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Introduction ..............................................................................................................3

General Information
Mail ..........................................................................................................................5
Keys .........................................................................................................................5
Lounging and Working ............................................................................................6
Storage .....................................................................................................................7
Printers and Scanners ...............................................................................................8
Photocopying ...........................................................................................................9
Library Services .......................................................................................................9
Helpful Hints from other Graduate Students .........................................................10
FAQ (frequently asked questions) .........................................................................11

Staff and Faculty
General Office Information....................................................................................12
Graduate Student Representatives .........................................................................13
Graduate Faculty ....................................................................................................14
Graduate Faculty phone & e-mail ..........................................................................17

Course Information
RHBS Course Descriptions by term ......................................................................18
Seminar Schedule...................................................................................................20
Doctoral Journal Club ............................................................................................22
Fall Timetable ........................................................................................................23
Winter Timetable ...................................................................................................24
M.Sc. Seminar Report Form ..................................................................................25
Ph.D. Seminar Report Form...................................................................................26

Funding Opportunities ...........................................................................................28

General Regulations for Graduate Studies .............................................................31
The Graduate Student Advisory Committee ..........................................................31
Evaluations and Appeals ........................................................................................33
Ph.D. Comprehensive Examinations Guidelines ……………………………….34
Thesis Examination................................................................................................40
Thesis Format.........................................................................................................41

The Master of Science (Rehabilitation Science) degree program was established in 1988 to promote
research and the understanding of issues in rehabilitation science through course work, seminars and
scientific enquiry.

The Doctor of Philosophy (Rehabilitation Science) degree program evolved naturally from
our M.Sc. program with the first students enrolled in September 2000.

The School of Rehabilitation Therapy is located in the Louise D. Acton (LDA) Building at 31
George St. in close proximity to the Health Sciences Library and Kingston General Hospital.
Teaching and research laboratory facilities are primarily located within the building. These
laboratories are well equipped to support various research programs in the study of normal
and abnormal human movement, motor control, human neurophysiology, cardiorespiratory
performance and skeletal muscle function. Research space for non-equipment based
projects is housed in the LDA Building

Mission Statement

The School of Rehabilitation Therapy promotes the development of research potential and
knowledge base as it relates to rehabilitation science. Rehabilitation Science is the
systematic study of disablement within the individual, community, and society. Disablement
is conceptualized as overlapping domains of pathophysiology, impairment, functional
limitation, and societal limitation. This program focuses on the unique body of knowledge
associated with two subfields of rehabilitation science: motor performance and disability
and wellness in the community. Although these fields are interrelated they can be uniquely
described as follows:

       Motor Performance is the description, explanation, prediction, and ergonomic
       consideration of human physical function and mobility in normal and pathological
       Disability and Wellness in the Community is the description, explanation, and
       prediction of mental and physical disability and handicap as it relates to individuals,
       communities, and society as a whole and includes evaluation of community based


The M.Sc. (Rehabilitation Science) Program provides students with opportunities to:

       acquire and apply the knowledge and skills necessary to contribute to research in
       Rehabilitation Science;
       develop a broad critical understanding of issues in Rehabilitation Science;
       acquire and apply knowledge in their chosen field (motor performance in rehabilitation
       or disability and wellness in the community) and area of specialization; and develop
       skills in communicating research findings through written and oral presentation.

The Ph.D.(Rehabilitation Science) Program objectives are:

       To educate researchers and professionals to identify and address critical issues in
       rehabilitation science;
       To prepare researchers and professionals in an integrated and interdisciplinary
       environment to conduct research in clinical, and/or laboratory, and/or community
       rehabilitation settings;
       To prepare rehabilitation scholars, scientists, research clinicians, and academics for
       leadership roles nationally and internationally; and
       To provide researchers and professionals with the scholarly, methodological, critical
       knowledge and skills to conduct independent or collaborative rehabilitation research
       and further our knowledge in Rehabilitation Science.

Program Requirements
Master of Science
Students are normally enrolled for 2 years full time and required to follow a program of
studies within the framework of Program Pattern I of the School of Graduate Studies and
Research that requires as a minimum:
1 Courses: Two session-length or four term-length graduate courses. Selection of courses is
subject to departmental approval. The student must obtain satisfactory standing in the
2 Research and Thesis: The student must prepare a satisfactory thesis and successfully
defend it.

The program is designed to provide course work in:
a A general theoretical review of the field of rehabilitation science.
b A specialized area within the field of rehabilitation science.
c Research skill development.

Students will normally follow a program of study that requires as a minimum:

Core Courses (2): RHBS 833* Research Methods in Rehabilitation, and either RHBS 801*
Motor Performance in Rehabilitation or RHBS 802* Disability in the Community, depending
on the student's field of study.
Evaluation/Application Courses: A minimum of two additional term length courses
selected from the calendar listings. Note that a minimum enrolment may be required for
some courses. Where appropriate, a course may be offered as an independent study if the
minimum enrolment is not met.
Seminars: The RHBS803 Seminar Program For MSc Students is a non-primary fall/winter
course that exposes students to a wide range of topics relevant to Rehabilitation Science. All
M.Sc. students must register in this course (pass/fail) and attend the seminar series on a
regular basis throughout the two years of their MSc and present a seminar-based upon their
Thesis: Written thesis and oral defense

Doctor of Philosophy
The Ph.D. program will normally involve three to four years of full-time study. The program
       Coursework: A minimum of one required graduate course (RHBS903) and one
       additional graduate course beyond the Master‟s level. Students entering the program
       from other universities or disciplines will normally be required to take additional
       graduate courses in Rehabilitation Science including either RHBS901* Motor
       Performance or RHBS 902* Disability and Wellness in the Community depending on
       the field of study. Elective courses should be selected with the guidance of the
       student‟s supervisor and may be taken outside the department depending on the area
       of interest of the student.
       Seminars: RHBS903 is a non-primary fall/winter course that exposes students to a
       wide range of topics relevant to Rehabilitation Science. All Ph.D. students must
       register and attend this fall/winter course on a regular basis, present two journal club
       papers in their first year, present a seminar in their area of specialization some time
       during the tenure of their doctoral studies, provide two lectures in an appropriate
       entry-level course, and present a seminar based on their research work.
       Comprehensive examination: Ph.D. students are expected to successfully complete
       their comprehensive examination after approximately one year in the program. The
       purpose of the examination is to ensure a solid knowledge base in Rehabilitation
       Science that would enable them to teach capably at the undergraduate and graduate
       levels, to generate original ideas and hypotheses, and to develop grantsmanship skills
       necessary to be competitive in applying for external funding in support of their ideas.
       The examination will comprise two parts:
       i) An examination with written and oral components that will test the student‟s
       knowledge in Rehabilitation Science in general, the field of study (motor performance
       or disability and wellness in the community), the area of specialization, and
       ii) Completion of selected components of a grant application in accordance with the
       guidelines for grant submission from a major funding agency that supports research in
       the student‟s field of study (Normally CIHR or SSHRC).

      Thesis requirement: Written thesis and oral defense

General Information

Graduate student mailboxes are located in the 2 nd Floor hallway outside the faculty offices in
LDA. All incoming mail and information from the Graduate Office will be placed here. Please
check your mailbox regularly as mail accumulates quickly. Mail you are sending to faculty,
campus addresses or local hospitals may be placed in the appropriate box inside the general
office. The mailing address for the School is: Queen‟s University, School of Rehabilitation
Therapy, Louise D. Acton Building, Kingston, ON, K7L 3N6 Canada

Email is the main method of distributing School and University related information and only
Queen‟s accounts will be used. When your student card has been validated, you must obtain
an e-mail account from Information Technology Services (ITS). When you have your
Queen‟s email address (see „Computing‟ on next page) please provide it to Debra Hamilton
in the Graduate Office (Room 227) so you may be added to the School‟s mailing list. Be
sure to check your e-mail on a daily basis. All communication from the School and the
Registrar‟s Office is performed via the Queen‟s e-mail system. Students who do not activate
their Queen‟s e-mail address will not receive vital correspondence from the School.

                    KEYS AND ACCESS CARDS

Keys have been requisitioned for the Graduate Student Room, the main door of the Louise
D. Acton Building and an access card for the internal security doors. There is a $10.00
deposit for each key which will be returned when your keys are returned at the end of your
studies. The access card deposit is $15.00 which will also be refunded when the card is
returned. There is, however, a $25.00 charge to replace a lost or damaged card or a lost key.
You can pick up your keys and card from Debra Hamilton. After business hours electronic
access to the School is required. It is imperative to remember to “swipe-out” on departure
from the building or you will not be able to regain access until regular office hours.

