitative Risk Analysis and Assessment. B. Everitt and E. Melnick (Eds.). Chichester, UK: John Wiley & Sons, Ltd. pp. 1584-1587 http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/9780470061 596.risk0001/pdf 3. Hampel, J. 2006. Different concepts of risk – A challenge for risk communication. International Journal of Medical Microbiology 296 (S1): 5-10. http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science/article/pii/S14384 22105001529 WEEK 2 (September 19) – Communication Theory Overview

Instructor: Dr. Cindy Jardine

Learning Objectives: 1. To become broadly familiar with various communication theories 2. To understand the potential relevance of these theories to risk communication issues Required Readings and Class Instructions: Overview of Communication Theories – Theory Clusters http://www.tcw.utwente.nl/theorieenoverzicht/Theory%20clusters/ Two theories will be assigned to each student for class discussion (see handout) involving: • a brief summary of each theory • applicability of the theory to risk communication

University of Alberta, School of Public Health

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WEEK 3 (September 26) – Instructor: Dr. Cindy Jardine Risk Communication Evolution, Theories and Concepts Learning Objectives: 1. To understand the evolution of risk communication as a discrete and important component of risk management 2. To become familiar with important and seminal risk communication concepts and theories Video: •

“Risk = Hazard + Outrage: A Formula for Effective Risk Communication” § Part One (17:10) http://vimeo.com/35425564 § Part Two (17:10) http://vimeo.com/35425912 § Part Three (12:00) http://vimeo.com/35425987 § Part Four (33:26) http://vimeo.com/35426711 § Part Five (31:27) http://vimeo.com/35426781

Required Readings 1. Fischhoff, B. 1995. Risk perception and communication unplugged: Twenty years of process. Risk Analysis 15(2): 137-145. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.1995.tb00308.x/pdf 2. Gurabardhi, Z., Gutteling, J.M. and Kuttschreuter, M. 2005. An empirical analysis of communication flow, strategy and stakeholders’ participation in the risk communication literature 1988-2000. Journal of Risk Research 8(6): 499-511. http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/13669870 500064192 3. McComas, K. 2006. Defining moments in risk communication research: 1996-2005. Journal of Health Communication 11(1):75-91. http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/10810730 500461091 4. Morgan, M.G., Fischhoff, B., Bostrom, A., Lave, L. and Atman, C.J. 1992. Communicating risk to the public: First, learn what people know and believe. Environmental Science & Technology 26(11): 2048-2056. http://pubs.acs.org.login.ezproxy.library.ualberta.ca/doi/pdf/10.1021/es00035a606 5. Bostrom, A. and Löfstedt, R.E. 2003. Communicating risk: Wireless and hardwired. Risk Analysis 23(2): 241-248. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/15396924.00304/pdf 6. Griffin, R.J., Dunwoody, S. and Neuwirth, K. 1999. Proposed model of the relationships of risk information seeking and processing to the development of preventive behaviors. Environmental Research Section A 80: S230-S245. http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science/article/pii/S00139 35198939408/pdf?md5=76d19179a7f59881bb8d99582ba46d64&pid=1-s2.0S0013935198939408-main.pdf University of Alberta, School of Public Health

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WEEK 4 (October 3) – Instructor: Dr. Cindy Jardine Risk Perception Evolution, Theories and Concepts Learning Objectives: 1. To understand the evolution of risk perception as an integral part of risk communication 2. To understand the importance of understanding various risk perspectives as a critical component of risk communication 3. To become familiar with important and seminal risk perception concepts and theories Required Readings 1. Slovic, P. 1987. Perception of risk. Science 236: 280-284. http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/pdfplus/1698637.pdf?accept TC=true 2. Boholm, A. 1998. Comparative studies of risk perception: A review of twenty years of research. Journal of Risk Research 1(2):135-163. http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/13669879 8377231 3. Dake, K. 1991. Orienting dispositions in the perception of risk – An analysis of contemporary worldviews and cultural biases. Journal of Cross-Cultural Psychology 22(1): 61-82. http://jcc.sagepub.com.login.ezproxy.library.ualberta.ca/content/22/1/61.full.pdf+html 4. Kasperson, R.E., Renn, O., Slovic, P., Brown, H.S., Emel, J., Goble, R., Kasperson, J.X. and Ratick, S. 1988. The social amplification of risk: A conceptual framework. Risk Analysis 8(2): 177-187. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.1988.tb01168.x/pdf 5. Slovic, P., Finucane, M., Peters, E., and MacGregor, D.G. 2004. Risk as analysis and risk as feelings: Some thoughts about affect, reason, risk and rationality. Risk Analysis 24(2): 311-322. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.02724332.2004.00433.x/pdf

