A scoping review of the literature was conducted to identify the most pressing issues pertaining to the application of Health Impact Assessment (HIA) and the integration of health concerns into the Environmental Assessment (EA) process in Canada and internationally. The issues identified include the need for government intervention, gaps in methodology and tools, limitations of capacity and expertise, poor intersectoral, disciplinary and public collaboration/participation, challenges of data quantification and analytic complexity, and the need for process efficiency. The issues presented were also contextualised to the status quo practice of EA in Canada and the Canadian Environmental Assessment Act (CEAA 2012). Recommendations were proposed as a starting point for improved integration. First, a commitment by the actors involved to the protection of human health — aligned with the core mandate of the CEAA. Second, the achievement of intersectoral, disciplinary and public collaboration, led by government, ideally the health sector. The case is made for a new era of Canadian leadership and innovation at the interface of health and EA.
Capilano University offers a First Year Engineering transfer program that ladders to large receiving engineering schools. As part of a larger strategy by the Faculty of Arts and Sciences at Capilano University, the School of Science, Technology, Engineering and Mathematics (STEM) and its Department of Engineering, a new Academic Model was developed to support student success in a rapidly changing education environment, as well as the modern employment landscape. The Academic model consists of four major co-active elements that are ideally suited to support the engineering curriculum, namely: Studio learning; Innovation-enabled thinking; Collaborative leadership; and Region-integrated learning. The subject of this research is to conduct an initial assessment of first-year course offerings within the Capilano University engineering program to (1) evaluate the extent of current alignment with the Academic Model; (2) the extent of potential alignment; (3) constraints to maximum alignment; and (4) opportunities to overcome constraints.
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