                                                       GENERAL INFORMATION, continued

                    LOUNGING AND WORKING

Work, study and relaxation space is provided in the Graduate Student Room (Room 033 in
the lower level of LDA). A telephone is there for your use and voice mail will record incoming
messages. The telephone number in the Grad Room is 533-6000 Extension 77850.

Students may set-up a work area at any one of the tables in the Graduate Student room.
Please remember that there are more graduate students than tables, so please share space
to the best of your ability.

The relaxation space consists of two couches, a table and chairs, and microwave, fridge, and
coffee maker. Students may store food in the refrigerator. It is imperative that no open food
is stored at your desk! All food must be stored in closed/sealed containers. In the past, due
to food being left out, there was a huge cockroach infestation which required that the entire
basement level of LDA be fumigated. Please keep the food preparation area clean and tidy.

Cleanliness: It is up to the users of the room to keep it in a reasonably clean and tidy
condition. The custodial staff are only required to sweep the floor and empty the garbage
and recycle bins. Therefore any dusting, wiping of surfaces, etc, is the responsibility of the
occupants. This is not exclusive to the graduate student room; this is a campus-wide policy.

                    SECURE FILE CABINET SPACE

There are currently two four-drawer file-cabinets in the graduate student room which have
separately locking drawers. This is in order for students to lock secure documents or
equipment (laptops). The use of these lockers is governed by the graduate students. The
individual with the key for each drawer must place their name on the front of the drawer so
that others know who has the key for that drawer.

                                                         GENERAL INFORMATION, continued

Lockers are available in the basement on a first come first served basis with priority given to
Research Students. You must provide your own lock and let Debra Hamilton, the Graduate
Assistant, know which locker you have taken. Please reserve a locker as soon as you arrive,
the deadline for sign-up is September 30th, after which other students in the School will be
eligible to claim a locker

There are 2 IBM compatible Pentium computers which are dedicated for graduate use and
these are located in the graduate student room. Both computers are equipped with MS-
Office 2003, statistics (SPSS), qualitative methods software (NVIVO), and Reference
Manager. In addition, each computer has an Ethernet connection that enables worldwide
web and e-mail access through the INTERNET. High-speed and wireless internet
connections are also available in the Grad Room for those who would like to bring in their
own laptops. Queen‟s “IDA” software is installed on all computers, however this will need
periodic updating. Unlimited access to the Bracken Health Sciences Library databases
(OVID, MEDLINE, CINAHL, CANCER,) is available from these computers to all graduate
students. Students are encouraged to contact Information Technology Services (ITS) in
Dupuis Hall (533-2244) to find out about instructional courses offered pertaining to specific
software packages.

Students are not to save any of their data or other material directly to the hard drives of either
of these computers. Students should never download pictures, music or videos from the
internet onto these computers as they often contain viruses and they monopolize disk space.

Queen‟s University subscribes to the MS Office Suite of programs (Word, Access, Excel,
PowerPoint) and provides support for these packages. Student versions, which don‟t include
manuals, are available at reasonable cost from ITS.

Please note that it is everyone’s responsibility to update the Norton Antivirus and the
Ad-Aware software to avoid virus and spyware infection. Also, never download any
software on the Grad Room machines and do not open attachments received from unknown

                                                        GENERAL INFORMATION, continued

                    PRINTERS & SCANNERS

There is one laser printer, and a flatbed colour scanner in the grad room (students must
provide their own paper). The School will provide one cartridge per printer per academic
year – the rest is up to you! A sheet with a list of all student names will be placed beside the
printers and students are asked to indicate approximate number of pages printed each time
the printer is used. If the cartridge provided by the School runs out before the academic year
end, it is the responsibility of the Graduate Students as a group to determine how the
financial needs to replace the cartridge will be met. The printer has been set-up as a port,
so if you are using your laptop, you do not need a hard connection to the printer; instead you
can configure your laptop to send your print jobs to the printer. Instructions to do this are
located beside the printer. If you are having any trouble configuring your laptop for this,
please contact Angelo (see below).

When you have completed your finalized thesis, you will be given access to print the final
copies of your thesis directly to the Konica photocopier beside the general office. Until then,
you can print your documents on the printers in the Grad Room or on your own printer.

ITS in Dupuis Hall also has laser printers available for use as does the John Deutsch
University Centre.

NOTE: If there are problems with any of the computing equipment please inform Angelo or
Debra immediately; do not assume that someone else has already done so.

Angelo Varriano:    av3@queensu.ca                     Phone: 533-6000 ext. 75458
Debra Hamilton      debra.hamilton@queensu.ca          Phone: 533-6000 ext. 75056

                                                       GENERAL INFORMATION, continued


Cards may be purchased from Bracken or Stauffer Library. Photocopying is available at
your own cost, at all Queen‟s libraries, so please budget for this. At Bracken, Douglas and
Stauffer libraries the „Stauffer Plus‟ card can be used, however at the Education library you
must use cash only.

                    LIBRARY SERVICES

Bracken Library is located next door to Louise D. Acton, on the first floor of Botterell Hall.
This is the Health Sciences Library and is probably the most useful to you. A seminar,
offered by Bracken library staff, on the library Database Search System will be held in late
September or early October. Bracken Library also subscribes to many journals electronically
allowing you to download articles directly – be sure to select the PDF version if given an

Helpful Hints from other Graduate Students

  Your student card acts as a bus pass from September to the end of April (not in the
  spring & summer months). Keep this in mind when choosing where to live.
  Bus service ends before 10:00 pm on week days and 6:30 pm on Saturday.
  Sunday buses are limited.

  If you choose to live in traditional student residences you will not be able to cook for
  yourself. Some Queen‟s housing options do have kitchen services.

  Go to the web to look for available housing in Kingston. Queen‟s Apartment and Housing
  Service at: http://www.queensu.ca/dsao/housing/ah1.htm offers an accommodation listing
  service, just click the link at the bottom of their page, then click „online‟ for listed

  You are able to opt out of Queen‟s Health Plan if you have other coverage; however,
  keep in mind that dentistry is covered by this plan. See the Society of Graduate and
  Professional Students (SGPS) website at: http://www.sgps.ca for more information.

  Living expenses: students estimate they need approximately $1,000.00 a month for living
  expenses excluding tuition.

  Queen‟s provides the AMS Tri-Colour bus to Toronto, Montreal and Ottawa every
  weekend at great prices. You must buy your ticket in advance from the Book Exchange
  in the JDUC (John Deutsch University Centre).

  International students should be prepared to bring or buy winter clothing. In winter the
  temperature can reach -20º C.

  Orientation activities in September organized by the SGPS are highly recommended, this
  is a great opportunity to meet other students in other faculties, check the SGPS website
  for this year‟s schedule.

  International Student Identity Cards (ISIC) – for student discounts on travel and other
  services see the ISIC website: http://www.isic.org

            Frequently Asked Questions

Q:   Where do I get office supplies? (paper, elastics, glue, staplers, paper clips, etc.)
A:   These are costs associated with doing your course work. You must provide these
     yourself, or as a group. If you choose to “buy in bulk” consider discussing it with your
     Graduate Student Representative.

Q:   Who do I see if I have questions regarding funding?
A:   Speak to your supervisor early in the first term about funding opportunities. Your
     supervisor should assist you in preparing a competitive application. There will also be
     a funding seminar in the fall term presented by the Graduate Chair.

Q:   Are funds available to offset the costs associated with my research?
A:   If your research is “unfunded”, meaning that your supervisor cannot cover the day-to-
     day expenses of conducting your project from an operating grant, you should be
     aware of that from the start. There are no funds to subsidize graduate research. If you
     are unsure, ask your supervisor before you begin your research work.

Q:   How do I find out about ethics, thesis format and other such things?
A:   The School of Graduate Studies Calendar is available online, their website is:
     http://www.queensu.ca/sgs/. You can also access the Office of Research Services
     website at: http://www.queensu.ca/vpr. If you still have questions contact Debra.

General Office Information

                                                    All offices are located on
                                                    the second floor of the
                                                    Louise D. Action Building.

Graduate Program Chair: Dr. Linda McLean
LDA room 208
Phone: 533-6101
E-mail: mcleanl@queensu.ca. Appointments can be arranged through e-mail.

Graduate / Research Assistant: Debra Hamilton
Room 227
Phone: 533-6000 ext 75056
E-mail: debra.hamilton@queensu.ca for general inquiries relating to the Graduate Program

Director, School of Rehabilitation Therapy: Dr. Elsie Culham
Room 233
Phone: 533-6727
E-mail: elsie.culham@queensu.ca Appointments can be arranged through Sandra.