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WEEK 5 (October 17) – Instructors: Topics in Risk Communication I: - Risk Communication and the Media - Risk Communication and Social Media - Trust and Risk Communication

Dr. Cindy Jardine

Learning Objectives: 1. To examine the role of the media in risk communication 2. To understand how the media influence risk understanding and risk behaviours 3. To discuss the emerging role of social media in risk communication 4. To understand how to work with the media to ensure accurate, comprehensive and timely communication of risk information 5. To explore the role of trust in risk communication Required Readings 1. Mistry, B. and Driedger, S.M. Risk and the media. 2008. In: Encyclopedia of Quantitative Risk Analysis and Assessment. B. Everitt and E. Melnick (Eds.). Chichester, UK: John Wiley & Sons, Ltd. pp. 1584-1587 http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/9780470061 596.risk0005/pdf 2. Gamson, W.A. and Modigiliani, A. 1989. Media discourse and public opinion on nuclear power: A constructionist approach. American Journal of Sociology 95(1): 1-37. http://www.jstor.org.login.ezproxy.library.ualberta.ca/stable/pdfplus/2780405.pdf 3. Kitzinger, J. and Reilly, J. 1997. The risk and fall of risk reporting: Media coverage of human genetics research, ‘false memory syndrome’ and ‘mad cow disease’. European Journal of Communication 12: 319-350. http://ejc.sagepub.com.login.ezproxy.library.ualberta.ca/content/12/3/319.full.pdf+html 4. Wendling, C., Radisch, J. and Jacobzone, S. 2013. The Use of Social Media in Risk and Crisis Communication. OECD Working Papers on Public Governance No. 24 http://dx.doi.org/10.1787/5k3v01fskp9s-en 5. Earle, T.C. 2010. Trust in risk management: A model-based review of empirical research. Risk Analysis 30(4): 541-573. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.2010.01398.x/pdf

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WEEK 6 (October 24) – Instructor: Dr. Cindy Jardine Topics in Risk Communication II - Uncertainty and Risk Communication - Public Participation in Risk Decision Making Learning Objectives: 1. To understand how to deal with uncertainty in risk communication 2. To understand the role of participation in risk decision making and effective risk communication 3. To explore benefits and challenges of incorporating public participation into risk decision making Required Readings 1. Thompson, K.M. 2002. Variability and uncertainty meet risk management and risk communication. Risk Analysis 22(3): 647-654. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/02724332.00044/pdf 2. Brashers, D.E. 2001. Communication and uncertainty management. Journal of Communication 51(3): 477-497. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.14602466.2001.tb02892.x/pdf 3. Jardine, C.G. 2008b. Stakeholder participation in risk management decision making. Encyclopedia of Quantitative Risk Analysis and Assessment. In: B. Everitt and E. Melnick (Eds.). Chichester, UK: John Wiley & Sons, Ltd. pp. 1668-1672. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/9780470061 596.risk0012/pdf 4. Beierle, T.C. (2002).The quality of stakeholder-based decisions. Risk Analysis 22(4): 739-749. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/02724332.00065/pdf 5. Gauvin, F-P. and Abelson, J. 2006. Primer on Public Involvement. Prepared for the Health Council of Canada. http://www.healthcouncilcanada.ca/rpt_det.php?id=152