Administrative Coordinator: Sandra Turcotte
Room 201
Phone: 533-6726
E-mail: turcotte@queensu.ca
The Administrative Coordinator oversees all administrative functions of the School. This is
the person students must see with respect to financial matters such as Student Employment
Contracts for Teaching Assistantships.

Support Staff:
Teresa Long                Clinical Placement Secretary (longt@queensu.ca)
Cheryl Power               Budget Clerk (csp1@queensu.ca)
Laurie Kerr                OT Program Assistant (l.kerr@queensu.ca)
Kathy Grant                PT Program Assistant (grantk@queensu.ca)
Louise Phillip             Research Assistant (phillip@queensu.ca)
Janet Dudek                Receptionist (rehabsec@queensu.ca)
Angelo Varriano            Computer Resource and Special Projects Coordinator
Svetlana Rytchkova         Computer Resource and Special Projects Assistant

Equipment/Room/Parking Pass Bookings: All equipment, rooms, and parking passes (for
research subjects only) must be booked through the Main Office receptionist.

Graduate Student Representatives
Graduate Program Committee:
MSc Student Representative: TBA
PhD Student Representative: Alison Novak 5acn@queensu.ca
The Graduate Program Committee is the forum for the graduate student representative to
provide student input into the general operation of the graduate program and associated
policies. The committee usually meets once per month.

Academic Council: _____TBA___
Academic Council is the primary administrative body of the School of Rehabilitation Therapy.
The graduate student representative on this committee represents the RHBS students as a
whole and provides input into School issues and policies as they concern the RHBS
graduate students. For example, input regarding infrastructure changes and graduate
student space in the building, graduate student views on major school, faculty, or university
issues. Council meets twice per month.

Appointments Committee: Alison Novak
New faculty appointments in the School are reviewed by this committee. The graduate
student representative provides information from the RHBS student perspective when
discussing the merits of the applicants. This committee meets as needed.

Promotion, Tenure & Renewal Committee: Alison Novak
All promotion, tenure and renewal applications of faculty are reviewed by this committee and
recommendations are forwarded to the Director of the School. The graduate student
representative provides information from the RHBS student perspective when discussing the
merits of the applicants. This committee meets as needed, however, applications are usually
reviewed in the fall term with the majority of the work of the committee occurring from August
through to November.

Society of Graduate and Professional Students: __TBA______
The Society of Graduate and Professional Students is your voice at the University Level.
The graduate student representative not only represents the RHBS students, but also acts as
a liaison to bring information back to the School regarding various issues concerning
graduate studies as a whole at Queen‟s University.

Teaching Assistant Liaison Representative: _TBA______
This is a relatively new position in which the graduate student representative acts as a liaison
between the Teaching and Learning Centre at Queen‟s University and the Graduate
Students in RHBS who hold TA positions. This person helps the Graduate Program Chair
organize the introductory TA training session for new TA‟s each fall. This person also
informs graduate students of upcoming workshops and/or training opportunities for TA‟s that
are provided through the Teaching and Learning Centre at Queen‟s University.

Graduate Faculty
Alice Aiken
BSc (Kin), BScPT, MSc, Ph.D. is an Assistant Professor in the Physical Therapy Program.
Dr. Aiken‟s research interests focus on health policy and models of collaborative care such
as expanding the role of physiotherapists in orthopedic clinics and the emergency
department. She also researches clinical interventions for joint and soft tissue injuries as a
method for preventing the need for more invasive treatments.

Brenda Brouwer
B.Sc., M.Sc., Ph.D. is a Professor in the Occupational Therapy Program and the Faculty of
Kinesiology and Health Sciences and is Associate Dean, School of Graduate Studies. Dr.
Brouwer's research focuses on exploring the projections of corticospinal pathways, how they
are modulated following stroke and in response to interventions. Other research activities
include the study of balance control during activity performance and examining how
metabolic, neuromuscular and cardio-respiratory systems interact.

Elsie Culham
Dip.P.T., M.Cl.Sc., Ph.D. is a Professor in the Physical Therapy Program, an Assistant
Professor of Anatomy and Cell Biology and is the Director of the School of Rehabilitation
Therapy. Dr. Culham's research focus is the study of postural control and neuromuscular
parameters involved in the maintenance of balance, the effect of aging and disease on
postural control and the prevention of falls in seniors.

Nandini Desphande
B.Sc., M.Sc., Ph.D. is an Assistant Professor in the Physical Therapy program. Dr
Deshpande‟s research focuses on the role of sensory functions and sensory integration
process in postural control, and impact of aging and pathologies on sensory
functions/sensory integration that may lead to functional deficits in older persons. The
primary focus is on the role of the vestibular system in dynamic postural control. Her work
also encompasses fear of falling and its relationship with mobility disability in older persons.

Margaret Jamieson
B.S.R., M.Ed., Ph.D. is an Associate Professor in the Occupational Therapy Program and an
Associate Professor in the Faculty of Education. Dr. Jamieson's current research activities
and interests include the social participation and friendships of children and adolescents with
disabilities, the effectiveness of health care teams and the education of health professionals
about culture and health/rehabilitation in Canada.

Cheryl King-Van Vlack (on sabbatical until June 30, 2010)
B.Sc., M.Sc., Ph.D. is an Associate Professor in the Physical Therapy Program and Chair of
the Graduate Program in Rehabilitation Science. Dr. King-Van Vlack‟s current clinical
investigations examine the effect of exercise during dialysis in chronic renal failure patients
on cardiovascular regulation, dialysis efficacy, and quality of life and a community-based
education and exercise program for individuals with chronic pain. Pilot investigations
regarding exercise rehabilitation programs and functional ability in a variety of disease states
are also underway.

                                                            GRADUATE FACULTY continued

Terry Krupa
B.Sc. (OT), M.Ed., Ph.D., FCAOT, is an Associate Professor in the Occupational Therapy
Program, and has been cross-appointed to the School of Nursing and the Department of
Psychiatry (School of Medicine). Dr. Krupa‟s research focuses on the processes and
outcomes of community based mental health services and on supporting the occupational
lives and employment outcomes of people with mental illness.

Rosemary Lysaght
B.Sc (OT), M.Sc, Ph.D. is an Assistant Professor in the Occupational Therapy Program. Dr.
Lysaght‟s research interests include: productivity roles of adults; integration of persons with
acquired or congenital disabilities into competitive workplaces; disability management;
educational strategies in the health sciences; the development of clinical reasoning; and
program evaluation.

Linda McLean
B.Sc. (PT), M.Sc., Ph.D. is an Associate Professor in the Physical Therapy Program. Dr.
McLean's research aim is to enhance the quality of life of women and men suffering from
motor control dysfunction. She conducts laboratory-based research on the contractile
behaviour and patterns of muscle activation as they pertain to the achievement of optimal
motor function. Her unique set of competencies (physical therapy and electrical engineering)
enables her to develop quantitative measures using electromyography, motion analysis and
imaging approaches to assess and measure rehabilitation outcomes in conditions where
individuals suffer from neuromuscular control impairments. Her key research areas are
stress urinary incontinence in women, repetitive strain injury, and sexual pain disorders.

Mary Ann McColl
B.Sc. (OT), M.H.Sc., Ph.D., M.T.S. is a Professor in the Occupational Therapy Program and
Community Health & Epidemiology and is the Associate Director of the Centre for Health
Services and Policy Research. Dr. McColl's current research is focused on access to health
services for people with disabilities, disability policy, spirituality and occupational therapy

Kathleen Norman
B.Sc. (PT), Ph.D. is an Associate Professor and Chair of the Physical Therapy Program. Dr.
Norman's research interests are focused on the movement abnormalities of people with
central nervous system disorders. Current emphasis is on alterations in hand tremor and
movement coordination in people with various disorders of brain function. The clinical
applications are directed to discrimination among movement disorders and to evaluation of
treatment effects.

                                                            GRADUATE FACULTY continued

Trisha Parsons
BSc(PT), PhD is an Assistant Professor in the Physical Therapy Program. Dr. Parsons‟
current research interests focus on the efficacy and delivery of exercise rehabilitation
programs to ameliorate the cardio-vascular consequences of renal failure. As a
physiotherapist, she has worked in rural health care settings in Ontario, and has an interest
in tele-rehabilitation programs.

Margo Paterson
B.Sc., M.Sc. Ph.D. is a Professor and Chair of the Occupational Therapy Program and is
cross-appointed to the School of Nursing. Dr. Paterson's primary research interests are
professional education which includes: inter-professional education, approaches to learning,
communication skills, clinical reasoning, community practice and fieldwork education. She
has expertise in qualitative methodologies and mixed methods research.

Lucie Pelland
B.Sc. (PT), M.Sc. Ph.D. is an Assistant Professor in the Physical Therapy Program. Dr.
Pelland‟s research investigates how children learn to coordinate sensory and motor functions
to execute skilled actions in both real and virtual environments. Sensory-motor coordination
is studied in both typically and atypically developing pediatric populations. Application of
findings to „real‟ life situations is emphasized, with current projects investigating (a) the
effects of augmented sensory feedback on standing posture in children, (b) the effects of
fatigue on the coordination of stair descent, and (c) the development of head-on-neck
stabilization as it pertains to preparedness for impact in ice hockey. A community-based
research stream is also being developed that examines the promotion of physical fitness in
children with physical disabilities, and its relationship to participation and quality of life.

Wendy Pentland
B.Sc.OT(C), MEd. Ph.D. is an Associate Professor in the Occupational Therapy Program.
Dr. Pentland's research focuses on the nature of occupational performance in specific
populations, aging and long term disability, women and disability and the factors affecting the
social participation of persons with disabilities

                        GRADUATE FACULTY CONTACTS
                         School of Rehabilitation Therapy
Name                                 Phone                     E-mail
                              533-6710            alice.aiken@queensu.ca
Dr. Alice Aiken

Dr. Brenda Brouwer            533-6087            brouwerb@queensu.ca
                              533-7557 (SGSR)

Dr. Elsie Culham              533-6727            elsie.culham@queensu.ca

Dr. Nandini Deshpande         533-2916            Nandini.deshpande@queensu.ca

Dr. Margaret Jamieson         533-6088            m.jamieson@queensu.ca

Dr. Cheryl King-Van Vlack     533-6341            kingce@queensu.ca

Dr. Terry Krupa               533-6236            krupat@queensu.ca

Dr. Rosemary Lysaght          533-2134            lysaght@queensu.ca

Dr. Mary Ann McColl           533-6319            mccollm@queensu.ca

Dr. Linda McLean              533-6101            mcleanl@queensu.ca

Dr. Kathleen Norman           533-6104            kn4@post.queensu.ca

Dr. Trisha Parsons            533-2640            parsonst@queensu.ca

Dr. Margo Paterson            533-6094            margo.paterson@queensu.ca

Dr. Lucie Pelland             533-3237            lucie.pelland@queensu.ca

Dr. Wendy Pentland            533-6723            pentland@queensu.ca

Rehabilitation Science Graduate Courses 2009-10

                          FALL                                                           WINTER
RHBS-801*/901* (Mandatory – MP)                                 RHBS-832*/932*
Motor Performance in Rehabilitation                             Qualitative Methods in Health Research
This seminar course examines theories of motor control and      This course prepares students to evaluate and undertake
current    literature relating to   the    neuromuscular,       health science research using qualitative approaches.
physiological, and biomechanical aspects of volitional          Topics addressed include the historical and philosophical
movement. Motor performance outcomes will be discussed          foundations of qualitative research, research design, data
within the context of physical rehabilitation and motor         collection and analysis. PREREQUISITE: Enrolment in a
control. Three term hours, fall.                                graduate program within a Health Sciences department or
                                                                permission of the instructor Three term hours, winter.
                                                                Limited enrollment.
RHBS-802*/902* (Mandatory – DWC)                                RHBS-836*/936*
Disability and Wellness in the Community                        Research Methods II
This lecture/seminar course examines the concepts of            This applied seminar course involves students in the
disablement, community and the social participation of          process of translating a research question into data
persons with disabilities. Topics include definition, models    collection, analysis and reporting strategies in descriptive
and evaluation of disablement; the relationships between        and qualitative research. The focus will be on questionnaire,
people with disabilities and their environments; and current    interview and focus group approaches. Students will
controversial issues in the area of disability and              complete a pilot project. The course builds on work done
rehabilitation. Three term hours, fall.                         previously in RHBS 833*/933* and RHBS 832*/932* and
                                                                may be used to advance the thesis proposal. Pre-requisite:
                                                                RHBS 833*/933* or RHBS 832*/932* or agreement from the
                                                                course coordinator. Three term hours, winter. Limited
RHBS-833*/933* (Mandatory – RHBS)                               RHBS-837*/937*
Research Methods I                                              Data Acquisition and Instrumentation
This course emphasizes the theoretical background in the        This is a lecture-seminar-laboratory based course covering
development of a research proposal for rehabilitation-related   the application, instrumentation, acquisition, signal
research. Topics include development of the research            processing and management of electrical signal data as
question and problem statement, rationale, appropriate          they are used in the study of biomechanics and
literature review and research design. Three term hours,        neuromuscular physiology. Although the principles learned
fall. Limited enrollment.                                       can be applied to many types of motor performance data,
                                                                there will be an emphasis on electromyography. Laboratory
                                                                exercises will be used to illustrate key issues related to
                                                                signal acquisition and processing. Seminar presentations
                                                                will allow students to investigate and present the application
                                                                of data acquisition and processing specific to their particular
                                                                area of interest.       Three term hours, winter. Limited
                                                                enrollment. EXCLUSION: KHS-851*, KHS-857*, RHBS-
                                                                857*/957*, RHBS-835*/935*
 RHBS-877*/977*                                                 RHBS-872*/972*
Community-based Rehabilitation                                  Motion Analysis
An analysis of the concepts, design, implementation, and        A theoretical and practical course covering the application,
evaluation of community-based rehabilitation (CBR)              instrumentation and techniques of human motion analysis.
programs for the rehabilitation of physically, mentally, and    Topics include 2D and 3D kinematics, force measurement,
socially disabled persons in Canada, other developed            link segment analysis and the application of these
countries, and developing regions. The course is in seminar     techniques to able-bodied and disabled populations. To
format with a multidisciplinary perspective on community        integrate the material, the course combines readings,
practice. Specific examples of current programs, both locally   lectures, laboratories and projects. Three term hours, fall.
and internationally, will be presented. Three term hours,       Limited enrollment. EXCLUSION: KHS-859*, KHS-870*,
winter. Limited enrollment.                                     RHBS871*/971*, RHBS-870*/970*
RHBS-876*/976*                                                  RHBS-874*/974*
Independent Study                                               Studies in Aging
Study under the guidance of a faculty member in a subject       A     lecture/seminar     course     which   examines       the
area related to rehabilitation therapy, selected by the         neurophysiological,      cardiorespiratory,  musculoskeletal,
student. Normally this course will take the form of a closely   cognitive and psycho-emotional aspects of aging and their
supervised reading program in an area of the instructor's       significance in both motor performance and disability and
expertise, but may also include supervised laboratory work      wellness in the community. Three term hours, Winter.
and/or specialized clinical experience. Fall, winter, spring.   Limited enrollment.

Rehabilitation Science Graduate Courses 2009-2010

                           FALL                                                          WINTER
Seminar Program for M.Sc. Students
Credit will be based upon attendance and participation in the departmental seminar program as well as sessions addressing
specific issues relating to graduate education. In addition, each student will be required to present a seminar based upon
his/her research work. (Pass/Fail). Fall and winter terms. See schedule page …
Seminar Program for Ph.D. Students
This course requires attendance and participation in the departmental seminar program. All incoming students will be
required to participate in a monthly journal club presentation during the first year of attendance at the seminar series; each
doctoral student will be required to present and preside over a minimum of 2 journal club presentations (See page…). In
addition, each student will be required to present a seminar relating to current issues, concepts or advanced topics in his/her
area of specialization and provide two lectures related to his/her area of expertise in an appropriate entry level course.
Students will also use the seminar program as a forum to present their research proposals and research findings.
Assessment will be based on satisfactory completion of all course requirements (Pass/Fail). Fall and winter terms. See
schedule page …

NOT OFFERED IN 2009-2010
RHBS-830* FALL Professionals in Rural Practice, Course offering dependent on funding with Inter-Professional Education
RHBS-873*/973* Exercise Rehabilitation. Offered in even years
RHBS-880*/980* International Health. Offered in even years
RHBS-834*/934* Statistics. Not Offered Indefinitely. Please consult the SGS calendar for alternatives.

Human Ethics Research Education Course - SGS 804
Effective fall 2009, all graduate students are required to complete SGS 804 - Human
Research Ethics Education course before they may begin any research work involving
human subjects. You will add this course requirement to your Academic Change Notice
during your meeting with your supervisor on the first day of Orientation Week. This is a
web-based tutorial providing familiarity with and practical application of Canada's national
standard of ethics for research (as outlined in the Tri-Council Policy Statement).

The General Research Ethics Board will require graduate student investigators to stipulate
the date of completion of SGS 804 on the REB application form effective Fall, 2009. The
Health Sciences Research Ethics Board has proposed a similar modification to their REB
submission form. More information about the course can be found on the SGS website under
the “Current Students” tab ( http://www.queensu.ca/sgs/Currentstudents/CHRRP.html ).