University of Alberta, School of Public Health

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WEEK 7 (October 31) – Instructor: Dr. Cindy Jardine Risk Communication Process and Planning Dr. Karina Thomas Risk Communication Policy and Risk Management Learning Objectives: 1. To understand the risk communication process and how this should be applied under different circumstances 2. To explore the value of planning for risk communication, while understanding that there is no “one size fits all” planning process 3. To develop critical skills for evaluating risk communication processes and messages 4. To examine the role of risk communication as part of an overall risk management strategy 5. To understand the role of risk communication in the development of risk management policies and frameworks Required Readings 1. Jardine, C.G. 2008c. Considerations in planning for successful risk communication. In: Encyclopedia of Quantitative Risk Analysis and Assessment. B. Everitt and E. Melnick (Eds.). Chichester, UK: John Wiley & Sons, Ltd. pp. 362-365. (to be supplied, pending copyright permission) http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/9780470061 596.risk0009/pdf 2. Jardine, C.G. 2008d. Evaluation of risk communication efforts. In: Encyclopedia of Quantitative Risk Analysis and Assessment. B. Everitt and E. Melnick (Eds.). Chichester, UK: John Wiley & Sons, Ltd. pp. 650-656. (to be supplied, pending copyright permission) http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1002/9780470061 596.risk0011/pdf 3. Slovic, P. 1999. Trust, emotion, sex, politics, and science: Surveying the risk-assessment battlefield. Risk Analysis 19(4): 689-701. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.1999.tb00439.x/pdf NOTE: You are not expected to fully read the following; instead just become familiar with the overall content of the articles/reports. 4. Jardine, C.G., Hrudey, S.E., Shortreed, J.H., Krewski, D., Furgal, C., Craig, L. and McColl, S. 2003. Risk management frameworks for human health and environmental risks. Journal of Toxicology and Environmental Health. Part B: Critical Reviews. 6(6): 569-718. http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/10937400 390208608 5. Health Canada. 2000. Health Canada Decision-Making Framework for Identifying, Assessing, and Managing Health Risks. August 1999. Health Canada. Ottawa. http://www.hc-sc.gc.ca/ahc-asc/alt_formats/hpfb-dgpsa/pdf/pubs/risk-risques-eng.pdf University of Alberta, School of Public Health

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6. U.S. Presidential/Congressional Commission on Risk Assessment and Risk Management. 1997. Framework for Environmental Health Risk Management. Final Report, Volumes 1 and 2. Washington, D.C. http://www.riskworld.com/Nreports/1997/riskrpt/pdf/EPAJAN.PDF 7. Health Canada and the Public Health Agency of Canada. 2007. A Framework for Strategic Risk Communications within the Context of Health Canada and the PHAC’s Integrated Risk Management. http://www.phac-aspc.gc.ca/publicat/2007/risk-com/indexeng.php WEEK 8 (November 14) – Topics in Risk Communication III - Ethics and Risk Communication - Crisis Communications

Instructor: Dr. Cindy Jardine Covenant Health

Learning Objectives: 1. To explore the role of ethics in risk communication 2. To understand the specific needs of communicating risk during a crisis Required Readings 1. Morgan, M.G. and Lave, L. 1990. Ethical considerations in risk communication practice and research. Risk Analysis 10(3): 355-358. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.1990.tb00515.x/pdf 2. Johnson, B.B. (1999). Ethical issues in risk communication: Continuing the discussion. Risk Analysis 19(3): 335-348. http://onlinelibrary.wiley.com.login.ezproxy.library.ualberta.ca/doi/10.1111/j.15396924.1999.tb00411.x/pdf 3. Glik, D.C. 2007. Risk communication for public health emergencies. Annual Review of Public Health 28: 33-54 http://www.annualreviews.org.login.ezproxy.library.ualberta.ca/doi/full/10.1146/annurev. publhealth.28.021406.144123 4. Siegrist, M. and Zingg, A. 2014. The role of public trust during pandemics: Implications for crisis communication. European Psychologist 19(1): 23-32. http://econtent.hogrefe.com/doi/pdf/10.1027/1016-9040/a000169

WEEK 9 and 10 (November 21 and 28) – Class Presentations

University of Alberta, School of Public Health

PHS 533/633 Course Syllabus 2016

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WEEK 11 (December 5) – Case Studies

Guest Lecturers:

Shirley McClellan Sheila Weatherill

Learning Objectives: 1. To explore risk communication concepts and practice ‘on the ground” through the lens prominent risk managers involved in two relevant Canadian and high profile case studies: a. 2003 Bovine Spongiform Encephalopathy (BSE) outbreak in Alberta b. 2008 Listeriosis outbreak in Canada Required Readings 1. Boyd, A.D., C.G. Jardine and S.M. Driedger. 2009. Canadian media representations of BSE and vCJD. Journal of Toxicology and Environmental Health, Part A 72 (17/18): 1096-1105. http://web.ebscohost.com.login.ezproxy.library.ualberta.ca/ehost/pdfviewer/pdfviewer?vi d=4&hid=17&sid=6f73a6dd-8b33-46ae-8ed5-7bb1bf827bad%40sessionmgr12 2. Warriner, K. and Namvar, A. 2009. What is the hysteria with Listeria? Trends in Food Science & Technology 20(6-7): 245-254. http://www.sciencedirect.com.login.ezproxy.library.ualberta.ca/science?_ob=MiamiImag eURL&_cid=271911&_user=1067472&_pii=S0924224409001265&_check=y&_origin= browse&_zone=rslt_list_item&_coverDate=2009-07-31&wchp=dGLbVlVzSkWz&md5=087dcc825d5c8e8b686d04a3001b3ae2/1-s2.0-S0924224409001265main.pdf 3. Mikulsen, M. and A.P. Diduck. 2013. A fresh perspective on food safety in Canada: Risk communication, public involvement and the impact of the 2008 Listeriosis outbreak. Environmental Hazards 12(2): 148-165. http://www.tandfonline.com.login.ezproxy.library.ualberta.ca/doi/pdf/10.1080/17477891. 2012.759522 4. Report of the Independent Investigator into the 2008 Listeriosis Outbreak. 2009. www.cpha.ca/uploads/history/achievements/09-lirs-rpt_e.pdf

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APPENDIX A – ACADEMIC INTEGRITY Amendments to the Code of Student Behaviour occur throughout the year. For the most recent version of the Code, visit http://www.governance.ualberta.ca/ NOTICE TO INSTRUCTORS REGARDING PLAGIARISM, CHEATING, MISREPRESENTATION OF FACTS AND PARTICIPATION IN AN OFFENCE The U of A considers plagiarism, cheating, misrepresentation of facts and participation in an offence to be serious academic offences. Plagiarism, cheating, misrepresentation of facts and participation in an offence can be avoided if students are told what these offences are and if possible sanctions are made clear at the outset. Instructors should understand that the principles embodied in the Code are essential to our academic purpose. For this reason, instructors will be fully supported by Departments, Faculties and the University in their endeavours to rightfully discover and pursue cases of academic dishonesty in accordance with the Code. At the beginning of each term, we ask you to review with your students the definitions of plagiarism and cheating. We are now also asking you to review with your students the definition of Misrepresentation of Facts and Participation in an Offence. Your cooperation and assistance in this matter are much appreciated. 30.3.2(1) Plagiarism No Student shall submit the words, ideas, images or data of another person as the Student’s own in any academic writing, essay, thesis, project, assignment, presentation or poster in a course or program of study. 30.3.2(2) Cheating 30.3.2(2)a No Student shall in the course of an examination or other similar activity, obtain or attempt to obtain information from another Student or other unauthorized source, give or attempt to give information to another Student, or use, attempt to use or possess for the purposes of use any unauthorized material. 30.3.2(2)b No Student shall represent or attempt to represent him or herself as another or have or attempt to have himself or herself represented by another in the taking of an examination, preparation of a paper or other similar activity. See also misrepresentation in 30.3.6(4). University of Alberta, School of Public Health

Cheating (Continued) 30.3.2(2)c No Student shall represent another’s substantial editorial or compositional assistance on an assignment as the Student’s own work. 30.3.2(2)d No Student shall submit in any course or program of study, without the written approval of the course Instructor, all or a substantial portion of any academic writing, essay, thesis, research report, project, assignment, presentation or poster for which credit has previously been obtained by the Student or which has been or is being submitted by the Student in another course or program of study in the University or elsewhere. 30.3.2(2)e No Student shall submit in any course or program of study any academic writing, essay, thesis, report, project, assignment, presentation or poster containing a statement of fact known by the Student to be false or a reference to a source the Student knows to contain fabricated claims (unless acknowledged by the Student), or a fabricated reference to a source. 30.3.6(4) Misrepresentation of Facts No Student shall misrepresent pertinent facts to any member of the University community for the purpose of obtaining academic or other advantage. This includes such acts as the failure to provide pertinent information on an application for admission or the altering of an educational document/transcript. 30.3.6(5) Participation in an Offence No Student shall counsel or encourage or knowingly aid or assist, directly or indirectly, another person in the commission of any offence under this Code. The Truth In Education (T*I*E) project is a campus wide educational campaign on Academic Honesty. This program was created to let people know the limits and consequences of inappropriate academic behaviour. There are helpful tips for Instructors and Students. Please take the time to visit the website at: http://www.ualberta.ca/tie