                                SEMINAR SERIES SCHEDULE
                          FALL 2009 Thursdays 2:30-3:30pm, Room 008 LDA

DATE       PRESENTER                    TITLE

                                        Linda McLean, Chair of the Graduate Program in
Sept. 17   Linda McLean                 Rehabilitation Science will welcome and introduce
                                        students, and will provide essential information about
                                        the program policies and requirements.
                                        Brenda Brouwer, Professor School of Rehabilitation
Sept. 24   Brenda Brouwer               Therapy, and Associate Dean, School of Graduate
                                        Studies will discuss graduate scholarship and research
                                        funding, intellectual property and authorship.
Oct. 1     Faculty member A. Aiken      Doctoral Journal Club: Models of Health Care
           Student: Christine Knott     Delivery and Service
                                        Philip Burge, Ph.D.(RHBS), Queen’s University Dept.
Oct. 8     Philip Burge                 of Psychiatry, “Using Film as a Research Product
                                        and Education Tool” will present the film Becoming
                                        Independent which he produced and co-directed.
           Faculty member: Mary-        Dr. McColl, School of Rehabilitation Therapy, is also
Oct. 15    Ann McColl                   Associate Director, Research, Queen’s Center for
                                        Health Services and Policy Research will present a
                                        seminar on disability policy analysis.
           Faculty member: T. Parsons   Doctoral Journal Club: The use of Tele-health in
Oct. 22    Student: Christine Knott     Rehabilitation Service Delivery
           Faculty member: Margaret     Claire-Jehanne Dubouloz-Wilner, Associate Professor
Oct. 29    Jamieson                     Master of Health Sciences in Occupational Therapy,
           Presenter: Claire-Jehanne    University of Ottawa, will present her research into
           Dubouloz-Wilner              Transformative Learning in adulthood in the context
                                        of rehabilitation
           Faculty member: Lucie        Dr. Manuela Kunz, Queen’s University departments of
Nov. 5     Pelland                      Surgery and Computer Science, “Computer assisted
           Presenter: Dr. Manuela       Surgery: History, highlights and where do we go from
           Kunz                         here?”
           Faculty member: E. Culham    Doctoral Journal Club: Disability trends in Aging
Nov. 12    Student: Charla Gray

           Faculty member: Terry        Mary Egan, Associate Professor, University of Ottawa
Nov. 19    Krupa                        Master of Health Sciences in Occupational Therapy
           Presenter: Mary Egan         program, will present a cohort study of engagement in
                                        personally meaningful activities post stroke
           Faculty member Trish         Maureen MacDonald, of the Kinesiology program
Nov. 26    Parsons                      McMaster University, “Informing Exercise
           Presenter Maureen            Prescription in Children with Congenital Heart
           MacDonald                    Disease”
           Faculty member: Nandini      Joan Stevenson, Professor, School of Kinesiology and
Dec. 3     Deshpande                    Health Studies will present her research into personal
           Presenter: Joan Stevenson    assistive devices for use in industry.


RHBS 903

Additional note on graduate seminar program: All incoming students will be required
to participate in monthly journal club presentations during the first year of attendance
at the Seminar Program; each doctoral student will be required to present and preside
over a minimum of 2 journal club presentations.


One of the recommendations of the recent OCGS Appraisal was that a core seminar course,
to be taken by all PhD students, on the Theory and Foundations of Rehabilitation Science be
developed. Since some students in the RHBS program do not come from a rehabilitation
field, but rather a related field, this course would enable students to ground their studies and
thesis in Rehabilitation Science. The course could include a wide array of topics, such as
those listed under the Rehabilitation Science component of the Comprehensive Examination
for Doctoral students. Such topics may include: introduction to enablement and disablement
models, disability in Canadian society, outcome measures in rehabilitation science, models
of practice and service delivery in rehabilitation, and research paradigms in rehabilitation
science. Since knowledge in these areas is being tested in the comprehensive exam, the
reviewers felt that such a core program would offer students the opportunity to interact, learn
multiple paradigms, and obtain a comprehensive understanding of rehabilitation science prior
to focusing on either motor performance in rehabilitation or disability and wellness in the

After much discussion at the Graduate Program committee, it was felt that introduction of a
new and separate graduate course would require greater faculty commitment to teaching
which may not be available and some areas of such a course would overlap information from
other current graduate courses in Rehabilitation Science. The possibility of a journal club
which required the mandatory presentation of topics by first year doctoral students may meet
this need. It was determined that each incoming student should perform two Journal Club
presentations. A faculty member will be assigned to each topic and will act as a mentor for
the student as he/she reviews background material and then chooses a paper for the Journal
Club presentation (following consultation with the faculty mentor). At the time of
presentation, the doctoral student is to briefly provide the general context of the topic and
then present relevant information from the paper and discuss implications for research and/or
clinical practice in rehabilitation.

It is anticipated that the assigned faculty member will be present on the day of the Journal
Club presentation in order to assist with discussion. The Journal Club has been incorporated
as part of the Seminar Series, therefore, all graduate students (MSc, PhD, incoming &
continuing) are expected to attend.

The Graduate Chair in Rehabilitation Science will arrange for a WebCT site for
RHBS803/903, so that the incoming doctoral students and faculty mentors can access this
site to load a pdf of the paper to be presented at the Journal Club. It is recommended that
the paper be posted no later than the Monday of the week in which the paper is being

Rehabilitation Science Timetable 2009-2010

                         SEPTEMBER-DECEMBER 2009

TIME    MONDAY        TUESDAY            WEDNESDAY           THURSDAY         FRIDAY
8:30                                       Sept. 16 only
                                            RHBS 801
9:00                                       9:00 – 12:00     RHBS 877*/977*
                                         Conference Room    Community Based
9:30                RHBS 802*/902*                            D. Jalovcic/
                     Disability in the                         M. Peat
10:00                 Community
                      W. Pentland                           Conference Room
11:30                                                             LDA
                       CEC Seminar

12:30                                                         RESERVED
1:00                                                          MEETINGS
                    RHBS 801*/901*
1:30                Motor Performance                          12:30 – 2:00
                       K. Norman         RHBS 833*/933**         Conf.
                                         Research Methods
                       1:00 – 4:00          K. Norman
                       (EXCEPT              R. Lysaght
                                                             RHBS 803/903
3:00                    Sept. 16)                            Seminar Series
                                            1:00 – 4:00
                                                             Room 008 LDA
                    Conference Room                            2:30-3:30
                          LDA             Conference Room
                                            Room LDA




Rehabilitation Science Timetable 2009-2010

                                      JANUARY-APRIL 2010

                                  TUESDAY           WEDNESDAY         THURSDAY       FRIDAY


       9:00                                                              RHBS
                                RHBS 874*/974*                         836*/936*
       9:30                       Studies in                           Research
                                    Aging            RHBS 872          Methods II
      10:00                      E. Culham &       Motion Analysis    M. Jamieson
                                 W. Pentland         L. Pelland            &
      10:30                       Conference        9:00 – 12:00      M.A. McColl
                                    Room                              Conference
                                 9:00 – 12:00                          Room LDA
      11:00                            √                              9:00 – 12:00


      12:30                                                           Reserved for
       1:00                                                            Meetings
                                                                      12:30 – 2:00
       2:00   Methods in the
              Health Sciences
                 T. Krupa       RHBS 837*/937*     RHBS 837*/937*
                                Data Acquisition   Data Acquisition
                1:00 – 4:00            &                  &               RHBS
                                Instrumentation    Instrumentation       803/903
               Lecture Room        L. McLean          L. McLean         Seminar
       2:30   224 C.E.C. LDA     2:00 – 3:30 √      2:00 – 3:30 √         Series
                     √                                                 2:30 – 3:30
                                                                       Room 008


                          RHBS-803 SEMINAR PROGRAM FOR M.Sc. STUDENTS

Credit will be based upon attendance and participation in the School of Rehabilitation Therapy Seminar
Program. Full-time candidates are expected to attend all of the seminars for the duration of their program. It is
recognized that some individuals will be unable to attend seminars when data collection requires that they be
absent. Individuals with these specific time constraints are to inform the Graduate Program Chair. Part-time
candidates are also expected to attend the seminars. Attendance schedules are to be developed between the
supervisor and student in order to optimize attendance of part-time students at the seminar series. A copy of
this schedule is to be placed in the student‟s file. Some seminar sessions will be used to address specific
issues relating to graduate education. In addition, each student will be required to present a seminar based
upon his/her research work. (Pass/Fail). Fall and winter terms.

Name: __________________________________                         Student ID Number: ____________

       Attendance at seminars, Academic Years: __________________________________

       Seminar Presentation of MSc Thesis Research

        Title: _________________________________________________________________



        Date: _________________________________________________________________

It is each student’s responsibility to complete this form and submit it to the Graduate
Assistant in order to receive a Pass for RHBS803


Credit will be based upon attendance and participation in the School of Rehabilitation Therapy Seminar
Program. Full-time candidates are expected to attend all of the seminars for the duration of their program. It is
recognized that some individuals will be unable to attend seminars when data collection or Comprehensive
Exam scheduling requires that they be absent. Individuals with these specific time constraints are to inform the
Graduate Program Chair. Part-time candidates are also expected to attend the seminars. Attendance
schedules are to be developed between the supervisor and student in order to optimize attendance of part-time
students at the seminar series. A copy of this schedule is to be placed in the student‟s file. Some seminar
sessions will be used to address specific issues relating to graduate education. In addition, each student will be
required to present a seminar relating to current issues, concepts or advanced topics in his/her area of
specialization and provide two lectures related to his/her area of expertise in an appropriate entry level course.
Students will also use the seminar program as a forum to present their research proposals and/or research
findings. Assessment will be based on satisfactory completion of all course requirements (Pass/Fail). Fall and
winter terms.

Name: _______________________________ Student ID Number: __________________

       Attendance at seminars, Academic Years: __________________________________

       Journal Club Presentation (first year)

        Title & Date: __________________________________________________________


        Title & Date: __________________________________________________________


       Seminar Presentation of current issues, concepts, or advanced topics in area of specialization:

        Title: _________________________________________________________________


        Date: _________________________________________________________________

       Two lectures in an Entry Level to Practice Course

        Lecture #1 Title: ________________________________________________________


        Date: _________________________________________________________________

        Signature of Course Coordinator/Instructor: ___________________________________

        Lecture #2 Title: ________________________________________________________


        Date: _________________________________________________________________

        Signature of Course Coordinator/Instructor: ___________________________________

    Seminar Presentation of Doctoral Research (proposal and/or findings)

     Title: _________________________________________________________________


     Date: ________________________________________

It is each student’s responsibility to complete this form and submit it to the Graduate
                   Assistant in order to receive a Pass for RHBS903

Funding Opportunities

Students admitted into the Research program will automatically be considered in their first
year for internal awards offered by Queen's University. All continuing graduate students are
expected to apply to external granting agencies for fellowships or scholarships in order to
remain eligible for internal awards. Below is a partial listing of agencies and agency
deadlines for applications for funding. Graduate students may also receive financial support
from grants held by members of faculty and may apply for teaching assistantships.


                               EXTERNAL TO QUEEN'S

Fellowship/Grant                                    Deadline

Canadian International Development Agency           February 1

Canadian Federation of University Women             November 15

Canadian Institutes of Health Research              Variable

Canadian Occupational Therapy Foundation            September 30

Heart and Stroke Foundation of Canada               November 1

Natural Science and Engineering Research
                                                    October (internal deadline)

Ontario Graduate Scholarship                        October (internal deadline)

Physiotherapy Foundation of Canada                  February 1

SEO-CURA                                            April 1 and October 13

Social Science and Humanities Research
                                                    November (internal deadline)

Other agencies may have funds available for research grants depending on your area of
interest. You should speak with your supervisor about the possibility of research funding
from outside sources. You will be sent email messages throughout the year to inform you of
funding opportunities as they arise. Applying for grants and research funding is related to
the operational costs of your research, not personal support money.

It is expected that you apply to external granting agencies for fellowships and/or
scholarships which provide personal support funds during your tenure as a graduate student.
Be sure to speak to your supervisor early in the first term about funding opportunities. Your
supervisor should assist you in preparing a competitive application.
Funding Opportunities . . .
Programs such as the Ontario Graduate Scholarship are very competitive so if you are a
Canadian citizen or Landed Immigrant with at least an A average, be certain to prepare your
application well in advance and request references from professors who are very familiar
with your work and your abilities.

                                 INTERNAL TO QUEEN'S

Applications are submitted on your behalf by the Graduate Program Committee
for the following awards offered in the School of Graduate Studies and Research
Fellowship Competition
Ontario Graduate Scholarship in Science and Technology (OGSST), $15,000 (end in 08/09)
McLaughlin Fellowship, $10,000
Bracken Fellowship, $10,000
Franklin Bracken Fellowship, $10,000
Duncan and Ulla Carmichael Fellowship, $10,000
Senator Frank Carrel Fellowship, $10,000
Louise A. Fowler Fellowship, $10,000
Trevor C. Holland Fellowship, $10,000
Grace L. Boileau Graduate Award, $5,000

The Graduate Program Committee in Rehabilitation Science allocates the following
awards available from the School of Graduate Studies and Research:
Graduate Entrance Tuition Bursary, $6,104
Dr. Robert John Wilson Fellowship, $10,000 for each of 2 years

N.B. To be eligible for most adjudicated fellowships and tuition bursaries you must maintain
first class standing in each of the last 2 years of study (including graduate education).

School of Graduate Studies Conference Travel Awards
Graduate students are eligible to apply for a Research Conference Travel Award each
academic year. In the past, this program has been managed by the School of Graduate
Studies and Research, but will now be managed at the School level. New policies and
procedures are currently under development and should be ready by October 2009.

                              INTERNAL TO THE SCHOOL

Gwen Keough Memorial Scholarship. Awarded for general proficiency to a graduate
student entering the Master's program in Rehabilitation Therapy. Preference will be given to
a student with no other substantial scholarship. Adjudicated by the Graduate Program
Committee. Awardees are notified at the end of January each academic year. (2 @ $3,000)

Tracey Gourlay Memorial Scholarship. Awarded annually to a full-time graduate student in
Rehabilitation Science on the basis of academic excellence in their graduate coursework and
their contribution to graduate life. Adjudicated by the Graduate Program Committee.
Awardees are notified at the end of January each academic year. ($300)

Other Funding Opportunities . . .


Graduate Teaching Assistantships are awarded to suitably qualified graduate students and
form a part of the funding package. They help meet the teaching needs of the entry level
professional programs in the School of Rehabilitation Therapy, primarily by assisting with
classroom instruction, group tutorials, laboratory supervision, and/or marking tests,
assignments and examinations. Priority is given to graduate students beyond the first year of
post-graduate study.

Teaching Assistants sign a Teaching Assistant Agreement with the supervising faculty
member that clearly indicates the roles and responsibilities of the assigned Teaching
Assistantship. All Teaching Assistants must electronically sign a Student Employment
Contract with the Administrative Assistant in order to receive payment for these duties.

The Teaching Assistantship rate for 2009-10 is $35.95 per hour. All new Teaching
Assistants are required to attend a mandatory 3-hour training session for TA‟s which will be
coordinated and lead by L. McLean, the (Acting) Graduate Program Chair, and the Graduate
Student Teaching Assistantship Liaison Representative.         The date and time will be
announced early in September.

                        General Regulations for Graduate Studies

Students must achieve a minimum of 65% (second class standing) in each course
designated as part of their program of study to continue in the program.

The M.Sc. program must be completed within five years from the time of initial registration
(the program is normally completed in two years of full-time enrollment).

The Ph.D. program must be completed within seven years from the time of initial registration
(the program is normally completed in four years of full-time enrollment).

All Rehabilitation Science students must write a thesis and defend it orally to the satisfaction
of an examination committee. The Master‟s thesis should demonstrate that the candidate is
capable of original and independent work, the Ph.D. thesis must be publishable and reflect
original thought.

Review of academic decisions will follow the policies established by the School of
Rehabilitation Therapy and the School of Graduate Studies and Research.

Students‟ progress will be evaluated each June by their Supervisors and recorded on the
Graduate Student Progress Report. This Progress Report is to be signed by both the student
and the supervisor and placed in the student‟s academic file.

                        The Graduate Student Advisory Committee

All students must have an advisory committee (established before the end of the first
academic year) which meets no less than once per academic year to review students‟
progress and advise on students‟ research. The advisory committee will be established by
the supervisor in consultation with the student to advise the student on thesis matters. The
responsibilities of the Advisory Committee are restricted to advisory functions only; the
Committee does not approve thesis topics or proposals and does not make formal
assessments of the student.

The Advisory Committee membership shall be comprised of the supervisor, and a minimum
of one additional faculty member from Queen‟s-at-large whose area of interest is compatible
with the thesis topic. The selection of additional members shall be made collaboratively by
the graduate student and his/her supervisor. The Advisory Committee membership should be
determined before the end of the first academic year.