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EXCERPTS FROM THE CODE OF STUDENT BEHAVIOUR UPDATED AUGUST 26, 2014 FOR REVIEW WITH EACH CLASS AT THE BEGINNING OF EVERY TERM Procedures for Instructors Regarding Plagiarism, Cheating, Misrepresentation of Facts and Participation in an Offence The following procedures are drawn from the Code of Student Behaviour as approved by GFC and the Board of Governors. The guidelines summarize what instructors must do when they have reason to believe that a student has plagiarized, cheated, misrepresented facts or participated in an offence. If you have questions about these guidelines, or about the policies, please talk with the senior administrator in your Faculty responsible for dealing with student discipline—usually an Associate Dean – or the Appeals and Compliance Officer (Appeals Coordinator), University Governance (2-2655). 30.5.4 Procedures for Instructors in Cases Respecting Inappropriate Academic Behaviour 30.5.4(1) When an Instructor believes that a Student may have committed an Inappropriate Academic Behaviour Offence [30.3.2] or that there has been Misrepresentation of Facts [30.3.6(4)] or Participation in an Offence [30.3.6(5)] in cases respecting Inappropriate Academic Behaviour in the course that he or she instructs, the Instructor will meet with the Student. Before such a meeting, the Instructor shall inform the Student of the purpose of the meeting. In the event that the Student refuses or fails to meet with the Instructor within a reasonable period of time specified by the Instructor, the Instructor shall, taking into account the available information, decide whether a report to the Dean is warranted. 30.5.4(2) If the Instructor believes there has been a violation of the Code, the Instructor shall, as soon as possible after the event occurred, report that violation to the Dean and provide a written statement of the details of the case. The instructor may also include a recommendation for sanction.

PROFESSOR STEVEN PENNEY CHAIR, CAMPUS LAW REVIEW COMMITTEE

Possible Sanctions One or more of the following sanctions given in 30.4.3 (2) and (3) of the Code are commonly used for plagiarism, cheating, participation in an offence, and misrepresentation of facts: 30.4.3(2) a.i a mark reduction or a mark of 0 on any term work or examination for reason of Inappropriate Academic Behaviour 30.4.3(2) a.ii Reduction of a grade in a course 30.4.3(2) a.iii a grade of F for a course 30.4.3(2) a.iv a remark on a transcript of 8 (or 9 for failing graduate student grades), indicating Inappropriate Academic Behaviour, in addition to 30.4.3(2)a.i, 30.4.3(2)a.ii or 30.4.3(2)a.iii 30.4.3(3) b Expulsion 30.4.3(3) c Suspension The following sanctions may be used in rare cases: 30.4.3(3) e Suspension of a Degree already awarded 30.4.3(3) f Rescission of a Degree already awarded 30.6.1 Initiation of an Appeal 30.6.1(1) When a Student has been found to have committed an offence under the Code of Student Behaviour or an Applicant is found to have committed an offence under the Code of Applicant Behaviour, whether or not that Student or Applicant has been given a sanction, the Student or Applicant may appeal that decision, except in the case of a decision of the Discipline Officer under 30.5.6(2)e.ii, which remains final and is not subject to appeal. In cases where a severe sanction has been recommended to the Discipline Officer, once the student receives the final decision of the Discipline Officer, the student can appeal the decisions of both Dean and the Discipline Officer at the same time. The written appeal must be presented to the Appeals Coordinator in University Governance within 15 Working Days of the deemed receipt of the decision by the Student or Applicant. The finding that an offence has been committed, the sanction imposed or both may form the basis of appeal. The written appeal must also state the full grounds of appeal and be signed by the Appellant. The appeal shall be heard by the UAB. DR CARL AMRHEIN PROVOST AND VICE-PRESIDENT (ACADEMIC)

* The Campus Law Review Committee is a standing committee of General Faculties Council (GFC) responsible for the review of the Code of Student Behaviour and of student disciplinary procedures. University of Alberta, School of Public Health

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