A meeting of the Advisory Committee may be called at the request of the student or of the


                             Student Performance Evaluation

The final mark in a course will be based on one of the following: i) the work of the term,
including, where appropriate, essays and exercises, class tests, reports, seminar
participation and lab work; ii) the work of the term as above, and a final examination. At the
beginning of the year the instructor of each course will provide a clear statement of the term
work expected and the weight to be assigned to it in the final grade. In arriving at the final
mark, only work completed by the day of the final examination will be considered unless
otherwise specified.

Any circumstances that, in the opinion of the student, may adversely influence his or her
performance in an examination should be brought forward in writing to the Director of the
School of Rehabilitation Therapy prior to the examination.

                            Course and Instructor Evaluations

At the end of each term students will be asked to complete evaluation forms to provide
feedback pertaining to courses and instructors.


                           OT, PT, & RHBS PROGRAMS

Any student wishing clarification about, or who is dissatisfied with, an assigned final grade in
a graduate course should first discuss the matter with the course instructor, who will review
the work in question. This discussion should be initiated within 14 days of the grades being
available. If the instructor agrees to change a grade, a change of grade form shall be
processed in the usual manner.

If the instructor confirms the original grade, and if the student is still dissatisfied, then the
student should submit an appeal to the Chair of the Program, clearly stating the grounds for
which the grade should be raised. If the Chair of the Program is the instructor of the course in
which the grade is being appealed, then the Director of the School will be asked to appoint a
delegate to act on behalf of the Chair. Appeals may only be submitted with respect to
process (procedural) errors or extenuating circumstances. If the Chair of the Program
believes the grounds to be reasonable, then the Chair will initiate a review of the grade.

If the Chair of the Program does not agree to a review of the grade, then the student has the
right to formally request an appeal of the assigned grade through the Director of the School
of Rehabilitation Therapy, who will then arrange for a meeting of the Student Appeals
Committee to review the appeal. The instructor is invited to present the rationale for the
decision with respect to the grade and the student is invited to present the rationale for a
change of grade. Again, the basis of the appeal must be on procedural grounds or
extenuating circumstances. The grade determined by means of the review shall be recorded
as the final official grade.

Further appeal of an assigned grade can be made only on the basis of a specific procedural
error or errors made in the departmental review procedures. This would be done through
convening the Academic Appeal Board of the School of Graduate Studies.

Note: These procedures for review of an assigned grade do not apply when a failing grade
has been received on:
a) a graduate academic course, or
b) a failing grade (FA) has been received on courses numbered 899 (Master‟s Thesis) or 999
(Doctoral Thesis). Appeal of a grade of Fail on a graduate thesis is appealed through the

Appeal of Thesis Examination Committee Decision, under Appeals Against Academic


                           IN REHABILITATION SCIENCE

The comprehensive examination is a means of ensuring that all graduates of our doctoral program
have a breadth of knowledge relating to Rehabilitation Science, which spans both motor performance
and disability in the community; have a sound knowledge of the concepts and issues in their chosen
field of study (motor performance or disability in the community); and are well prepared to pursue
original research in their chosen specialization; and have developed skills in grantsmanship.

The comprehensive examination is comprised of two parts:

       1. An examination (written & oral) to evaluate the candidate‟s knowledge in Rehabilitation
          Science, their field of study and their area of specialization. A maximum of five (5) weeks
          will be devoted to gathering background knowledge. This period of preparation will be
          followed by a three (3) week period during which the candidate will complete the written
          component An oral examination will be conducted within 1 to 2 weeks after submission of
          the written component. A written component will be completed over a three (3)-week
          period, which is then followed by an oral examination component conducted 1-2 weeks
          after submission of the written component. The oral component provides an opportunity
          for examiners to delve more deeply into the questions raised in the written component and
          also to seek clarification of written responses.

       2. Completion of selected components of a grant application based on the candidate‟s field
          of specialization in accordance with the guidelines for grant submission from a major
          funding agency. The candidate will have a maximum of four (4) weeks to prepare the

Comprehensive Examining Committee (CEC)

The Comprehensive Examining Committee (CEC) will normally be composed of three members of
faculty and the Graduate Program Coordinator (or delegate) who acts as the Chair. Each member
will have a specific area or focus, which will direct his or her questions. The areas to be examined
           Rehabilitation Science
           Motor Performance OR Disability in the Community (depending on candidate‟s field of
           The Area of the Candidate‟s Proposed Specialization

The candidate and his/her supervisor will recommend to the Graduate Program Coordinator, the
names of the committee members and the area that each will examine. It is the responsibility of the
supervisor and candidate to contact these individuals to determine their ability to sit as a member of
the committee. The Graduate Program Coordinator has final approval on the composition of the
committee. The names will then be forwarded to the Graduate Assistant who will provide the
members of the committee with the Comprehensive Examination Guidelines and the time lines
involved in the process.

                                                    COMPREHENSIVE EXAMINATION, continued

Examination Structure

Written Component
Once the examination committee has been struck (the supervisor recommends the committee
membership to the Graduate Coordinator), the candidate is invited to meet with each member
individually in order to obtain guidance to help the candidate prepare. Each committee member will
direct the candidate to resources (book chapters, articles, journals,) that address the specific
knowledge base upon which that particular examiner‟s questions will be based. The examiner will
also provide guidance about the scope to be covered and the nature of the questions that should be
expected. After meeting with all committee members, the student candidate begins to prepare for the
written component of the comprehensive examination. Committee members will each submit 2-3
related questions to the Committee Chair who will then select one question from each member.

Within five (5) weeks of the candidate‟s first meeting with a committee member, the candidate will
arrange to pick up the questions from the Chair of the Examining Committee. The candidate then has
three (3) weeks to answer the questions and prepare the written submission with each response. The
response to each question must not exceed 15 pages of double spaced text, with 1” margins and 12
point font (exclusive of references). If the candidate requires clarification of the intent of a question,
he/she should approach the respective examiner within one week of receiving the question.

Oral Component
The oral examination will take place 1 to 2 weeks after the written submission. Questions asked will
relate to the candidate‟s written submission (ie. seeking clarification, more depth, alternative
approaches, insight and critical analysis of the information, application of relevant current literature to
the topic area) The candidate‟s supervisor may be present at the oral examination, but is not a voting
member of the committee.

Grant Proposal
Normally, this portion of the comprehensive examination will follow within one-month of the oral
examination. The candidate will select a major funding agency, obtain the appropriate guidelines and
forms, and will inform the CEC Chair of the agency. From this point, the candidate will have a
maximum of 4 weeks to submit selected components of the grant proposal (normally the research
proposal module and budget module). It is expected that the proposal will be original and relate to
the candidate‟s thesis work. The written proposal is to reflect the effort of the candidate, however, it
is recognized that the candidate prior to starting this process may have participated in a consultative
process with affiliated individuals.

                                                  COMPREHENSIVE EXAMINATION, continued


For the candidate:
1. Start of the Process: Meet with each member of the CEC
2. Five ( 5) weeks later: Pick up examination questions from the CEC Chair
3. Three ( 3) weeks after Step 2: Written submission (two copies) to the CEC Chair
4. One-Two weeks after Step 3: Oral Examination
5.* Within 1 month after step 4: Identify granting agency for proposal submission
6.* Within 4 weeks after step 5: Grant submission to Graduate Chair.
  In special circumstances the timing of the grantsmanship component can be modified. For example,
the grant proposal may be submitted prior to the written/oral component; when the candidate
is submitting the grant proposal to a granting agency and must meet the agency’s submission

For the supervisor:
1. Before the end of the candidate‟s first year, discuss selection of the CEC with the Graduate
   Program Coordinator or delegate. It is the responsibility of the supervisor and candidate to contact
   these individuals to determine their ability to sit as a member of the committee. Advise the
   Graduate Program Coordinator of the names of the recommended committee members and the
   applicable dates (i.e. starting date of the process).
2. facilitate meetings between student and CEC members.
3. Attend oral examination (non-voting).
4. In consultation with the CEC Chair, select and consult an internal faculty member and a faculty
   member from another department within Queen‟s to evaluate the grant submission.

For the Individual CEC Members:
1. Meet with the candidate to provide guidance and suggest resources. Outline the scope of “where
   your questions will be coming from.”
2. Within four (4) weeks of meeting with the candidate, submit 2-3 questions (one will be selected)
   consistent with the scope discussed with the candidate to the CEC Chair.
3. The CEC member must be available, at minimum by e-mail, if the candidate requires clarification
   of the member‟s question. It is recommended that CEC members try to respond to the candidate
   within 2-3 days of the request for clarification.
4. Evaluate the candidate‟s performance on your question within one week of the submission
   Submit your evaluation in writing to the CEC chair.
5. Meet as a CEC approximately 15 minutes prior to the start of the oral examination (within 2 weeks
   of written submission) to discuss all evaluations of the written examination.
6. Evaluate the candidate‟s performance in the oral examination.

For the CEC chair (normally the Graduate Chair):
1. Finalize the membership of the CEC.
2. Monitor the entire examination process and ensure that timelines are adhered to.
3. Select the questions for the written examination and prepare the examination for the candidate.
4. Chair the oral examination.
5. Communicate all examination results to the candidate.
6. Inform the Graduate Assistant and the School of Graduate Studies of the examination outcome.
(If the CEC Chair is not the Graduate Chair, then results will be communicated to the Graduate Chair
who will then take care of steps 5 and 6).

                                                  COMPREHENSIVE EXAMINATION, continued

Grant Proposal:
After consultation with his/her supervisor, the candidate will submit the names of three (3) potential
reviewers, external to the School, but normally within Queen‟s University. The Chair of the Graduate
Program will select two faculty members (one internal and one external to the School) to evaluate the
grant submission. The grant proposal will normally contain names of potential reviewers and it is
expected that the Graduate Chair will choose one of these individuals who would normally be
external to the School but internal to Queen‟s University, with the grant proposal. The Graduate
Program Chair will approach each reviewer, in order of priority on the list, to act as an external
reviewer. In the event that all three recommended reviewers decline to evaluate the proposal, the
Graduate Program Chair will ask the supervisor to provide the names of further individuals to act in
this capacity. The Graduate Program Chair will also choose one internal reviewer from within the
School to evaluate the grant proposal. Each examiner (internal & external) will be asked to review
the proposal for originality, scientific merit, and feasibility and then submit a Pass/Incomplete/Fail
grade and comments to the Graduate Chair.

                                                  COMPREHENSIVE EXAMINATION, continued


       The CEC will review all reports relating to the candidate‟s performance on all aspects of the
       written/oral component of the Comprehensive Examination and decide on the outcome. The
       possible outcomes include: Pass; Incomplete; or Fail. The Graduate Chair will review the
       comments of the internal and external reviewers with respect to the grant application and
       assess an outcome of Pass; Incomplete; or Fail as recommended by the reviewers.
       Pass with Distinction is a special category of assessment of performance in the
       comprehensive examination.           This assessment will be granted when a candidate
       demonstrates superlative performance on both components of the comprehensive
       examination. This assessment category will assist in identifying those candidates, who at
       graduation, may be put forward for the Governor General‟s Award.
       Pass reflects successful completion of all aspects of the examination (oral, written, and grant
       proposal) and the student candidate proceeds with his/her doctoral work.
       Incomplete indicates that the candidate demonstrated weakness in one or two aspects of the
       examination which can be corrected by remedial work. The details of the required additional
       remedial work required will be clearly stated and communicated to the candidate in writing.
       The examiner(s) responsible for reviewing the remedial work will decide whether it is
       satisfactory. If not, a failing grade is assigned. Remedial work for the oral/written component
       will be clearly indicated and may include one, two, or all three areas of inquiry depending on
       the outcome of the examination and may necessitate repeating the process of reading period,
       written component and oral examination. The examiner(s) responsible for reviewing the
       remedial work or the written/oral component will determine whether it is satisfactory. If not, a
       “Fail” will be assigned.        Remedial work for the grant proposal component may include
       extensive revision for improvement of the proposal. The revised proposal will again be
       assessed by the reviewers to determine the level of performance. If the revised proposal is
       satisfactory, a “Pass” will be assigned, if not, a “Fail” grade will be assessed.
       Fail indicates an unacceptable level of performance in either the written/oral examination
       component or the grant proposal component or weakness in both areas (written/oral
       examination component and grant proposal component. When this outcome occurs, a
       recommendation will be made to Division I of the School of Graduate Studies and Research
       that the candidate be asked to withdraw from the Graduate Program in Rehabilitation Science.
       Therefore, if the candidate receives as assessment of FAIL on his/her first component of the
       comprehensive examination, the FAIL recommendation will be forwarded to the School of
       Graduate Studies and Research and the candidate does not proceed to the second
       component. The policies governing appeals will apply to all cases assessed as FAIL.

Level of Satisfactory Performance in the Comprehensive Examination Process:
1. Demonstrate an advanced level of knowledge appropriate to the doctoral level of study in
   Rehabilitation Science.
2. Able to clearly articulate a scientifically sound position/argument.
3. Demonstrate lateral thinking.
4. Demonstrate critical appraisal and synthesis of relevant literature.

                                                   COMPREHENSIVE EXAMINATION, continued


Rehabilitation Science
Questions in this section should be structured to assess the candidate‟s comprehension of issues
pertinent to all aspects of research in rehabilitation science. The following are suggested as potential
topic areas inclusive for both streams.
    o Defining Disability (including the ICF from WHO, 2001)
    o Disability and Canadian society
    o Outcome measures in rehabilitation science
    o Research paradigms for the study of disability
    o The roles of current professions and models of practice/service delivery in rehabilitation
    o Ethics in Rehabilitation service delivery and rehabilitation research
    o Evidence-based practice

Motor Performance
Questions in this section should be structured to assess the candidate‟s knowledge of
factors/substrates that contribute to and influence motor performance. This can span a wide breadth
of topic areas which may include:
    o Theories and issues in motor control
    o Rehabilitation approaches to deficits in motor control
    o Biomechanics and motor control
    o Pathophysiology (neural, muscular, cardiovascular, respiratory) of motor performance
    o Muscle structure and function
    o Bone structure and function

Disability in the Community
Questions in this section should be structured to assess the candidate‟s knowledge of disability
(theory, social policy, empowerment and assessment) and the role of community in the lived
experience and social participation. The following topic areas are intended to provide a framework
for knowledge in the Disability in the Community Stream.
    o Disability Theory
    o Lived Experience of Disability
    o History of Disability and the Disability Movement
    o Assessing Disability
    o Social Participation and Disability
    o Disability and Social Policy Development
    o Legal and Ethical Issues Relating to Disability
    o Empowerment and Disability
    o Community and disability (development , participation, citizenship)
    o International Perspectives on Disability

Research Specific Content
This portion relates to the candidate‟s proposed area of research. The candidate‟s supervisor and the
examiner of this portion shall determine the scope of the area to be examined.


An oral thesis examination is scheduled by the School of Graduate Studies and Research
upon request by the candidate‟s supervisor and department head. The thesis is a major
requirement of the M.Sc. and Ph.D. programs. It must be expressed in a satisfactory literary
form consistent with the rehabilitation field, and it must display a scholarly approach to the
subject and a thorough knowledge of it. Parts of the thesis may be prepared in a form
suitable for separate publication, but it must overall comprise a coherent account of a unified
research project rather than a collection of loosely connected studies. A critical review of
previous work related to the subject and a concluding summation of the contribution made in
the thesis to scholarship in rehabilitation must be included. Further guidance on the specific
requirements of the School with respect to the thesis should be obtained from your

A student engaged in research on a thesis must register for each term until he/she has
completed the requirements of the degree. The thesis is not considered complete until
submitted to QSpace. The format of the thesis must conform to that described in the
information sheet, “General Forms of Theses” which may be obtained from the Graduate
Secretary, the office of the School of Graduate Studies, or from the Graduate School
website: http://www.queensu.ca/sgs. Be aware that page formatting, margins, etc. are not
the same as the default settings in Word.

In preparation for the thesis examination, the candidate must obtain a completed scheduling
form from the Graduate Secretary. The candidate must then submit the form and one copy of
the thesis to the Graduate Secretary (this copy will be provided to the Chair of the examining
committee) and one copy to each of the members of the Thesis Examining Committee not
later than ten working days before the tentative examination date for an M.Sc. exam or
twenty-five working days before a Ph.D. exam.

Other members of the academic staff may attend the defense of a thesis, but may question
the candidate only at the discretion of the Chairperson. Only the members of the committee
may be present during the preliminary and post-examination sessions.

No student or persons other than the regular staff of the University and the Examining
Committee may attend the thesis examination of a student unless individual permission from
the Chair of the Examining Committee has been granted. The Chair of the Committee will
not grant such permission without first obtaining agreement from the student being examined
and from the Director of the School.

The examining committee will reach one of three decisions: i) passed (acceptable in its
present form or pending minor revisions), ii) referred (not acceptable in present form,
requires major revisions), or iii) failed (unacceptable even with substantive revisions).

The Registrar of the School of Graduate Studies will notify the successful candidate of the
completion of the degree requirements only after the thesis, revised as recommended by the
Thesis Examining Committee and approved by the supervisor, has been submitted to the
School of Graduate Studies by the candidate electronically. Tuition fees will be charged up
to the date of receipt of these final copies.


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